Technology for the development of critical thinking of schoolchildren. A set of materials “Technology for the development of critical thinking. Technology for the development of critical thinking

The constructive basis of the "technology of critical thinking" is the basic model of the three stages of the organization of the 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 an educational 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 give the student the opportunity 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 being studied, to promote a conflict-free exchange of opinions in groups, to fix and systematize information received from students. However, it is important not to criticize their answers, even if they are inaccurate or incorrect. At this stage, the important rule is: "Any student's opinion is valuable."

It is very difficult for us teachers to act as patient listeners of our students. We are used to correcting them, criticizing them, moralizing them about their actions. Avoiding this is the main difficulty for working in the mode of pedagogical technology for the development of critical thinking.

Sometimes a situation may arise when the stated topic is unfamiliar to students, when they do not have sufficient knowledge and experience to develop judgments and conclusions. In this case, you can ask them to make assumptions or a forecast about a possible subject and object of study. So, in case of successful implementation of the challenge phase, the training audience has a powerful incentive to work at the next stage - the stage of obtaining new information.

The phase of understanding the content (realization of mening).This stage can be called the semantic stage in another way. In most lessons at a school where new material is being studied, this phase takes 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 a 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 presentation of the material, interesting facts and comments. In addition, there are techniques for thoughtful reading.

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

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 challenge stage 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 is closer to the content of the chapter.
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" ” allows 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?

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.

Highlighting the main idea is 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 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 interrogative 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.
We can distinguish the following forms of note-taking, 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.

Whether or not to take notes is again a matter of the individual learning style you have developed. 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 founder of experiments with essays. Essays are a very common genre of written work 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 your spare 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 technique, brainstorming is used in the technology of critical thinking in order to activate existing knowledge at the “challenge” stage 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

It comes from the 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 hearing 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 contributes to 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 learning: most often we make decisions in the process of communication in small groups, temporary creative teams. These decisions are made both on the basis of compromise and on the basis of choosing the most valuable opinion put forward by someone from the group.

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 result of the lesson can be a research 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 key points in the text, students enter them in their logbook. When reading, during pauses and stops, students fill in the columns of the logbook, linking the topic being studied with their vision of the world, with their personal experience. Carrying out such work, the teacher, together with the students, tries to demonstrate all the processes visibly, so that later the students can use it.

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 Technologies in the Education System: Textbook. - M. Academy, 2003 - 272s.

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

• Call stage. At this stage, there is a call in the memory of students already known ZUN, a call of interest in a new topic.
• Understanding stage. At this stage, new information is being processed.
• stage of reflection. The systematization of the acquired knowledge is carried out, there is an assessment, a comparison of new knowledge with what is already known.
• Reflection. This is the result of the lesson, when there is an assessment of one's work, one's activities, one's feelings in connection with the newly acquired ZUN.

Often the contemplation and reflection stages are combined.

Functions of the stage of comprehension in the lessons on the technology of development of critical thinking

So, the stage of comprehension is the receipt by students of new information and work with it.

Functions of this stage of the lesson:

• Informational. Students receive new information, work with it, comprehending and analyzing, evaluating and comparing it with the knowledge base that they already have.
• Systematizing. All the techniques of the stage of comprehension are aimed at ensuring that students not only master the layer of new information, but also be able to systematize it, so to speak, “sort it into pieces” in their memory.

The activities of the teacher and students at the stage of comprehension

In the lessons on the development of critical thinking, the role of the teacher is coordinating. So at the stage of comprehension, the main task of the teacher is to keep students interested in the topic. At the same time, it is important to direct the activities of children, emphasizing the connection between old and new knowledge.

Students in such lessons should be as active as possible. They read, listen, write, do tasks, take notes, and so on. Therefore, it is very important to alternate types of work, combining individual and group forms of work.

Features of the stage of comprehension at the lessons of TRCMCHP

The comprehension stage covers the stage of the lesson in which students work with new information.

Information can be presented in different ways. It could be:

• the text of the textbook paragraph;
• text prepared by the teacher;
• movie;
• presentation;
• classmate's report;
• table;
• lecture;
• article, lecture on the Internet;
• audio material, etc.

Work at the stage of comprehension is carried out both individually and in groups. Moreover, it is important that an individual search or reflection precede the group stage and discussion.

Methods and techniques for the development of critical thinking at the stage of reflection

• Ranging- an effective technique that allows you to highlight the main thing in new information. After getting acquainted with the new material, students make a list of the main points, provisions. Then, opposite each item in its list, an assessment is made according to one of the criteria: importance, necessity, usefulness, etc.

For example, in the lesson "The World Around". Theme: fresh water land. The student has a list like this:

• Most of the land is covered with salt water.
• Salt water cannot be drunk.
• Fresh water - in rivers, glaciers, lakes, etc.

After that, the teacher asks to arrange the places (rank) of the items in terms of their practical importance. And the question is: What kind of this knowledge will be useful to you during your trip, hike?

• Venn Diagram − a technique that helps to conduct a comparative description of concepts, objects, phenomena. After reading the text, students fill out the following table (it is more convenient to fill in the table than circles):

For example, in a Russian language lesson, after getting acquainted with the text about pronouns, it is proposed to compare pronouns and nouns.

• Logbook- another kind of table that clearly demonstrates the relationship between existing knowledge and new. Like many other critical thinking techniques, it covers several stages of the lesson at once.

The following table is filled in:

The first column is filled in at the challenge stage, when students write down what they already know. Further, at the stage of reflection, they work with the second column. Here, students relate their statements to new information. As they read or listen to a lecture, they note whether they were right or wrong.

We start working with the third column after reading the text. Here, everything new that was in the text is written down in thesis.

• Zigzag- a rather unusual technique in which individual and group work alternate. A very successful technique when it is required to cover a large layer of new information in a lesson.
• Insert is an active reading technique with notes. Students are invited to read the text, marking individual sentences or paragraphs with special icons. After that, a table is compiled, according to which the following work is carried out.
• IDEAL. The name of the move is an abbreviation that combines the name of the actions during this move. And - I wonder what the problem is?, D - let's find all possible solutions, E - are there any best solutions among the proposed ones, etc. This technique teaches to formulate the main problem, outline ways to solve it, analyze and make a choice.
• Bloom Cube- a fairly new and interesting technique that teaches children not only to study the text in detail, but also to formulate questions of various types.
• Generators and critics. After receiving new information, the class is divided into two groups of "generators" and "critics". A problem is chosen that does not require long discussions. The task of the generators is to offer as many solutions as possible, the task of the critics is to evaluate the proposals and choose the best and most adequate ones.
• ZHU table. Work with the table begins at the call stage. The following fields are filled in:

At the call stage, the first column is filled. The second - as you read the text (all places that require clarification, explanation, practical examples are marked). The third column is filled in after the information has been processed.

At the stage of reflection, you need to return to the table and evaluate the work done.

• "Jockeys and horses"- the technique is used when you need to remember a lot of concepts, names, terms, etc. The teacher prepares cards in advance according to the number of students in the class. On half of the cards, the name of the term, concept is written, on the second half of the cards - its explanation, interpretation. For example, in a geography lesson, you can write countries and their capitals; in a literature lesson, you can write the names of the main characters and their characteristics.

After reading the text, cards are distributed, and the students turn into conditional "horses" and "jockeys". Goal: find a mate.

Advice: to prevent mass walking, you can ask the conditional "horses" to remain in place. Only "jockeys" walk around the class.

• mutual learning. Psychologists note that learning new things is easiest when you explain it to others (that is, you play the role of a teacher). Mutual learning is also built on this principle. Students receive the same text, divided into paragraphs. They study it on their own, marking difficult passages and preparing questions for each paragraph. Then work in groups (or in pairs) begins. Students take turns explaining their part of the text to the rest of the group. The rest can ask questions, require clarifications and explanations. Then the students switch roles.
• Fishbone- another technique that helps students to visually see the connection between causes and consequences, build a logical chain, and systematize the knowledge gained. A fish skeleton is built, where the head is the problem to be solved, the upper "bones" are the reasons or directions for thinking, the lower ones are specific examples and facts, and the tail of the fish is the conclusion.

In any kind of activity, a person faces criticism. According to the stereotype that has developed over many years, criticism is understood as an attitude towards objects or objects of the surrounding world, and most often negative. However, this opinion is not entirely correct. There is also such a thing as critical thinking. However, it does not carry the goal of finding negative aspects in objects and objects. First of all, it is a type of human intellectual activity, characterized by a high level of understanding, perception and objectivity in relation to the world around.

The development of critical thinking is, first of all, the correlation of one's knowledge with experience and their comparison with other sources. Each person has the right not to trust the information he hears, to check its reliability and the logic of the evidence, and also to consider the possibilities of solving the problems that he faces daily. Critical thinking has several parameters:

• the information received is the starting point of critical thinking, but not the final one;
• the beginning of critical thinking is characterized by asking questions and clarifying problems that need to be solved;
• critical thinking always strives to create convincing arguments;
• critical thinking is a social kind of thinking.

A person with ideal critical thinking has good awareness, fairness in assessing the world around him, a desire to review and clarify problems and complex issues. He carefully searches for the necessary information and intelligently chooses its criteria. To possess these qualities, critical thinking must be developed.

Techniques for the development of critical thinking

The based methodology for the development of critical thinking has a not very euphonious name - RCMCHP, which means the development of critical thinking through reading and writing.

This technology has been developed by a number of American professors at Hobart and William Smith College and the University of Northern Iowa. The use of the technique in Russia began in 1997, and today it is relatively new, but quite effective. First of all, RCHRM forms the basic thinking skills of a person in an open information space and teaches how to apply these skills in practice. Reading and writing are the main processes by which we receive and transmit information. All methods of developing critical thinking are based on thoughtful productive reading, during which a person learns to analyze and rank all the information received. At the same time, the concept of "text" includes not only written records, but also the speech of the teacher, as well as video materials.

The technology for the development of critical thinking consists of three stages: the stage of challenge, the semantic stage, and the stage of reflection.

1. Challenge stage. It activates previously acquired knowledge, helps in detecting a lack of this knowledge and determines the goals for obtaining new information.
2. Stage "Comprehension". At this stage, meaningful work with the text takes place, during which a person makes markings, draws up tables and keeps a diary that allows you to track your own understanding of the information. Recall that "text" also refers to speech and video material.
3. Stage "Reflection" (thinking). Allows you to bring knowledge to the level of their understanding and application in practice. At this stage, a person’s personal attitude to the text is formed, which he writes down in his own words or discusses during the discussion. The method of discussion is more important, since communication skills are developed during the exchange of views.

The RCMCHP technology includes various methodological techniques:

• methods of active writing (marking table, cluster, "double diary", table "Z-X-Y");
• methods of active reading and listening (Insert, reading with stops);
• methods of organizing group work (reading and summing up in pairs, zigzag).

Consider the main methods used in practice:

1. Method "Z-X-U" (we know - we want to know - we learned). When working with text in a notebook, a table is drawn in which a person enters his thoughts in the appropriate fields and then analyzes what is written.

2. Insert. This is a labeled reading method. When reading a text, a person puts notes in the margins corresponding to his attitude to information. In the process, 4 markers are used:

• "V" - written corresponds to what the person already knew or thought he knew;
• "-" - written contradicts what the person already knows or thought he knew;
• "+" - what is written is new for a person;
• "?" - the written information is not clear, or the person would like to receive more detailed information on the subject being read.

This method allows you to classify information depending on experience and knowledge. All recorded information is recorded in the marking table "Insert".

The use of technology for the development of critical thinking allows a person to solve many intellectual problems. First of all, such as the ability to identify a problem in the text of information, determining the significance of information for solving a problem, as well as evaluating and searching for alternative solutions. Along with the development of critical thinking, a new style of intellectual work is being formed, which includes the awareness of the ambiguity of different points of view and the alternativeness of decisions made. A person with a well-developed critical thinking is sociable, mobile, creative and independent. He treats people with kindness and is responsible for the results of his activities.

Critical thinking is a system of judgments that contributes to the analysis of information, its own interpretation, as well as the validity of the formulated conclusions. Its peculiarity is that any person can doubt the reliability of the data received, evaluate them.

What is Critical Thinking Technology?

The technology of critical thinking is used in psychology, pedagogy, philosophy, literature, journalism and other areas as a foundation for the development of thinking skills, the ability to make informed decisions, argue one's position, and think purposefully.

Critical thinking as an educational technology is aimed at developing the following skills in students:

• observation;
• analysis;
• synthesis;
• deduction;
• induction;
• interpretation;
• observation;
• logical judgment;
• reasoning from the abstract to the concrete.

What does it give?

The main value of the technology of critical thinking and its techniques is the ability to objectively perceive information, not to take what is seen and heard on faith, the right to doubt, to assume, to perceive it as a hypothesis that requires proof.

It is impossible to manipulate and control a person who has developed critical thinking, because he thinks purposefully and can adequately assess any situation.

Among other advantages it is necessary to highlight:

• professional orientation and self-determination;
• clear prioritization;
• responsibility for one's own decision and choice;
• the ability to predict the consequences of decisions;
• communication characteristics;
• formation of a stable system of values.

3 stages of development

The development of critical thinking includes 3 stages: challenge - comprehension - reflection.

Call- the stage at which it is necessary to summarize knowledge on the topic, make it relevant and be able to interest the audience in them, motivate them to take action.

Making sense- an important segment in which students receive new information, analyze and correlate with existing knowledge in order to systematize them later.

Reflexi I - the stage of a holistic understanding of the information received and the answer, taking into account one's own attitude to the issue under study. At this stage, students identify "white spots", inconsistencies, inaccuracies, cut off the excess, argue their position.

The technology for the development of critical thinking involves the use of different methods and techniques. Below we will dwell on the most effective strategies that develop the criticality of the mind.

Insert

The Insert or Conditional Technique is usually used during the calling phase. The teacher asks the students to make notes with a pencil while reading the text.

Symbols are marked:

• new knowledge;
• familiar things;
• information that contradicts the student's idea;
• points on which the student wants to deepen knowledge.

The readers then make a four-column table. The column name is a text convention. In each column, you need to briefly write down information from the text, then re-read what was written and supplement it with new thoughts and doubts.

The table is a visualization of the path from old to new knowledge. This technique helps to systematize the thought process, correctly classify information, highlighting new information from them and remembering it more easily.

Cluster is translated as a bunch, bunch. In the technology of critical thinking, this technique is used as a graphical systematization of material on a specific problem.

Semantic units are highlighted in the text using graphic symbols, and then arranged in a hierarchy or in another order. As a result, bunches are formed.

The rules for compiling clusters are simple: the main theme is placed in the center, it is surrounded by semantic units that deserve attention. Next to them are the words-satellites. Logical links are displayed as lines between key concepts.

In fact, a diagram is obtained from circles connected by straight lines or arrows. The value of this method is that it allows you to capture and analyze a larger amount of information than when reading and analyzing from a sheet.

The cluster system is a graphic display of the user's thoughts, his ideas, doubts, logical conclusions. Clusters are used at the stages of challenge and reflection, suitable for studying different topics.

Carousel

A carousel is a technique for group work, in the technology of critical thinking it is used to work out open-ended questions. Before the discussion, the teacher formulates problematic questions that require several answers on separate sheets. The number of questions should correspond to the number of groups.

At the command of the teachers, the sheets with questions are passed clockwise to each member of the group - according to the principle of a carousel. The purpose of the reception is to jointly find an answer without duplicating previously voiced versions.

Then the teacher posts the answers of the groups on the board and announces the vote. Students vote for the answer they think is the most accurate.

Reading with pauses

This technique involves metered reading of the text. The teacher reads part of the story aloud, pauses, and asks the problem question to the audience. Questions can be on associations, feelings, further development of the storyline, the ending of the story, but each of them should encourage the group to search for an answer and discuss.

Discussions are held in pauses, after which the teacher reads the next part of the text and is interrupted again.

Cross discussion

This method is similar to the previous one in that it involves searching for answers to questions based on the read fragment of the work. Students work in pairs with opposite opinions.

The first pair expresses the version and gives arguments in its favor, the second pair voices counterarguments and substantiates them. The task of technology is to work out the maximum number of versions, express different points of view and look at the situation from different angles.

During the discussion, students can move from one pair to another if their opinion has changed.

cinquain

Cinquain in French means five lines. Its composition is an effective exercise for the mind. It develops the skills of concise summarizing after understanding the material covered.

The task of the practitioners is to write 5 lines:

1. One noun that formulates the topic.
2. Two adjectives that clarify the topic.
3. Three verbs describing actions on a topic.
4. A short sentence that contains the main idea.
5. A summary that has an unexpected twist, the user's attitude to the topic, its fresh interpretation.

Theory and practice require perseverance from teachers and students, adequate perception of other people's opinions, readiness to admit their own mistakes, draw conclusions and correct them. Without this, there will be no progress.