The use of techniques and technology “Development of critical thinking through writing and reading” in the Russian language and literature lessons within the framework of a systemic-active approach. Critical thinking in English lessons Zigzag technology critical thinking
Methodical technique of critical thinking technology “zigzag”.
The "Zigzag" technique was invented for those cases when you need to learn in a short time
a large amount of information. For example, in some programs for studying that
or another topic, few hours are devoted. And the volume of paragraphs in textbooks is not
allows you to consider all of them in class. In such cases, the teacher comes to the rescue
comes the Zigzag technique.
Firstly, it allows you to master a fairly large volume in detail and in a short time.
information.
Secondly, learning the material occurs in an interactive form, that is, not
The teacher gives out ready-made knowledge, and the students themselves.
Thirdly, the ability of students to highlight the main thing from the text is mobilized,
systematize information.
Fourthly, the ability to work in a group, together, develops.
Fifthly, the whole class is covered, there will be no passive
students.
Sixthly, the “Zigzag” technique allows you to include other TRCM techniques in your work,
such as “cluster”, “essay”, “pivot tables”, etc.
To organize work during the lesson, the teacher must prepare in advance:
1.
2.
Equipment: six sheets of AZ paper, felt-tip pens, various markers
colors.
“Basket of opinions” (place on the board (interactive whiteboard) or sheet of paper
AZ format) to record student opinions.
Learning new material is divided into several stages. At the stage of challenge to everyone
Students are first asked to think about, express and briefly justify their
opinion regarding the proposed situation.
In the “basket of opinions”, after four minutes of thinking, situations are recorded
different points of view of students.
Stage of comprehension. Six or seven (but no more) basic groups are formed
students with the condition that each group should not contain more than four people.
The number “four” is determined by the number of semantic parts of the text. These groups will
be called "disciples". Each group is assigned a number or symbol.
Then students in each group count by 1, 2, 3, 4, remember the number (symbol) of their
groups and disperse into four new groups (the first numbers go to group 1, the second numbers go to group 2,
the third - to group 3, the fourth - to group 4), who will be called “teachers”. In each group
“teachers” - 6-7 participants each.
Student distribution scheme
GROUPS "STUDENTS"
1 2 , 3 , 4
1 ,2 ,3 , 4
1 , 2 ,3 , 4
1 ,2 ,3 , 4
1 ,2 ,3 , 4
1 ,2 ,3 , 4
1
2
3
4
5
6
1 , 1 , 1 , 1 ,
1 , 1
1
2 , 2 , 2 ,
2 , 2 , 2
2
3 ,3 , 3 ,3 ,
3 , 3
3
4 , 4 , 4 , 4 , 4 , 4
4
"TEACHERS" GROUPS
"Teachers" work with the text.
Group 1 - § 15, paragraph 1.
Group 2 - § 15, paragraph 2.
Group 3 - § 15, paragraph 3.
Group 4 - § 15, paragraph 4.
The task for students within the “teacher” groups is the same: they prepare for
explanation of educational material.
Each group member receives a card with the task:
1. Read the indicated text.
2. Highlight the main thing in what you read: information, concepts, terms, facts, etc., which
will need to be subsequently reported upon return to your group of “students.”
3. Suggest the best way to explain what you read.
4. Formulate questions that you may be asked during the explanation.
Present the completed task in table form.
Information
(information) for
explanations
Basic concepts
terms, ideas,
data
Scheme, table, cluster, abstract, simple plan,
detailed plan, logical chain of concepts
and etc.
Method of transmitting information (explanations)
Expected
questions
The joint work of students in a group is organized as follows:
1. discussion of what was read;
2. deciding what needs to be explained;
3.deciding on how the material will be presented.
The teacher controls the work of the groups and invites students to use
various ways of transmitting information.
After finishing work, the participants in the “teacher” groups return to their
the initial groups are “students” and take turns acting as a teacher (first
first number, then second, etc.). Everyone is given five minutes to
explanation and answers to possible questions.
Reflection stage. Students are asked to write a short review about how
There was a discussion of the topic within the “students” groups. For this you can use
following unfinished sentences: “I liked the explanation... because...”,
or: “I would like to know more about...”, or: “I still don’t understand...”, etc.
The teacher needs to monitor the progress of assignments in groups and
follow the work schedule.
Homework: § 15, answer questions, complete the assignment.
2. Algorithm for working with the “Zigzag” technique in the lesson:
The text is initially divided by the teacher into several parts (for how many - see below).
conditions below).
The class is divided into groups with an equal number of participants. For example, at 6
groups of 4 students in each group. For convenience, we will call these primary
groups of workers. The text should be divided into as many parts as
participants in this primary group.
If the text is too long, you can divide the class into three working groups according to
7 people in each. But no more.
Each group receives the same text. Moreover, each participant in the working
Each group receives one passage from the text. These passages can be numbered
or mark with different colors.
Individual work. Each student works with his own part of the text -
processes information, analyzes, and compiles supporting notes. Important,
so that everything you need is taken from the passage. Student task: imagine
a kind of “squeeze”, quintessence. Moreover, he can do this by
in different ways - create a cluster, table, diagram, infographic, etc.
The next stage of work is group work. Students now move on to their
"colleagues". Expert groups are being formed. That is, they will be on the same team
all those who received passage No. 1, in the other - those who received passage No. 2.
The discussion phase begins. Students share their work
opinions, choose the best option for presenting their part of the text.
An additional task may be to compose questions based on your passage,
which will show how much others understood and mastered the material. Moreover
questions can also be varied - either these are just questions, or mini-tests,
or some kind of practical task.
After this, the guys return to their work groups, and the stage begins
reflections. Each person takes turns presenting their part of the text. This will be short
presentation, cluster, table - this was decided already at the stage of work in the expert
group. Thus, each student receives information about the entire text.
“Zigzag” ends with the general work of the whole class. Every part of the text
will be presented by one of the experts on this issue. As a result, secondary
listening to the material. The remaining experts “complement” the colleague.
At the reflection stage, students decide whose presentation of the material was most
accurate and efficient. They also outline a range of issues that require clarification,
explanations. The result of such work can be a joint project or presentation.
Techniques used in the technology of developing critical thinking.
Critical thinking – this is one of the types of human intellectual activity, which is characterized by a high level of perception, understanding, and objectivity of approach to the information field surrounding it.
In pedagogy, this is evaluative, reflective thinking, developing by applying new information to life’s personal experience.
Based on this, critical thinking, according to the authors, can develop the following qualities of a student:
1. readiness to plan (those who think clearly communicate clearly);
2. flexibility (perception of the ideas of others);
3. persistence (achieving goals);
4. willingness to correct one’s mistakes (take advantage of a mistake to continue learning);
5. awareness (tracking the progress of reasoning);
6. search for compromise solutions (it is important that the decisions made are perceived by other people).
RCM technology has two features (based on “two pillars”):
· lesson structure, including three phases: challenge, comprehension and reflection,
· content based on effective techniques and strategies aimed at developing critical thinking in students.
Principles of technology for developing critical thinking
The fundamental points for the RKMP technology are:
Student activity in the educational process;
Organization of group work in the classroom;
Development of communication skills;
The teacher perceives all student ideas as equally valuable;
Motivating students for self-education through mastering TRCM techniques;
Correlating the content of the educational process with specific life tasks, identifying and solving problems that children face in real life;
Using graphic techniques to organize material. They are effective for shaping thinking. Models, drawings, diagrams, etc. reflect the relationship between ideas and show the train of thought. The process of thinking, hidden from view, becomes visible and takes on visible embodiment. Graphic organization of material can be used at all stages of learning as a way of preparing for research, as a way to direct this research in the right direction, as a way to organize reflection on the knowledge gained.
Technology tools allow you to work with information in any field of knowledge, which means that familiarization with it can be organized on any subject material.
TRCM TECHNIQUES
CLUSTER
Description of the technique:
The concept of “cluster” is translated as “bunch, bunch”. The essence of the technique is the presentation of information in graphic design.
The key concept is written in the center. The concepts associated with the key are written next to them. The key concept is connected by lines or arrows to all the “second level” concepts.
A cluster is used when you need to collect from students all ideas or associations related to a concept (for example, the topic of a lesson).
How to use it in class:
Cluster is a universal technique. It's great for any stage of the lesson.
Let's look at an example of using this technique at the "Challenge" stage. At the “Challenge” stage, you can invite students to brainstorm in teams to suggest in which areas they will study new material. As a result of this work, students themselves formulate the goals of the lesson. Information is written on the board. As you write down assumptions and organize them, contradictions or questions will inevitably arise. The teacher moves the lesson to the “Comprehension” stage and invites students to find answers to their questions in the new material.
Work with this technique continues at the “Comprehension” stage: as we work with the material being studied, corrections and additions are made to the cluster.
This technique has great potential at the “Reflection” stage: it is correcting incorrect assumptions in “preliminary clusters”, filling them in based on new information, establishing cause-and-effect relationships between individual semantic blocks (work can be carried out individually, in groups, on the entire topic or according to separate semantic blocks).
BASKET OF IDEAS
This is a technique for organizing individual and group work of students at the initial stage of a lesson; it allows you to find out everything that students know or think about the topic of the lesson being discussed. The teacher identifies the key concept of the topic being studied and invites students to write down as many words or expressions as possible that, in their opinion, are related to the proposed concept. It is important that schoolchildren write down all the associations that come to their mind.
An example of a "basket of ideas":
The topic of our lesson: Our holidays. What is a holiday?- Indeed, celebrations are always timed to coincide with some event.- What holidays do we talk about “ours”, “mine”?- Write down on sheets of paper the holidays about which we can say “Our holidays” (1 minute)- Discuss your information with your neighbor and come up with a general answer to my question (1 minute)- What did you do? (reading out the work of the pairs)- Let's try to systematize the information received.
DENOTATION GRAPH
It is used to systematize and visually present graphically the essential features of the concept under consideration.
Rules for drawing up a denotation graph:
Stage 1 - highlighting a keyword or phrase from which a denotation graph will be compiled.
Stage 2 – selection of verbs that will connect the key concept and its characteristics. It is recommended to use the following groups of verbs:
verbs denoting a goal - to guide, suggest, lead, give, etc.;
verbs denoting the process of achieving a result - achieve, be implemented;
verbs denoting the prerequisites for achieving a result - to be based, to rely, to be based;
Linking verbs that help determine the meaning of a concept.
Stage 3 – select essential features of the key concept that are associated with it through selected verbs. For each verb you can find 1-3 signs.
Attention! The denotation graph is compiled from top to bottom. First you need to select verbs, and only then compare the signs with them.
PREDICTION TREE
Used to develop non-standard thinking, the ability to distinguish probable situations from those that can never happen.
Stage 1 - the teacher invites students to make assumptions on a topic.
Stage 2 - students voice ideas and assumptions. The teacher writes down all versions (correct and incorrect) on the board, asking the question: does everyone agree with these ideas? If conflicting opinions arise, alternative ideas are recorded on the board.
On the board, students’ assumptions are visualized according to the proposed diagram, where:
The prediction tree may look like a cluster. It is not necessary to use the classic version.
Stage 3 - after studying a new topic, you need to return to the “prediction tree” and check whether the children’s assumptions were justified.
TRUE, FALSE STATEMENTS.
The teacher reads out true and false statements. Students choose the “true statements” from those proposed by the teacher, justify their answer, and describe the given topic (situation, setting, system of rules).
Statements should be proposed to which students can find answers during the lesson.
After familiarizing yourself with the basic information (the text of the paragraph, a lecture on this topic), you need to return to these statements and ask students to evaluate their reliability using the information received in the lesson.
RECEPTION “INSERT”
used at the “comprehension” stage.
When working with text, this technique uses two steps: reading with notes and filling out the “Insert” table.
Step 1: While reading the text, students make notes in the margins: “V” - already knew; “+” – new; “-” – thought differently; "?" – I don’t understand, I have questions. In this case, you can use several options for marks: 2 icons “+” and “V”, 3 icons “+”, “V”, “?” , or 4 icons “+”, “V”, “–”, “?”. Moreover, it is not at all necessary to mark every line or every proposed idea. After reading once, students return to their original assumptions, remember what they knew or assumed about this topic before, perhaps the number of icons will increase.
Step 2: Filling out the “Insert” table, the number of columns of which corresponds to the number of marking icons.
RECEPTION “READING WITH STOPS”
Stops in the text are like curtains: on one side there is already known information, and on the other there is completely unknown information that can seriously affect the assessment of events.
1. The text must be narrative and contain a problem that does not lie on the surface, but is hidden inside.
2. When reading, it is important to find the optimal moment to stop.
3. After each stop, you need to ask questions of different levels. The last question to be asked is “What happens next and why?”
4. You can use colors when reading text. Answers to simple questions can be underlined in blue, and answers to thick ones in red.
5. At the reflection stage, you can use the following techniques: “Thick and thin questions”, drawing up a cluster, ESSAY, syncwine.
This technique contains all stages of the technology and has the following operating algorithm:
Stage 1 - challenge. Construction of the proposed text based on key words, discussion of the title of the story and forecast of its content and issues.
At this stage, based only on the title of the text and information about the author, children must guess what the text will be about.
Stage 2 - comprehension . Reading the text in small passages with a discussion of the content of each and a forecast of plot development. Questions asked by the teacher should cover all levels of Bloom's Question Chart. The obligatory question is: “What will happen next and why?”
Here, having become familiar with part of the text, students clarify their understanding of the material. The peculiarity of the technique is that the moment of clarifying one’s idea (the comprehension stage) is at the same time the stage of a challenge to get acquainted with the next fragment.
Stage 3 - reflection . Closing conversation.
At this stage the tex again represents a single whole. Forms of work with students can be different: writing, conversation, joint search, choosing proverbs, creative work.
Example.
Topic: Victor Dragunsky. “Childhood Friend”, 1st grade (UMK “School 2100”).
On call stages Students are asked to think about the title of the story.
Read the title.
What could a story with that title be about?
Guessions appear on the board.
On semantic stage The “Reading with stops” technique is used.
The text is divided into semantic parts, each stop involves further reflection and forecasting. Questions of various levels are used: from simple ones, clarifying understanding, to interpreting, modeling, predicting the further development of the situation) Children read the text.
Story text:
When I was six or six and a half years old, I had absolutely no idea who I would ultimately be in this world. I really liked all the people around me and all the work too. One day I wanted to be an astronomer, then I dreamed of becoming a sea captain, and the next day I was already impatient to become a boxer. I told dad:
Dad, buy me a pear!
It's January, there are no pears. Eat your carrots for now. I laughed:
No, dad, not like that! Not an edible pear! Please buy me an ordinary leather punching bag!
“You’re crazy, brother,” said dad. - Get by somehow without a pear. And he got dressed and went to work. I was offended by him because he refused me so laughingly. And my mother immediately noticed this and said:
Wait a minute, I think I've come up with something. And she bent down and pulled out a large wicker basket from under the sofa. It contained old toys that I no longer played with.
Mom started digging in this basket, and while she was digging, I saw my old tram without wheels and on a string, a plastic pipe, a dented top, one arrow with a rubber blotch, a piece of sail from a boat and several rattles, and many other different toy scraps .
And suddenly mom took out a healthy teddy bear from the bottom of the basket. She threw it on my sofa and said:
Here, this is the same one that Aunt Mila gave you. You were two years old then. Nice bear, great. Look how tight it is! What a fat belly! Look how it rolled out! Why not a pear? Better!
1 stop :
What did the boy want to become?
Who would you like to be? Why?
A “list” appears on the board: astronomer, captain, athlete...
Students are asked to answer the following questions:
What did mom come up with? (1-2 versions)
What were your favorite toys as a child? (discussion in pairs)
How can this story end?
After students answer, they are asked to come up with an ending to the story.
Children write down the ending (or orally discuss the “ending” in pairs or fours)
On stages of reflection We return students to the original versions, then ask them to read how the author, Viktor Dragunsky, ends the story.
I was very happy that my mother came up with such a great idea. And I made the bear more comfortable so that it would be easier for me to train and develop punching power.
He sat in front of me, so chocolate-colored, but very shabby, and he had different eyes: one was his own, and the other was from a button from a pillowcase. And he spread his legs and stuck his stomach out towards me...
And I looked at him like that and suddenly remembered how I never parted with this bear for a minute, and sat him down next to me for dinner, and fed him semolina porridge from a spoon. He had such a funny face when I smeared him with something, even the same porridge or jam. And I put him to bed with me, and rocked him to sleep like a little brother, and whispered various fairy tales to him right into his velvet hard ears. I loved him then, loved him with all my soul, I would have given my life for him then. And here he is now sitting on the sofa, my former best friend, a true childhood friend. Here he is sitting, and I want to train the force of impact against him.
What are you doing? - Mom said.
What happened to you?
But I didn’t know what was wrong with me, I was silent for a long time and I raised my eyes to the ceiling so that the tears would roll back. And then, when I had consolidated myself a little, I said:
What are you talking about, mom? Nothing wrong with me... I just changed my mind. I'll just never be a boxer.
On stages of reflection ask questions to the class:
Did you expect the story to end like this?
Let's remember how the lesson began and check the assumptions: “What is the story about?”
RECEPTION “FISHBONE” or “FISH SKELETON”
This graphical technique helps to structure the process and identify possible causes of the problem (hence another name - causal (cause-and-effect) diagrams (causal maps)). This type of diagram allows you to analyze the causes of events more deeply, set goals, and show internal connections between different parts of the problem.
The head is the question of the topic, the upper bones are the basic concepts of the topic, the lower bones are the essence of the concepts, the tail is the answer to the question. Entries should be brief and contain key words or phrases that capture the essence.
Table “Plus - minus - interesting”
This technique develops skills in analyzing and classifying the information being studied. By filling out such a table, students learn to accurately work with information without distorting its meaning.
"Plus" (+) We write down those facts that can answer the question “What's good about this?”
"Minus" (-) We write down all those facts and thoughts that can answer the question “What’s wrong with this?”
"Interesting" (?) - is intended for recording various facts and thoughts of interest to the student “What’s interesting about this?”
When using PMI, attention is deliberately directed first to “Plus”, then to “Minus”, then to “Interesting”.
"Table – ZHU"
The Z-X-U strategy was developed by Chicago professor Donna Ogle in 1986. Work with the table is carried out at all three stages of the lesson.
At the “challenge stage”, filling out the first part of the “I know” table, the second part of the “I want to know” table is determining what children want to know, awakening interest in new information. At the “conception stage,” students construct new ideas based on existing knowledge. After discussing the text, students fill out the third column of the “Learned” table.
"Chamomile of Questions" ("Chamomile of Bloom")
Taxonomy (from ancient Greek - arrangement, structure, order) of questions, created by the famous American psychologist and teacher Benjamin Bloom, is quite popular in the world of modern education. These questions are related to his classification of levels of cognitive activity: knowledge, understanding, application, analysis, synthesis and evaluation.
Six petals – six types of questions.
· Simple questions. When answering them, you need to name some facts, remember, and reproduce some information. They are often formulated using traditional forms of control: tests, using terminological dictations, etc.
· Clarifying questions . They usually start with the words: “So, are you saying that...?”, “If I understand correctly, then...?”, “I could be wrong, but, in my opinion, you said about...?” . The purpose of these questions is to provide feedback to the person regarding what they just said. Sometimes they are asked to obtain information that is not in the message, but is implied. It is very important to ask these questions without negative facial expressions. As a parody of a clarifying question, we can give a well-known example (raised eyebrows, wide open eyes): “Do you really think that...?”
· Interpretive (explanatory) questions . They usually start with the word “Why?” In some situations (as discussed above) they may be perceived negatively - as forced to justify. In other cases, they are aimed at establishing cause-and-effect relationships. “Why do the leaves on trees turn yellow in the fall?” If the student knows the answer to this question, then it “turns” from interpretive to simple. Consequently, this type of question “works” when there is an element of independence in the answer.
· Creative questions . When there is a particle “would” in the question, and in its formulation there are elements of convention, assumption, fantasy of forecast. “What would change in the world if people had not five fingers on each hand, but three?”, “How do you think the plot of the film will develop after the advertising?”
· Assessment questions . These questions are aimed at clarifying the criteria for evaluating certain events, phenomena, facts. “Why is something good and something bad?”, “How is one lesson different from another?” etc.
· Practical questions. Whenever a question is aimed at establishing the relationship between theory and practice, we will call it practical. “Where could you observe diffusion in ordinary life?”, “What would you do in the place of the hero of the story?”
Experience with this strategy shows that studentseveryone ages (starting from first grade) understand the meaningeveryone types of questions (that is, they can give their own examples).
REFLECTION TECHNIQUES
ESSAY
Let us remember that an essay is a written form that reflects the impressions, thoughts and experiences of a student in connection with a specific topic. This is a genre of journalism, a free interpretation of any problem or topic. The creator of the essay is considered to be M. Montaigne ("Experiences" 1580). Nowadays, essays are often called “stream of consciousness transferred to paper.” For a long time, this genre was not used in school teaching, but now teachers are actively practicing written assignments in the form of essays. If this is work in class, the time limits for its completion are agreed upon in advance: 5, 10, 15, 20 minutes (this is the time allotted for “free writing”). Depending on the purpose of writing, the author selects the content. In any case, an essay is an artistic form of reflection.
Essay writing model:
Preliminary stage (inventory): identification of the most important facts, concepts, etc.
Working on a draft.
Edit. Can be carried out in pairs in the process of mutual exchange.
Editing. Correction of comments made during editing.
Publication. Reading to an audience
Possible algorithm for writing a discussion essay:
The topic (problem) being discussed.
My position.
Brief rationale.
Possible objections that others may raise.
The reason why this position is still correct.
Conclusion.
RAFT
This strategy structures the process of creating the primary text.
Before writing, students are asked to decide on four parameters for the future text:
R – role. That is, on whose behalf will you write?
A - audience. Who will you write to?
F – in what form will you write (anecdote, story, dialogue, essay).
T – topic. What will your text focus on? What is its main idea?
This structuring will help students approach writing text more meaningfully, and for some it will serve as an opportunity to relieve unnecessary stress: when I write on someone else’s behalf, excessive control and fear of evaluation disappear.
Diamond
Very useful for working with concepts that are opposite in meaning, writing diamonds. Diamond is a poetic form of seven lines, the first and last of which are concepts with opposite meanings. This type of verse is composed according to the following scheme:
line 1: theme (noun)
line 2: definition (2 adjectives)
line 3: action (3 participles)
line 4: associations (4 nouns)
line 5: action (3 participles)
line 6: definition (2 adjectives)
line 7: theme (noun opposite in meaning to the noun from the first line)
Writing diamonds is useful for schoolchildren to understand the essence of the differences and the relationship of concepts that are opposite in meaning.
You can invite your child to write a diamond on the themes: rain - drought, the Universe - a particle, Onegin - Lensky.
SINQWINE
The word cinquain comes from the French "five". This is a five-line poem that follows rules.
1. In the first line, the topic is named in one word (usually a noun).
2. The second line is a description of the topic in two words (two adjectives).
3. The third line is a description of the action within this topic in three words. The third line is formed by three verbs or gerunds that describe the characteristic actions of the object.
4. The fourth line is a four-word phrase that shows the attitude towards the topic.
5. The last line is a one-word synonym that repeats the essence of the topic.
However, very strict adherence to the rules for writing this type of poem is not always required. For example, the fourth line can use three or five words, and the fifth line can use two words. You can use other parts of speech in lines - but only if this is necessary to improve the text.
Synquains are useful as a tool for synthesizing complex information, as a snapshot for assessing students’ conceptual and vocabulary knowledge. Analyze the lexical richness (or poverty) of the proposed syncwines and draw a conclusion. Despite its apparent simplicity of form, syncwine is a quick but powerful tool for reflection (it is not so easy to summarize information, express complex ideas, feelings and perceptions in a few words). Of course, it is interesting to use syncwines as a means of creative expression.
How to do it:
Name (usually a noun)___________________________
Description (usually an adjective)___________________________
Actions___________________________________________________
Feeling (phrase)_____________________________________________
Repetition of the essence_________________________________________________________
Example of syncwine:
Taiga
Coniferous, green, vast.
Grows, fascinates, gives
The Siberian taiga is generous!
Take care!
Organizational forms of working with syncwines .
Doing homework independently
Independently in class
As part of a small group, followed by a competition for the best syncwine, compiled on a chosen topic
As part of a study group with the participation of a teacher acting as a facilitator who helps the group compose a syncwine
When completing a test task on composing a syncwine, writing a story based on a syncwine, or determining the topic of an incomplete syncwine.
HOKKU (HAIKU)
Brief rules for writing haiku:
Three lines and 17 syllables: 5 + 7 + 5.
Must have a seasonal word indicating the time of year or time of day.
It should show and convey, but not name or explain.
There shouldn't be a rhyme.
The story is told in the present tense.
The first two lines describe a certain phenomenon, the third line summarizes what was said in the previous lines.
It can be based on the technique of comparing two objects, phenomena or actions.
Here are the haiku students of Municipal Educational Institution No. 23 of Chapaevsk, Samara Region, composed on the topic “Deserts of Russia” during a lesson on the surrounding world:
The sun has risen.
The air is dry and hot again.
There are only sands all around...(Dronova Julia)
Hedgehogs, corsacs
Suddenly they hid in holes.
Midday heat.(Koller Victoria)
In the RCMCP technology, haiku is a form of written reflection.
Haiku is a lyrical poem characterized by extreme brevity and unique poetics. Each haiku is a feeling captured in a small verbal picture-image. It depicts the life of nature and human life against the backdrop of the cycle of seasons.
The art of writing haiku is, first of all, the ability to say a lot in a few words. The poet’s task is to infect the reader with lyrical excitement, to awaken his imagination, and for this it is not necessary to paint a picture in all its details.
Most often the story is told in the present tense.
5. Usually the first two lines describe a certain phenomenon, and the third line sums up what has been said, often unexpected. And sometimes, on the contrary, the first line is enough to introduce the topic, but the next two are required to summarize.
6. A haiku can be built on a technique called juxtaposition: there are two objects, and the haiku represents the dynamics of their relationship. You can compare: object and background; different states of one object; actions; qualities/attitudes, etc.
Most often, the Haiku technique is used in lessons of literary reading, the surrounding world, and fine arts.
Logbooks
Logbooks are a general name for various teaching writing techniques in which students write down their thoughts while studying a topic. When the logbook is used in its simplest form, students write down answers to the following questions before reading or otherwise studying the material:
– Fill out your “researcher’s diary”:
What do I know about this topic?
What new did I learn from the text?
Children fill out the left column. When working with various sources of information, during pauses and stops, students fill out the right column of the “researcher’s diary”, based on the information received and their knowledge and experience.
When carrying out such work, the teacher, together with the students, tries to demonstrate all the processes visibly, so that the students can then use it.
At the semantic stage, work can be organized as follows: one of the pair members works with the list in the “assumptions” column, puts “+” and “–” signs, depending on the correctness of the assumptions; the second one records only new information. Students work individually.
At the stage of reflection (thinking), there is a preliminary summing up: comparing the two parts of the “flight log”, summing up the information, recording it and preparing for discussion in class. The organization of records can be individual, i.e. each member of the pair keeps records in both parts of the table independently, the results of the work are discussed in pairs. Then follows a new cycle of work with the next part of the text.
Final reflection or final summing up is very important, which can become a way out for a new task: research, essay, etc.
"Six Thinking Hats"
The famous psychologist Edward de Bono introduced the “six hats” metaphor into the practice of thinking development. The expression “put on your thinking hat (cap)” (literally: put on your thinking hat) can be translated into Russian as “to think about it, to reflect.” Playing on this turn, E. de Bono suggests “thinking” in six different ways.
The “six thinking hats” method is used for a comprehensive analysis of any phenomena, for conducting a lesson to generalize experience (after an excursion or studying a fairly large topic, etc.).
A group of schoolchildren is divided into six groups. Each group is assigned one of six hats. Moreover, in some classes real multi-colored hats made of cardboard are used. Each group is asked to present their experiences, impressions and thoughts based on the color of the hat.
***
Reflection in the “six hats” can be carried out not only in a group, but also individually. This method encourages students to make a varied, “multi-colored” assessment of what they have learned and experienced, which is one of the important characteristics of a critical thinker. These assessments can be valuable on their own or can be used to help you write your final essay.
But let’s remember that an important task of the reflection phase is to determine directions for further development...
White hat
White hat – we think in facts and figures. Without emotions, without subjective assessments. Just the facts!!! You can quote someone's subjective point of view, but dispassionately, like a quote. Example: “What events happened in this book?”, “List the characters in the novel,” etc.
Yellow hat
Positive thinking. It is necessary to highlight the positive aspects of the phenomenon under consideration and (!!!) argue why they are positive. It is necessary not only to say what exactly was good, useful, productive, constructive, but also to explain why. For example, “The most effective environmental solution
problems in the North-West region will be the construction of private highways, because...”
Black hat
The opposite of the yellow hat. It is necessary to determine what was difficult, unclear, problematic, negative, idle, and explain why this happened. The point is not only to highlight contradictions and shortcomings, but also to analyze their causes. “This chemical reaction remained incomprehensible to us because we did not solve problems related to it.”
Red hat
This is an emotional hat. It is necessary to connect changes in one’s own emotional state with certain moments of the phenomenon under consideration. Which particular moment of a lesson (series of lessons) is this or that emotion associated with? No need to explain why you experienced this or that emotional state (sadness, joy, interest, irritation, resentment, aggression, surprise, etc.), but only to realize it. Sometimes emotions help us more accurately determine the direction of search and analysis. “The ending of The Duel left me feeling confused and doomed.”
Green hat
This is creative thinking. Ask questions: “How could this or that fact, method, etc. be applied? in a new situation?”, “What could be done differently, why and how exactly?”, “How could this or that aspect be improved?” etc. This “hat” allows you to find new facets in the material being studied. “If Dostoevsky had described the old pawnbroker in more detail, described her feelings and thoughts, the perception of Raskolnikov’s act would have been different.”
Blue hat
This is a philosophical, generalizing hat. Those who think in the “blue” line try to generalize the statements of other “hats”, draw general conclusions, find generalizing parallels, etc. The group that chose the blue hat needs to divide the entire work time into two equal parts: in the first - walk around in other groups, listen to what they say, and in the second - return to your “blue” group and summarize the collected material. They have the last word.
ZIGZAG
This technique is used when studying large amounts of material. In this case, the text should be well divided into semantic parts. How many parts are highlighted, so many groups there should be (6 fragments - 6 groups). We call these original groups “natives.”
At the calling stage, one of the already known techniques is used.
At the content stage, students read their fragment of text on their card, highlight the main thing, new incomprehensible words. Everyone makes some kind of text diagram (cluster, picture, table). This is how they work in their own group.
Then the students disperse into other, “expert” groups according to the color of their piece of paper with the text. Each group discusses its part of the text, options for diagrams, selects the optimal one and fixes it on
paper. Group members make appropriate adjustments to their notes. At the reflection stage, students return to their “native” groups and retell their fragments to each other according to adjusted patterns.
After the retelling in the “native” groups has ended, representatives of the expert groups tell the content of their fragments at the board according to the general scheme. The rest listen and write down questions that arise while listening. After finishing their story, the experts answer these questions. Questions that no one could answer are written on the board.
At the end of the lesson, they return to the tasks of the challenge stage.
LESSON SCRIPT
STRUCTURE
· Try to create a problematic situation at the “Challenge” stage in such a way that the student experiences an acute sense of surprise or difficulty, realizes a contradiction, then your student will be able to independently formulate a question or problem.
· When comprehending new material, refer to the life experience of students: it will be clearer and more interesting for them
· In order to increase the personal significance of each student in the learning process, at the stage of reflection, involve students in various methods and techniques of assessment activities: self-assessment, mutual assessment.
· At the reflection stage, do not forget to announce the topic of the next lesson after summing up the lesson.
· Lesson reflection is a bridge to the next lesson.
· Remember that during the Reflection stage new learning goals must be set for students.
· During the reflection phase, having prepared students for the topic of the next lesson, you can offer to look into additional literature on the topic of the next lesson, write down the main points and draw up questions, because written language sharpens curiosity and makes children more active observers. And the use of additional literature encourages the student to independently expand their knowledge of the subject, and makes the subject attractive and will help raise interest in it.
TECHNIQUES
“Too much is not good.” The lesson is not rubber, so one of the rules is to use no more than two techniques at one stage and summarize each technique used in the lesson. Do not overload the lesson with techniques. Otherwise, the work will be ineffective.
· Use methods and techniques in accordance with the age of the students.
Each reception should be followed by a discussion (summarizing)
· To effectively implement the goals of the lesson, you should carefully consider and select methods and techniques for each stage of the lesson (challenge, comprehension of content, reflection).
· When developing a lesson, remember that it is not the number of TRCM techniques that is important, but their quality and the appropriate, logical transition from one to another;
· Describe the main points of your lesson in a “traditional” form and try to select suitable TRCM techniques for each of them. As a result, you can create a table.
· The techniques used must correspond to the content of the material and fit organically into the course of the lesson. They should help the student learn the material, not confuse the student.
· When creating a lesson, think carefully about the techniques.
· Provide for the use of forms and techniques that would allow all students to participate in the lesson
· Using techniques for graphically presenting information.
· During the first lessons in TRKM, when students use techniques and strategies for developing critical thinking technology, students can be offered work in pairs or small groups, because When working independently, many guys simply cannot cope and this can only push them away from participating in the process.
· Under no circumstances should you overload the lesson with too many techniques. / Multum inparvo – “Much in little” /
PRINCIPLES
· Create a situation in which students can independently formulate questions that interest them and determine: why will I study new material, what exactly do I need to learn in order to answer my own question.
· When studying a new topic, motivate students to identify those specific life problems for which they can use the acquired knowledge and skills.
· Formulate a question that motivates students to give ambiguous answers.
· Give students the opportunity to draw their own conclusions and evaluate their own activities.
· Think through questions that should stimulate students to search and acquire knowledge
· Be sure to encourage children to draw their own conclusions after each stage of the lesson
· Students must justify all their assumptions.
· The lesson is structured in such a way that children discover most of the information themselves, rather than listen to it from a smart teacher.
· It is imperative to include active forms of work - in pairs, in groups, so that interaction takes place. To organize constructive work in groups, I advise you to create a group of 5 people, in which each student plays a specific role: leader, opponent, doubter, assistant leader, controller
· Give creative tasks: creating your own, something that doesn’t exist yet
· Teach children to formulate and ask questions, not just answer them.
· Think through questions (consistent and perhaps unexpected) to ask students so that they independently come to the answers and discover the truth for themselves.
· Children should be the main characters in the lesson.
· Remember that the purpose and practical significance of the topic should be discovered by children.
· Students must speak out or write down the thoughts that arise, since only in this case will they come to realize what they have learned. When working in TRKM, children should have a “visual row” in front of their eyes. All thoughts, answers, keywords need to be written down and read. Remember that this is a technology for developing critical thinking through reading and writing.
· Give the opportunity to speak not just to one student, but to everyone who wants to speak.
· You can bring different opinions of students together not only with a question, but also with a practical task.
· Raise new questions and tasks for the future together with students.
· At the end of the lesson, students should be prepared for the topic of the next lesson. It's good if you leave students intrigued to resolve the intrigue in the next lesson.
GENERAL RECOMMENDATIONS
Determine what result the teacher expects from the lesson.
· The topic of the lesson should be followed throughout the lesson.
· A lesson should become a link in a whole chain of lessons, and not “the only diamond.”
· Learning objectives must be specific and clear. They, like reflection, are formulated and voiced by students.
· Clearly define the goals and objectives not only of the lesson, but also of each stage.
· The task started must be completed, commented on and summarized.
· Charts and tables must be filled out by the children themselves.
· It is necessary to clearly calculate the timing of the lesson. If you are using any technique for the first time, it is better to provide a reserve of time.
· It is necessary to build on students’ existing knowledge.
· It is necessary to teach children to work with various sources of information.
· Algorithms for the sequence of student actions must be accurate and understandable. / Expressum facit cessare tacitum - What is clearly expressed eliminates what is implied without words" /
· Students' activities should be cognitive, practical, and research. / Felix qui potuit rerum cognoscerecausas - Happy is he who could know the causes of things.
· One of the main conditions for conducting a good lesson is the transition of the teacher from the position of “trainer of knowledge” to the position of “invisible conductor”.
· Create a cluster of techniques and strategies that can be used at different stages of the lesson. Choose the ones that are most suitable for this lesson. For convenience, you can develop a lesson constructor in the form of a cluster or table.
· Develop the “skeleton” of the lesson using well-known TRCM techniques. Then select and develop tasks aimed at results.
· Develop not just one lesson, but a series of lessons on one topic at once (if more than one lesson is devoted to one topic).
· The lesson must be completed: where we started, we also return and finish with it. We end the lesson with students feeling the need to come to the next lesson in order to learn everything interesting and useful that they did not have time to learn.
· Before studying a new topic, announce the topic of the next classes 2-3 days in advance and invite them to write questions on the topic, this will help students decide on their motives and goals.
In the summary it is possible to highlight
three phases
4. During the phase
call
: the topic is indicated - preferably by children, there is student motivation
5. During the phase
comprehension
there is independent work of students to acquire new knowledge
6. During the phase
reflections
there is an assessment of activities or new information, an exchange of opinions, a logical transition to new topics
7. Compliance with the principle:
teacher-coordinator
, not a source of knowledge
8.
Duration
lesson should be taken into account
9. There is a description of how each one is used specifically
reception
(what the student does, what the teacher does)
10. Every trick works
on the topic
lesson (no need to make a cluster about animals in a Russian language lesson)
11. Each reception should be
completed
12. The use of each technique must be
meaningful
(not just a reception for the sake of a reception)
13. Techniques must be mutual
agreed upon
14. The number of techniques used should be
reasonable
(no more than three)
Bibliography:
Critical thinking. //Glossary. – Single window of access to educational resources. –
Diana Halpern. Psychology of critical thinking. – 4th international ed. – St. Petersburg: Peter, 2000 – 512 p. –
David Kluster. What is critical thinking? // Internet magazine. Russian language. – Publishing house “First of September”. – No. 29. – 2002. –
Igor Zagashev. Lecture 1. Fundamentals of educational technology for the development of critical thinking through reading and writing . “Reading with stops” strategy. – Pedagogical University “First of September” –
Volkov E.N. Critical thinking: principles and characteristics. –
G. Lindsay, K. Hull, R. Thompson. Creative and critical thinking. – Spiro, Jody. Critical thinking is the key to transforming the Russian school. // Head teacher. 1995. No. 1. P. 67-73. –
Modern education requires active forms of communication between students and the information field.
Educational technologies are designed to help teachers and educators with this.
The printed document contains a brief description of the technology for developing critical thinking, the structure and essence of each stage.
The presentation contains a detailed description of the ZIGZAG technique for developing critical thinking.
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USE OF THE “ZIGZAG” TECHNIQUE IN LESSONS IN PRIMARY SCHOOL Presentation by primary school teacher of State Budget Educational Institution No. 689 of Nevsky District of St. Petersburg Shepeleva Valentina Anatolyevna
The essence of the “Zigzag” technique: The methodological value of the technique is independent study of new material and mutual learning.
THREE PHASES ON WHICH THE EDUCATIONAL TECHNOLOGY “DEVELOPMENT OF CRITICAL THINKING” “STANDS” Challenge Comprehension of the content Reflection Motivational (inspiration to work with new information, awakening interest in the topic) Informational (bringing to the surface existing knowledge on the topic) Communication (conflict-free exchange of opinions ) Informational (obtaining new information on a topic) Systematization (classification of received information into categories of knowledge) Communication (exchange of views on new information) Informational (acquisition of new knowledge) Motivational (incentive to further expand the information field) Evaluative (correlation of new information and existing knowledge, developing your own position, evaluating the process)
Achieving educational results: Personal: development of cooperation skills, the ability to avoid conflicts and find ways out of controversial situations; formation of an attitude towards a safe, healthy lifestyle, work for results; development of cognitive activity and independence in planning one’s actions. Subject: to form students’ idea of…. develop the ability to identify... instill interest in the subject, educate...
Meta-subject: Cognitive: application of subject knowledge in modeling graphic text; searching for the necessary information to complete educational tasks; Regulatory: agreement in the group on the sequence of actions to develop the project - the answer to the question being studied; plan your actions in accordance with the goal and the conditions for its implementation; Communicative: determining the functions of group members and ways of their interaction; exchange of knowledge between team members to effectively complete the task and compose graphic text
ADVANTAGES OF THE RECEPTION The advantage of the “Zigzag” technique is that during the lesson each student, regardless of his abilities, learns a large amount of theoretical material, students do all the work in the lesson independently, cooperation and responsibility of students for the result are the main components of the lesson.
From the experience of using the “Zigzag” technique of RCM technology in lessons in elementary school
CALL STAGE
Formulation of the problem. Work planning. PLAN = STAGES OF RECEPTION “Zigzag” Working time – 60 minutes.
Individual work with text. “Zigzag-1” – the texts are different for everyone in the group. “Zigzag-2” - everyone in the group has the same texts, but the questions to study are different.
CONSIDERATION STAGE
Work in a group of experts. Gathering a group on one issue. Discussion. Joint preparation of a presentation - an answer to your question. EQUIPMENT: sheets for presentation, felt-tip pens, markers, glue, pictures on the topic of the lesson.
REFLECTION STAGE
Work in the initial group Broadcast (story) of your question, others listen, write down the main thoughts (fill out a diagram, table...) Then everyone listens to the defense of the presentation (one of the experts speaks) - secondary listening to the question (supplement) The reflection stage is accompanied by the teacher’s presentation - check, complement, perceive the material a third time. So for every question on the topic.
RESULT A TEST OR OTHER CONTROL TASK IS MANDATORY - CHECKING COMPREHENSION
Test work at the end of the lesson “Ancient Russian State” What profession do people help humanity learn about the past? A) doctors B) archaeologists C) geologists Who were our ancestors? A) Pechenegs B) Korels C) Eastern Slavs What was the common name for all the principalities? A) Rus' B) Russia C) Ros Who stood at the head of the united Slavic tribes? A) ancestor B) prince C) leader In what century did the ancient Russian state emerge? A) in the X century B) at the end of the I X century C) at the beginning of the X II century Which city was the capital of the ancient Russian state? A) Kyiv B) Moscow C) Pskov
Once again about the methodological value of the “Zigzag” technique Self-study. Peer education. Mutual organization of the educational process. Creating conditions for the formation of the entire spectrum of UUD. Carrying out multifunctional activities. Coverage of a large volume of material.
Question answer
THANK YOU FOR YOUR ATTENTION! I WISH EVERYONE HEALTH AND CREATIVE SUCCESS!
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Material for a lesson with students of a pedagogical college
in the discipline "Modern educational technologies of primary general education"
Compiled by Shepeleva Valentina Anatolyevna,
teacher GBOU SPO PK No. 8 St. Petersburg
Technology
“Development of critical thinking through reading and writing” (RCMP)
Critical thinking- thinking about thinking, when you reflect in order to improve your thinking.
KM is not just thinking, but thinking that entails self-improvement.
The technology of critical thinking is an “invention” of American pedagogy. It is based on the creative cooperation of student and teacher (teacher and student), on the development of students' analytical approach to any material.
This technology is not designed for memorizing material, but for posing a problem and finding its solution. Critical thinking helps prepare a new generation of children who can think, communicate, hear, and listen to others. Children who can lead a discussion.
There are a number of reasons based on which the school began to develop this technology. One of the reasons is that we will live in an information society and in a few years 100% of what we know now will be only 10%. Therefore, you need to be able to work with information, and this needs to be taught to children.
Technology “Development of critical thinking” is a modern “supra-subject” pedagogical technology.
It solves the following problems:
- educational motivation: increasing interest in the learning process and active perception of educational material,
- writing culture: developing skills in writing texts of various genres;
- information literacy: developing the ability for independent analytical and evaluative work with information of any complexity;
- social competence: formation of communication skills and responsibility for knowledge.
It is based on a didactic pattern, which in domestic pedagogy is called the didactic cycle, and in the specified technology - “Challenge - comprehension - reflection.”
This pattern is general; it is based on the patterns of human mental activity.
Since it is subject to the assimilation of information in any field of knowledge, familiarization with the “Development of Critical Thinking” technology can be organized on any subject material.
First stage - CHALLENGE updates students’ existing knowledge, awakens interest in the topic; This is where the goals of studying the material are determined. To do this, various techniques are used: brainstorming, development of various versions in relation to the material being studied, true and false statements (“do you believe”), keywords, table ZHU (I know, I want to know, I found out), clusters.
Based on existing knowledge, students can make their forecasts and determine the goals of cognitive activity in a given lesson.
Second stage - REFLECTION new material (new information, ideas, concepts). Here the student’s main meaningful work with the text takes place, and “text” should be understood quite broadly, it can be a document or any other source of knowledge, as well as the teacher’s speech, video materials, etc. In the process of the student’s work with new information, the following techniques are used - reading text with stops, marking text with symbols, INSERT (compiling tables), effective lecture, prediction tree, diaries and logbooks, thick and thin questions, Zigzag.
Third stage - REFLECTION or REFLECTION. Here the student comprehends the studied material and forms his personal opinion and attitude towards the material being studied. At this stage, it is possible to hold a discussion, write an essay, record the considered material in the form of your own conclusions, notes in a notebook, draw up a diagram, portfolio, syncwine, cluster.
All three stages in the lesson must be followed, because this reflects a complex thought process.
In conclusion, it should be noted that the techniques of this technology are successfully used by the compiler of this material in teaching students. Students note the effectiveness of the technology, the motivational aspect, the relevance in the system of modern approaches to education and the possibility of using specific technological techniques in practice.
Topic: Critical thinking in English lessons
Sultanmuratova Albiya Salbaevna
English teacher
Compliance with the position held,
MBOU "SSH No. 29", Nizhnevartovsk
Critical thinking in English lessons
Sultanmuratova A.S., English language teacher, Municipal Budgetary Educational Institution “Secondary School No. 29”, Nizhnevartovsk
Critical thinking
Critical thinking is a system of judgment that is used to analyze things and events with the formulation of reasonable conclusions and allows you to make reasonable assessments, interpretations, and also correctly apply the results obtained to situations and problems. Also characterized as “thinking about thinking.”
Critical thinking refers to a combination of abilities and attitudes. Ability is a cognitive element that gives the concept of what needs to be done, and students’ disposition is a particular attitude or inclination that shapes critical thinking in a certain direction. How can the educational process be organized so that it ensures that students develop the thinking and research skills necessary for independent education? One effective way is to use critical thinking. To do this, the teacher faces an urgent task, which is to organize work in the classroom in a new way. Students must have time to find an approach to solving the problem, pose adequate questions, consider hypotheses, and put forward sound arguments. At this stage, the teacher's working methods play a decisive role in shaping students' critical thinking.
Thus, critical thinking will always depend on a whole complex of socio-cultural factors and be characterized by situational conditions. It is the ability to critically analyze texts and reasoning that helps to understand the author’s ideas and go “beyond the text”, draw conclusions, thereby forming a personality armed with new knowledge and capable of fighting and defending one’s civic position in our controversial world. Matthew Arnold believes that Critical thinking is “the impartial desire to learn and to share widely the best of what you have learned, learned, and reflected upon.”
The thought-activity approach to teaching has also found its implementation in the complex developmental technology “Critical Thinking”, which ensures the implementation of educational and training goals. This is a complex technology that develops the ability to justify, prefer one idea or another, solve complex problems, and argue reasonedly. If earlier individual methods and techniques of work were used in lessons, then the “Critical Thinking” technology made it possible, using already accumulated experience and created scientific theories, to combine everything into one system, develop an algorithm for constructing a lesson, bring the form of education in Russia closer to European education, and significantly increase effectiveness of lessons, save time. The main stages of a lesson when using the “Critical Thinking” technology are the stage of challenge, comprehension, and reflection.
Stages of Critical Thinking
Call. At the challenge stage, use different techniques and tell them in their own words what they know. Thus, previously acquired knowledge is brought to the level of awareness. Now they can become the basis for mastering new knowledge, which gives students the opportunity to more effectively connect new information with previously known information, and take a conscious, critical approach to understanding new information. The teacher's role at this stage is to stimulate students to recall what they already know about the topic being studied. It is important not to criticize their answers, even if they are inaccurate. We are accustomed to correcting them, criticizing 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. So, if the challenge phase is successfully implemented, the educational audience has a powerful incentive to work at the next stage - the stage of obtaining new information.
Understanding. At the comprehension stage, when the learner comes into contact with new information or ideas by reading a text, watching a movie, listening to a lecture, he learns to monitor his understanding and not ignore gaps, but write down in the form of questions what he did not understand for clarification in the future. Everyone speaks out about how he guessed the meaning of words, what guidelines helped him in this, what, on the contrary, confused him. Such self-analysis must be taught to children. Further development and consolidation of knowledge occurs in other forms of work. In group work, two elements must be present - individual search and exchange of ideas, and personal search certainly precedes the exchange of opinions.
The authors of pedagogical technology for the development of critical thinking note that in the process of implementing the semantic stage, the main task is to maintain the activity of students, their interest and the inertia of movement created during the challenge phase. In this sense, the quality of the selected material is important. A text or message that contains information on a new topic may not meet students' expectations. Working in reading mode is more complex than a lecture for organization, but reading stimulates the process of critical thinking to a much greater extent, since this in itself is an individual process, not regulated by the speed of perception of new information,
Thus, in the process of reading, schoolchildren have the opportunity to re-read what they do not understand, mark the most important fragments, and turn to additional sources. Just as at the first stage of work in the mode of technology for developing critical thinking, at the semantic stage students independently continue to actively construct the goals of their learning. Goal setting in the process of learning new information is carried out when it is superimposed on existing knowledge. Students can find answers to previously asked questions and difficulties can be resolved. In this case, it is important that the teacher stimulates students to pose new questions, searching for answers through the context of the information with which students are working.
During the content comprehension phase, students:
1. Make contact with new information.
2. They try to compare this information with existing knowledge and experience.
3. Focus their attention on finding answers to previously arisen questions and difficulties.
4. They draw attention to ambiguities, trying to raise new questions.
5. They strive to track the process of learning new information, to pay attention to what exactly attracts their attention, which aspects are less interesting and why.
6. Prepare to analyze and discuss what they heard or read.
Teacher at this stage:
1.Can be a direct participant in new information. In this case, his task is to present it clearly and attractively.
2. If schoolchildren work with text, the teacher monitors the degree of activity of work and 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.
Reflection. At the reflection stage, students think about the connection with what they learned in the lesson, consolidating new knowledge, and actively rebuilding their ideas in order to include new concepts. A lively exchange of ideas between students gives them the opportunity to get acquainted with different points of view, teaches them to listen carefully to a friend, and defend their opinion with reason. The last stage of reflection involves the creative application of acquired knowledge, skills, and abilities. And thus, another criterion for the effectiveness of the innovation process is realized. We form a personality capable of continuous learning and self-education. At the same time, a combination of individual and group work at this stage is most appropriate. In the process of individual work (various types of writing; essays, keywords, graphic organization of material, etc.), students, on the one hand, select information that is most significant for understanding the essence of the topic being studied, as well as the most significant for the implementation of previously set individual goals. Students remember best what they understood in their own context, expressing it in their own words. This understanding is of a long-term nature,
Along with written forms, oral reflection is no less important. J. Steele and her colleagues, the authors of pedagogical technology for developing critical thinking through reading and writing, note that the lively exchange of ideas between students provides an opportunity to expand their expressive vocabulary, as well as get acquainted with different ideas. By allowing dialogue at the reflection stage, the teacher makes it possible to see and consider different opinions on the same issue. It is important that in the process of reflection, students can independently evaluate their path from representation to understanding. Questions can be an effective mechanism for stimulating reflection. Questions asked by the teacher are not only stimulating the activity of the reflection process, but they are also a way to show students the path to independent reflection. Encouraging students to ask questions is the most important and at the same time difficult task for a teacher in the learning process. This task requires painstaking and systematic work. Another incentive for intensifying reflection is the teacher’s subjective judgments about what is happening in the lesson. This involves not only value judgments about the actions of students, but also an assessment of one’s feelings and the expression of one’s own doubts. Sincerity and a partnership attitude make the atmosphere of discussion more open and the results more fruitful.
In the process of reflection, the teacher evaluates the results of students' work. A feature of performance diagnostics in the mode of technology for the development of critical thinking is that the teacher and students can track the development of concepts, ideas and practical experience in dynamics, as they work at the stages of challenge, comprehension of content and reflection.
Functions of the three phases of technology for the development of critical thinking.
Call
Motivational (motivation to work with new information, awakening interest in the topic)
Informational (calling “to the surface of existing knowledge on a topic)
Communication (conflict-free exchange of opinions)
Understanding the content
Informational (obtaining new information on the topic)
Systematization (classification of received information into categories of knowledge)
Reflection
Communication (exchange of views on new information)
Informational (acquisition of new knowledge)
Motivational (motivation to further expand the information field)
Evaluative (correlation of new information and existing knowledge, development of one’s own position, evaluation of the process)
Techniques for developing critical thinking
Reception"Clusters" applicable both at the challenge stage and at the reflection stage. The essence of the technique is that information relating to any concept, phenomenon, event described in the text is systematized in the form of clusters (bunches). In the center is the key concept. Students logically connect subsequent associations with the key concept. The result is a basic synopsis on the topic being studied. This technique allows each student to reach his own goal setting and highlight concepts that are significant for him. The “Cluster” technique allows you not only to activate lexical units in students’ speech and introduce new ones, but also, by combining them into a coherent statement, to train various grammatical structures, depending on the goal.
Tree of predictions. This technique helps to make assumptions about the development of the plot of the story or narrative. The rules for working with this technique are as follows; possible assumptions of students, the further ending of this story. The trunk of the tree is the theme, the branches are assumptions, which are carried out in two main directions “possibly” and “probably”, and finally, the “leaves” are the rationale for these assumptions, arguments in favor of one opinion or another. It is advisable to use the “Tree of Predictions” at the stage of consolidating vocabulary in order to analyze a problem, discuss a text, predict events. Since this technique is based precisely on assumption and prediction, the constructions of the future tense and the subjunctive mood are actively used in students’ speech.
Insert , by Vaughan and Estes, refers to a group of techniques that develop students' critical thinking. The technique is effective when working on developing the reading skills of a student at the challenge stage. Using the “Insert” technique, it is possible to solve a wide range of lexical and grammatical problems, since any text is rich in speech patterns and grammatical structures. The “Insert” technological technique and the “Insert” table will make visible the process of information accumulation, the path from “old” knowledge to “new” knowledge.
I-interactive
N-nothing
S-system
E- effective
R-reading
T-thinking
Self-activating system markup for effective reading and thinking
"V" - already knew
"+" - new
“- “- thought differently
“?” - I don’t understand, I have questions
While reading the text, you need to ask students to make notes in the margins, and after reading the text, fill out the table, where the icons will become the headings of the table columns. The table briefly contains information from the text.
Mystery. The “Riddle” technique is very effective when working on the lexical side of speech at any stage of learning a foreign language. It allows you to activate the studied lexical units in the students’ memory and promotes the development of various types of memory. In addition, this technique can be used at the initial stage of working on a topic to introduce lexical units.
Zigzag. The “Zigzag” technique belongs to the group of techniques for developing critical thinking and requires organizing students’ work together; in pairs or small groups working on the same problem, generating new ideas along the way. These ideas and opinions are discussed, then decisions are made both on the basis of compromise and on the basis of the most valuable opinion put forward by anyone in the group.
The purpose of this technique is to study and systematize a large amount of material. To do this, you must first break the text into meaningful passages for mutual learning. The number of passages must match the number of group members. For example, if the text is divided into 5 semantic passages, then there are 5 people in groups.
1. This strategy may not have a challenge phase, since the task itself - organizing work with large text - itself serves as a challenge.
2. 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 draws up a supporting summary, or uses one of the graphic forms. Upon completion 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 so that each group contains “experts” on one topic. In the process of sharing the results of their work, a general presentation outline of the story on the topic is drawn up. The question of who will make the final presentation is being decided. Students then move back to their original groups. Returning to his group, the expert introduces his topic to other group members using a general presentation scheme. The group exchanges information between all members of the working group.
4. The next stage will be a presentation of information on individual topics, which is carried out by one of the experts, while others make additions and answer questions. Thus, there is a “second hearing” of the topic. The result of the lesson can be a research or creative task on the topic studied.
Reception"Logbook" is a way of visualizing material. It can become a leading technique at the semantic stage. Logbooks are a general name for various teaching writing techniques, according to which students write down their thoughts while studying a topic. When the logbook is used in its simplest form, students write down answers to the following questions before reading or otherwise studying the material;
What do I know about this topic?
What new did I learn from the text?
Having encountered key points in the text, students record them in their logbook. When reading during pauses and stops, students fill out the columns of the logbook, connecting the topic being studied with their vision of the world, with their personal experience. When carrying out such work, the teacher, together with the students, tries to demonstrate all the processes visibly so that the students can take advantage of it. An interesting technique is the “Two-Part Diary”. This technique allows the reader to connect the content of the text with his own personal experience. Double diaries can be used when reading text in class, but working with this technique is especially productive when students read a large volume of text at home.
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Using the Zigzag technique in elementary school lessons
With the transition to a new educational standard, the approach to the educational process has changed. The priority goal of education today is to teach children to learn, i.e. to develop the ability to think independently, obtain and apply knowledge, acquire skills of effective communication and work with information.
In lessons in many subjects, methodological recommendations suggest work in small groups, pairs and other forms of group work, in which favorable conditions are created for the inclusion of each student in active work.
In the lessons of the surrounding world and literary reading, starting from the 3rd grade, the “Zigzag” technique has proven itself very well.
I did not choose this method by chance:
- the textbook article contains a large amount of information;
- I wanted active work everyone student in class.
The work was structured classically:
- Teacher's preliminary work. The text was divided into logically completed parts; leading questions were drawn up or supporting words were indicated; cards were drawn up in accordance with this.
- Group work. The team was divided into equal groups, in each group the number of participants corresponded to the number of parts of the text. Cards were marked with different colors (for example, card 1 - green, card 1 - yellow, etc.); they indicated the page number where you need to look for information. Each group has one card of a different color. The student, choosing a card, saw the page number, questions or supporting words, and independently worked through his part of the text. After a certain time, a signal sounded to change groups: now groups were assembled according to card numbers. In these groups, the guys exchanged the information that they were able to identify as basic. At this stage, everyone could talk through the information again and check their work. After a certain time, a signal sounded and the guys returned to their primary groups. Now each participant narrated his part of the work to the others, who, in turn, as the story progressed, either entered the data into a table or compiled a background summary on the topic of the lesson. After the next signal, each group formed a cluster on one of the parts of the topic. The cluster was not necessarily represented by the student who worked on this particular part. The speaker could be any group member who expressed his desire to defend the creative product. At first, the group received an envelope with the necessary and unnecessary reference words for the cluster, then, when the principle was learned, the guys themselves drew up diagrams and selected the necessary data.
- And definitely reflection. The speaker received a verbal assessment of his performance. In the group, the guys evaluated everyone’s work: how accurately and completely the question was answered. And everyone assessed themselves personally, through the “Ladder of Success” technique. Also, at my request, the guys continued one of the phrases (of their choice):
- Today in class I managed...
- Today in class I can praise myself for....
A “situation of success” was created even for children with low academic achievements.
This technique can be used effectively when reinforcing topics in the Russian language. Thus, when generalizing knowledge about the verb as a part of speech, students worked on 4 questions: past tense, present tense, future tense and indefinite form of the verb. At the output, a table should be filled in, in which there were columns: “Questions”, “View”, “Changes by...”, “Features”, “Note”.
The most difficult thing with this form of work is making up your mind. In literally the first two lessons, my guys understood what was required of them. And after five years they asked that all further lessons, at least on the surrounding world, be built using “Zigzag”.
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