Technology "Development of critical thinking"

The Technology for Developing Critical Thinking was developed by the International Reading Association of the University of Northern Iowa and Hobard and William Smith Colleges. The authors of the program are Charles Temple, Ginny Steele, Kurt Meredith. This technology is a system of strategies and methodological techniques intended for use in various subject areas, types and forms of work. It allows you to achieve such educational results as the ability to work with an increasing and constantly updated information flow in different fields of knowledge; the ability to express one’s thoughts (orally and in writing) clearly, confidently and correctly in relation to others; the ability to develop one’s own opinion based on understanding various experiences, ideas and perceptions; problem solving skills; the ability to independently engage in one’s studies (academic mobility); ability to collaborate and work in a group; the ability to build constructive relationships with other people.

The formation of critical thinking during the period of expansion of the information space becomes especially relevant. Critical thinking in educational activities is understood as a set of qualities and skills that determine a high level of research culture of the student and teacher, as well as “evaluative, reflective thinking,” for which knowledge is not the end point, but the starting point, reasoned and logical thinking, which is based on personal experience and proven facts.

(awakening existing knowledge and interest in obtaining new information)

Understanding the content

(receiving new information)

Reflection

(comprehension, birth of new knowledge)

Three phases of technology for developing critical thinking:

Evocation phase. Often the lack of learning effectiveness is explained by the fact that the teacher designs the learning process based on the goals he sets, implying that these goals are initially accepted by the students as their own. Indeed, the teacher sets goals in advance, which allows him to more clearly design the stages of the educational process, determine 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 you provide the student with the opportunity to analyze what he already knows about the topic being studied, this will create an additional incentive for him to formulate his own goals and motives. It is this task that is solved during the evocation phase.

The second task, which is solved during the challenge phase, is the task of activating the cognitive activity of students. We often see that some schoolchildren do not make significant intellectual efforts during 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 aimed at updating their own experience. An important aspect when implementing the challenge phase is the systematization of all information that appeared as a result of students’ free expressions. This is necessary so that they can, on the one hand, see the collected information in a “larger” categorical form, while this structure can include all opinions: “right” and “wrong.” On the other hand, organizing the opinions expressed will allow you to see contradictions, inconsistencies, and unclear points, which will determine the direction of further search in the course of studying new information. Moreover, these directions can be individual for each student. The student will determine for himself which aspect of the topic being studied he should focus his attention on, and what information only requires verification of accuracy.

The phase of understanding the content (realization of mening). This stage can be differently called the semantic stage. In most school lessons where new material is being taught, this phase takes up the most time. Most often, acquaintance with new information occurs in the process of its presentation by a 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, schoolchildren come into contact with new information. The fast pace of presentation of new material in the mode of listening and writing practically eliminates the possibility of comprehending it.

One of the conditions for the development of critical thinking is to monitor your understanding when working with the material being studied. This task is the main one in the learning process at the phase of understanding the content. The important point is to obtain new information on the topic. If we remember that in the challenge phase students have determined the directions of their knowledge, then the teacher in the process of explanation has the opportunity to place emphasis in accordance with the expectations and questions asked. The organization of work at this stage may be different. This could be a story, a lecture, individual, pair or group reading, or watching a video. In any case, it will be individual acceptance and tracking of information. 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.

Firstly, the text or message that contains information on a new topic may not meet the expectations of students. They may either be too complex or 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 listening mode. However, taking into account the psychological characteristics of the perception of a lecture, it is necessary to use special techniques to activate attention and stimulate critical thinking. Working in reading mode is more difficult to organize. But, as the authors of pedagogical technology for the development of critical thinking note, 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.

Secondly, the teacher does not always use possible methods of stimulating attention and actively, although these methods are quite well known. These include problematic questions during the explanation of the story, a graphical presentation of the material, interesting facts and comments. In addition, there are techniques for thoughtful reading.

One cannot help but pay attention to one more circumstance. 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 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 encourages students to pose new questions and search 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. They 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 source of 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.

The authors of pedagogical technology for the development of critical thinking note that it is necessary to allocate sufficient time to implement the semantic stage. If students are working with a 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 Bostrom, 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 and turns into one’s own knowledge. Analyzing the functions of the first two phases of the technology for developing critical thinking, we can conclude that, in fact, reflective analysis and evaluation permeate all stages of work. However, reflection in the challenge and implementation phases has other forms and functions. In the third phase, reflection of the process becomes the main goal of the activities of schoolchildren and teachers.

Reflective analysis is aimed at clarifying the meaning of new material, building a further learning route (this is clear, this is not clear, 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 if it is not expressed in verbal or written form. It is in the process of verbalization that the chaos of thoughts that was in the mind during the process of independent comprehension is structured, turning into new knowledge. Any 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 evoke different evaluations that differ in form and content. Some of the judgments of other students may be quite acceptable to accept as your own. Other judgments call for discussion. In any case, the reflection stage actively promotes the development of critical thinking skills.

Criticism is applicable to any field of activity. In essence, this is an attitude towards the environment, often of a negative nature. But there is a type of thinking called critical, which does not have the goal of finding bad things in the objects under consideration. This part of mental activity is designed to perceive at a high level, understand reality and treat it objectively. There is also a technology for developing critical thinking. Its essence is that everyone can assess the degree of reliability of the information received and form a system of analytical views regarding its interpretation and substantiation of conclusions.

Origin of the term

The idea of ​​critical thinking dates back to ancient times. It comes from the work of Socrates, who 2500 years ago declared: no one can depend on authorities. After all, they can behave far from rationally. An idea must arise before it can be trusted. Socrates proved that the search for evidence is very important. The most popular method of teaching critical thinking is “Socratic questioning,” which brings clarity and logic.

The practice of Socrates and the skepticism of Aristotle were developed by Plato. A tradition has emerged of thinking systematically on the path to comprehending deep realities. Skepticism arose in the writings of philosophers of the Middle Ages and the Renaissance. The profundity of antiquity was developed by them. Methods for developing critical thinking have evolved into an understanding of the power of information, the importance of its careful collection, and proper use. And the resources of such a mentality have increased thanks to the contribution.

Why be able to think critically

The technology for developing critical thinking and applying it to reality is used in many areas. This is the basis for acquiring the ability to reason and make decisions. The technique helps you think purposefully. In the educational field, it develops the following abilities in students:

• observation;
• synthesis and analysis;
• induction and deduction;
• choice from many options;
• logic in reasoning;
• concretization from abstract concepts.

The ability to think critically makes it possible to perceive information objectively and gives the right to doubt. The data can be presented in the form of a hypothesis that needs evidence.

Development of critical thinking as a pressing problem of our time

By developing critical abilities, a person can correlate his existing data or knowledge with experience, compare them with those that have appeared from other sources. Problems arise every day, and therefore it is necessary to consider various possible solutions. This requires a balanced approach to the options.

Critical thinking is characterized by the following number of parameters:

• Having received data, the reflector is at the beginning of the process, but not at the end of it.
• First you need to pose a number of questions, find out what problems need to be solved.
• Arguments must be convincing.
• Critical thinking is its social variety.

A person who has developed this ability is knowledgeable and gives fair assessments. He is not afraid of difficulties, he is ready to rethink the problem and find out the state of things.

The emergence and development of critical thinking against the background of information flows is of particular relevance. A person acquires a number in the field of research culture.

Technologies for developing critical thinking

The methodology for achieving successful results in education has been developed by the International Reading Association. This is a technology for developing critical thinking - a set of techniques aimed at teaching subjects. With its help you can gain the following skills.

• For processing growing information flows.
• Formulating your thoughts in the correct form.
• Forming your own opinion based on experience and understanding it.
• Problem solving, learning ability.
• On collaboration in a team,

The ideas that underpin the development of critical thinking through reading and writing (CRCT) lie in the interaction between the teacher and the learner. It is necessary to develop analytical and creative approaches to acquired knowledge in students. At the same time, the purpose of training is the education of the individual, not the process. The teacher must first make the student capable of learning.

An individual with developed critical thinking cannot be controlled. After all, such a mindset is goal-oriented, and a person who possesses it gives adequate assessments of situations.

Development includes the following 3 stages:

• Challenge is the phase of generalization, activation, etc. Search for goals for the perception of new things. For example, the audience needs to be interested and.
• Comprehension is a period of assimilation of new knowledge, its analysis and addition to existing ones for systematization. When working with text, markings, tables, and individual notes are used.
• Reflection is a stage of reflection at which one’s own opinion is taken into account, gaps are filled and one’s own position is formed based on arguments. Knowledge is put into practice, discussions are held and points of view are exchanged.

Technology uses various techniques. Let's consider those that successfully shape the criticality of the mind.

Using reflective technologies in development

Techniques for developing critical thinking at its third stage - reflection - are aimed at testing students. And also on their own analysis of the achievement of their goals, the search for solutions.

• When analyzing, new things become clearer and a further learning path is built. The greatest benefit comes from verbal or written form, where you can give structure to the material.
• When exchanging points of view, differences in assessments of the same text are realized. Some judgments are acceptable to learn, while others are subject to debate. The advantages of the technology for developing a critical mind at the reflection stage are that the skills are truly consolidated.
• A combination of individual and group processes. Sharing ideas broadens your vocabulary and understanding. Dialogues show the teacher a diversity of opinions.

The advantages of this technology for the development of critical thinking are realized through methods, including essay writing (a genre of journalism). The student reflects in writing his experiences and impressions on a specific topic. This 20-minute practice activity is an artistic reflection.

Development of critical thinking in foreign language lessons

All three phases of technology are also used when mastered by students. Some experience decreased activity and lack of interest. It is assumed that this is a consequence of the inability to work with sources and navigate them. If the goal is not the amount of information to be absorbed, but the ability to manage, search and apply it, it will be possible to achieve better results. Let's consider the following techniques.

• Clusters (bunches) help systematize acquired knowledge. In essence, the method places the key concept in the center, and the remaining associations are logically linked to it. You will get the same summary, but in schematic form. The learner can train himself/herself on grammatical structures more successfully.
• The prediction tree allows us to predict the development of the plot in the story: students describe the end of the story. The topic is the trunk, and the branches are possibilities and probabilities. The reasons and arguments of opinions will be leaves. A similar technique is applicable when consolidating vocabulary by discussing texts.

Techniques for developing critical thinking through reading and writing

Reading and writing are the main processes of information exchange. You can also learn analysis and systematization from them. All methods for developing criticism of the mind include reading, including notes from the teacher’s speech. The skills acquired through technology for developing critical thinking are intended for the information space where they can be applied.

Techniques for developing critical thinking using RCMCP technology are as follows.

• Active writing. For example, a cluster, a labeling table.
• Active reading, listening. Techniques - insert (pencil marks in the margins using markers: information corresponds to knowledge, contradicts it, is new or is not clear), stops or pauses.
• Group or pair reading.

Development of critical thinking of students in mathematics lessons

Critical thinking techniques in mathematics classes are also designed to engage students through the successful implementation of learning skills. Analysis and logic will allow you to apply the results to tasks, including non-standard ones.

• At the challenge stage, the student develops versions of the solution to the problem.
• Comprehension of new knowledge is used. Solving from simple to complex is the traditional method.
• During the reflection phase, the student is given creative and challenging tasks.

Critical thinking technology techniques in math lessons include tables. For example, the Z-X-U principle involves three columns: We know - We want to know - We find out. First, the first section is activated: “What have we already mastered?” Controversial issues are listed in the next column. After the student masters the text, the “Learned” column is filled in and the answers are entered.

The development of students' critical thinking in mathematics lessons also includes clusters. Knowledge is systematized by a diagram or drawing. This is an effective way to study a topic. For example, when studying a triangle, schoolchildren write down all the words related to it. After reading the textbook, the cluster is supplemented. The skill of systems thinking, finding analogies, forecasting, and considering options is acquired.

Books on Critical Thinking

From the literature on critical thinking, one can name the book by D. Halpern “The Psychology of Critical Thinking.” The source will help you learn to think for yourself. It will also be useful for teachers and methodologists.

The book “How to Lie with Statistics” by D. Huff, American lecturer and writer talks about how the masses are manipulated by abusing statistical data. The bestseller will be of interest even to people who have nothing to do with statistics.

"Game theory. The art of strategic thinking in business and life" by A. Dixit and B. Nalebuff also promotes the development of critical thinking. The authors believe that relationships are like games. If you think strictly, you can predict the next move of the person being played with. This theory is a new look at

Working using the techniques of this technology allows you to develop mental activity, which is leading in scientific knowledge.

The program for modernizing education notes the need to develop skills in modern students critical analysis.

The name of this technology is not familiar to our mentality, because each of us associates criticism with criticism, but this is not so. But the developers of this technology determined that critical thinking is associated with using cognitive techniques or strategies that increase the likelihood of obtaining the desired end result(Diana Halpern “Psychology of the development of critical thinking”) and involves testing the proposed solutions in order to determine the scope of their possible application(Lindsay). Critical thinking - “intelligent, reflective thinking, able to come up with new ideas and see new possibilities”(D. Brous, D. Wood).

The constructive basis of the technology is the basic model of three stages "Call - comprehension - reflection", which allows students to determine their own learning goals, actively search for information and reflect on what they have learned.

At the call stage existing knowledge and ideas about what is being studied are “recalled” from the students’ memory, updated. Through this primary activity, the learner determines the level of his own knowledge, to which new information can be added (understanding of new information consciously, thoroughly and through critical evaluation). The goals of considering a particular topic are determined. Since individual and group forms of work are combined, the role of students in the educational process is activated, personal interest is formed, and conditions are created for improving communication skills.

At the stage of comprehension 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 they relate and integrate old and new information. Your own position is being formed. New understanding can manifest itself in one’s own interpretation of what has been learned, in the ability to make predictions, in solving problems and learning problems. At the same time, a comparative, critical analysis and synthesis of the information being mastered is initiated, that is, one’s own attitude towards the text is formed. Using a number of techniques, the teacher helps students independently monitor the process of understanding the material.

Reflection stage characterized by the fact that students (during discussions, analysis of conflict situations and paradoxes of science, etc.) consolidate new knowledge and actively rebuild their own primary ideas. Thus, the “appropriation” of new knowledge occurs and the formation of one’s own attitude towards what is being studied on its basis. The essence of this stage is determined by the analysis of one’s own mental operations. Familiarization with various ways of integrating information, carried out during a live exchange of opinions, makes thinking more flexible and constructive. The importance of this stage lies in the fact that the student himself determines the directions for further study of the topic.

Some techniques for developing critical thinking technology

Strategy "I know -I want to know - Found out” (ZKHU). The goal of the strategy is to develop reflexivity in the process of cognition. Schoolchildren learn to correlate the known and the new, learn to determine their cognitive needs, justifying them with information known to them.

Instructions:

• remember what you know about the issue being studied, write this information in the first column of the table;
• list sources of information;
• try to systematize the available information before working with the main information, highlight categories of information;
• pose questions to the topic being studied before studying it;
• get acquainted with the text (film, teacher’s story);
• answer the questions that you yourself posed, write down your answers in the third column of the table;
• see if it is possible to expand the list of information categories to include new categories; work with the third part of the table.

ZHU table

Reception “thick and thin questions”

This technique can be used at any phase of the lesson. It can be used for independent study and homework. Thin questions are simple, monosyllabic questions that require a simple answer at the recall level. Thick questions take students to a higher level of thinking: comparison, analysis, synthesis, evaluation. The systematic use of this technique teaches you to correctly ask questions and understand their level of complexity. Questions and answers can be presented in a table or asked orally.

Table of "thick" and "thin" questions.

Reception “syncwine” used at the stage of reflection, it allows students to show creativity and express their attitude to the phenomenon, object, etc. being studied. Sinkwine is a poem that requires a synthesis of material in short sentences. Cinquain, translated from French, means the number 5. Thus, it is a poem consisting of five lines.

Rules for writing syncwines:

• 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 the framework of this topic in three words (verbs, gerunds).
• 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 (metaphor) that conveys the essence of the topic.

"Cluster" is a technique for graphically organizing material.

This technique involves highlighting semantic units of text and graphic design in a certain order in the form of a cluster. When making some notes or sketches for memory, we often intuitively distribute them in a special way, arrange them into categories. Our thoughts are no longer piled up, but “piled up,” that is, arranged in a certain order. Usually they draw a model of the solar system: a star, planets and their satellites. In the center there is a star - this is our theme, around it the planets are large semantic units, we connect them with a straight line to the star, each planet has its own satellites, and the satellites have their own. The cluster system covers more information than you would get from regular written work.

This technique can be used both at the challenge stage and at the reflection stage. Or you can start at the challenge stage and, after comprehending the information, continue and generalize the knowledge using a cluster at the reflection stage.

Reception “Do you believe?” can be used at the challenge stage, followed by establishing the truth at the reflection stage. This allows students to be kept in intellectual suspense throughout the lesson and gives it a certain “intrigue.” This technique helps develop the ability to critically evaluate the result.

Work using this technique is organized as follows:

• 1) the teacher asks questions to which students can answer: yes or no;
• 2) at the challenge stage, students fill out the first row of the table;
• 3) after completing the individual task, the teacher fills out the corresponding table on the board;
• 4) after comprehending the information, students return to this table again and fill out the second line, checking their judgments;
• 5) you can invite students to find confirmation of their thoughts in the text;
• 6) then the answers are checked and can be entered in the third row of the table.

Table of alternative answers "Do you believe?"

question number	question number	question number	question number

Strategy "Zigzag" used for group work, where each group member becomes an expert on some issue. This strategy is used throughout the lesson in all its phases.

The number of text passages must exactly correspond to the number of group members. At the challenge stage, various techniques are used, for example, goal setting, forecasting, which aim to interest and attract students’ attention to the topic of the lesson.

At the comprehension stage, students are divided into groups, read the text without going into its details, and briefly discuss it. Schoolchildren in groups are counted by numbers. Each group member is given his own expert sheet; students work with their passage, creating a supporting summary or cluster. Then they create new groups - groups of experts, which bring together “experts” on specific issues. Their task is to re-read the text, select the material and its structuring, and addition, prepare for the presentation of this fragment in their working groups and prepare for the presentation. During the reflection stage, students return to their home groups and take turns explaining their passage to other group members, using a common presentation scheme. This is followed by a general presentation focusing on difficult issues.

Reception “reflective questions” consists of a set of questions that can be asked at the end of the lesson at the reflection stage. These questions are of an empathic nature and are an important mechanism of interaction in a group, allowing one to receive an emotional response from one person to the experiences of another.

A set of reflective questions:

• 1. What did you find difficult today?
• 2. How was the problem solved, is it possible otherwise?
• 3. What is the most important thing for you in what you learned today?
• 4. What thoughts voiced today are in tune with yours?
• 5. What seemed unconvincing, what do you disagree with?
• 6. What new thoughts and feelings did you have?
• 7. Were there any moments of joy or satisfaction from your successful answers?
• 8. Were there any moments of dissatisfaction with yourself?
• 9. How did you benefit from this activity and the text you studied?
• 10. Why did you choose these particular tasks?
• 11. What would you like to talk about in more detail?
• 12. What advice would you like to give to your teacher?
• 13. Have you noticed your progress in....?

Reception "INSERT" represents a special marking of the text when it is read.

I - interactive - self-activating

N - noting - marking

S - system - system

E - effective - for effective

R - reading and - reading and

T - thinking - reflections

This technique involves either in the margins of the text, or in tabular form with its subsequent filling, classifying fragments of text, its paragraphs, into the following categories.

Table for working with text

Then, in pairs, groups, a frontal discussion of the individual categories of this table is carried out. This technique effectively allows you to check a task for independent work, replacing it with the traditional task of students: “read a paragraph in a textbook.”

Reception “conceptual and terminological map” effectively used at the comprehension stage to systematize knowledge when studying various definitions.

Work within the framework of this technique is carried out in groups. Students are given a mini dictionary (about 10 definitions) with definitions of those concepts that must be learned. Students then have 10 minutes to master these concepts in a group, highlighting their distinctive features. It is necessary to formulate definitions of these concepts in your own words and write down in the group what happened.

Then questions on these concepts are asked in a circle. In this case, the technique of “Thick and thin questions” is used, as well as questions that guide the course of thinking.

After this, those questions that were discussed in the group are voiced; after the concepts are mastered, each group must use them to compose a related text (10-15 minutes) according to the proposed genre (for example: fairy tale, epic, detective story, etc.). P.). The text will be assessed according to the following criteria:

• The number of concepts used that were included in the concept-terminological map;
• Accuracy in the use of the concept;
• Entertaining text and performing skills in its demonstration;

Reception “finish the sentence” used at the reflection stage. This technique allows students to evaluate the object being studied and express their own judgment and attitude.

For example:

• “If I had known earlier about the technology for developing critical thinking, then...”;
• “In my opinion, TRKM is...”;
• “The most interesting thing for me in the lesson was...”;

"IDEAL"- strategy for solving problems that arise when analyzing situations.

I - Identify the problem

D- Get to the bottom of it

E- There are solutions

A - And now - let's get to work!

L - Logical inference

IDEAL sheet for problem solving

Strategy "Logbook" allows students to develop skills:

• identify unexplored areas in the topic,
• determine the direction in studying the topic,
• summarize and systematize information flows,
• to ask questions,
• formulate in writing your attitude to the topic, evaluate and analyze the material,
• compare different points of view with each other,
• justify your point of view.

Strategy " Logbook» is used during preparation and delivery of lectures.

When preparing for a lesson, the teacher must:

• - divide the lecture material into two approximately equal parts;
• - identify methodological approaches that allow you to describe the essence and relevance of the proposed topic within five minutes;
• - think over the topics of possible short final essays of schoolchildren, based on the educational and developmental goals that the lecturer sets for himself;
• - offer students as many graphic display options as possible to choose from;
• - determine the time for writing work: at a lecture or at home (time calculation is associated with this).

Conducting a lecture.

• 1. The teacher introduces the students to the topic of the upcoming lecture for five minutes.
• 2. After a brief introduction, the teacher suggests a) choosing concepts that reveal the content of the lecture, which, in the students’ opinion, should be displayed in the lecture; b) based on the discussion, make a list of key concepts.
• 3. The teacher offers to choose one of the possible topics of a short essay, which students must write after studying the specified topic (the wording of the topic can be changed during the work). Students introduce each other to the formulations of the selected topics, discuss them, and ask clarifying questions.
• 4. The teacher announces that work on the lecture will consist of two parts: 1) while listening to the lecture, students supplement the list of terms compiled earlier, accumulating information necessary for future writing in connection with these terms; 2) perform a small task, summarizing the results of the lecture.
• 5. The teacher reads the first part of the lecture at a free pace, the students record the basic information.
• 6. After finishing the first part of the lecture (after 10-20 minutes), the teacher invites students to share the results of their work with each other.
• 7. The teacher introduces students to possible forms of graphical display of the material and offers to display the material covered in the first part in some form. Students draw up the material and ask clarifying questions to the teacher, who also expresses his opinions about the adequacy of using certain graphic forms.
• 8. The teacher asks to establish connections between their life experiences and the lecture material, exchange opinions and identify the range of issues that remain to be discussed. The lecturer can answer some questions right away, while others he will answer as he works through the second part of the lecture.
• 9. The lecture continues. Students can improve and supplement the diagram illustrating the material, supplement the list of terms and relate them to the information provided.
• 10. After finishing the lecture, schoolchildren discuss the results of their work. The teacher can ask questions: “What has changed in your understanding of the essence of the phenomenon after working on the lecture?”, “Which task was easier to complete, and which one had difficulties?”, “Which moments of the lecture were most significant for you?”, “What strengths and weaknesses have you noticed in analyzing this topic?” etc.
• 11. The teacher offers to write a short essay based on the collected materials, the topic of which some determined at the beginning of the lesson.
• 12. After writing an essay, students share it with their deskmate or with the entire small group. Selectively, some essays are read out to the entire audience and discussed.

The main goal of using TRCM is to teach the student to work meaningfully and independently, first with educational material, and then with other sources of information. The authors of the technology for developing critical thinking through reading and writing are American teachers Charles Temple, Ginny Steele, Kurt Meredith. It has been implemented in Russia since the mid-90s. The technology is based on:
· dialogical concept of culture by M. Bakhtin-V. Bibler
· psychological studies by L. Vygotsky, J. Piaget and others.
· pedagogy of cooperation Sh. Amonashvili

What is critical thinking? This is the thinking:
· free
· independent
· reflective
· evaluative
· analytical

Algorithm for the development of critical thinking technology:

Technological stages of the lesson

Call:
- updating existing knowledge;
- awakening interest in obtaining new information;
- setting by the student his own learning goals

Understanding the content:
- obtaining new information;
- adjustment by the student of the set learning goals

Stage III

Reflection:

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

CALL

Teacher activities- Aimed at challenging students’ existing knowledge on the issue being studied, intensifying their activities, and motivating them for further work

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

Possible techniques and methods - Compiling a list of “known information”:

A story is a sentence based on keywords;
Systematization of material (graphic): clusters, tables;
True and false statements;
Mixed up logical chains...

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

II. Understanding the content

Teacher's activities - Aimed at maintaining interest in the topic while directly working with new information, gradual advancement from knowledge of the “old” to the “new”.

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

Possible techniques and methods - Active Reading Techniques: Labeling with “V” marks. "?" “+” (in the margin);

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

III. Reflection

Teacher activities- The teacher should return students to the original notes; make changes. additions; give creative. Research assignments based on learned information.

Student activities- Students relate “new” information to “old” information, using the knowledge acquired at the stage of understanding the content.

Possible techniques and methods - Filling out clusters and tables. Establishing cause-and-effect relationships between blocks of information. Returning to keywords, true and false statements. Answering questions. Writing creative works. Organization of various types of discussions.

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

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

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

Tricky questions: Who? What? When? Where?Do you agree...?Is that correct...?

5. Table ZHU “I know - I want to know - I found out.”

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

7. Zigzag – group work with text
Studying and systematizing a large volume of material; for this purpose, the text is divided into meaningful passages for mutual learning. The number of passages must match the number of members in the group. Each student works with his own text; upon completion of the work, students move to other expert groups. New groups are formed so that each group contains specialists on one topic. Experts draw up a general presentation outline for a story on the topic. Then the students are transferred to the original groups, where they find themselves experts in all semantic passages. Each of them introduces their text to other group members

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

9.Cluster (“bunches”)– a graphic method of systematizing the material. Isolating semantic units of tests and graphically designing them in a certain order in the form of a bunch.

10. Cinquain is a poem that is a synthesis of information in a laconic form, which allows you to describe the essence of a concept or carry out reflection based on the knowledge gained.

11. R A F T - The idea is that the writer or speaker chooses a certain role for himself, i.e. writes the text not on his own behalf. For timid, unconfident students, this removes the fear of speaking up on their own.
· R – role on whose behalf the text is compiled
· A - audience to whom the text is addressed
· F-shape
· T – topic

Using technology techniques at different stages of its algorithm

Call stage
· "Inventory"
"Do you believe..."
· "Keywords"
· “Thin” and “thick” questions
· Cluster, table, syncwine - with a return at the 3rd stage
Conception stage
INSERT (read with marking)
· Filling out tables – ZHU, summary, “logbook”, etc.
Zigzag
· Lecture
· Search the text for answers to questions
Reflection stage
· Answers on questions
· Cluster
· Sinkwine
· Checking and discussing tables
Return to keywords, true and false statements
· Reflection itself – analysis and evaluation of the work done

The effectiveness of using critical thinking technology

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

The technological effectiveness of CM teaches students the ability to independently process information, forms independent thinking;

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

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

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

CM develops students' ability to self-regulate learning activities and self-education in general (the three-phase structure of the lesson assumes the presence of reflection at each stage of the lesson and, accordingly, reflection itself. Reflective analysis of problems mastered by students is a necessary condition for developing techniques for independently setting tasks, hypotheses and plans decisions, criteria for evaluating the results obtained.)

• Call stage. At this stage, the already known knowledge of knowledge is recalled in the students’ memory, and interest in a new topic is aroused.
• Conception stage. At this stage, work with new information takes place.
• Thought stage. The acquired knowledge is systematized, evaluated, and the new knowledge is compared with what is already known.
• Reflection. This is the result of the lesson, when one evaluates one’s work, one’s activities, one’s feelings in connection with newly acquired knowledge.

Often the contemplation and reflection stages are combined.

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

So, the comprehension stage is when students receive new information and work with it.

Functions of this lesson stage:

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

Activities of the teacher and students at the comprehension stage

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

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

Features of the comprehension stage in TRKMChP lessons

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:

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

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

Methods and techniques for developing critical thinking at the comprehension stage

• 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 and provisions. Then, opposite each item in your list, a rating is given according to one of the criteria: importance, necessity, usefulness, etc.

For example, in the lesson “The world around us”. Topic: fresh water sushi. The student came up with a list that looked something like this:

• Most of the earth is covered with salt water.
• You can't drink salt water.
• Fresh water - in rivers, glaciers, lakes, etc.

After this, the teacher asks to rank the points in terms of their practical importance. And the question is: What kind of this knowledge will be useful to you during your trip or hike?

• Venn Diagram - a technique that helps to carry out a comparative description of concepts, objects, and phenomena. After reading the text, students fill out the following table (the table is easier to fill out than circles):

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

• Logbook- another unique type of table that clearly demonstrates the connection between existing knowledge and new knowledge. 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. Next, at the comprehension stage, they work with the second column. Here students relate their statements to new information. As they read or listen to the lecture, they note whether they were right or wrong.

We begin to work with the third column after reading the text. Here everything new that was in the text is briefly written down.

• Zigzag- a rather unusual technique in which individual and group work alternate. A very successful technique when you need to cover a large layer of new information in a lesson.
• Insert is a technique of active reading with notes. Students are asked to read the text by marking individual sentences or paragraphs with special icons. After this, a table is compiled on which the following work is carried out.
• IDEAL. The name of the technique is an abbreviation that combines the name of the actions during this technique. And - I wonder what the problem is?, D - let's find all possible solutions, E - are there any better solutions among the proposed ones, etc. This technique teaches you to formulate the main problem, outline ways to solve it, analyze and make a choice.
• Bloom's 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 selected that does not require long discussions. The task of generators is to offer as many possible solutions, the task of critics is to evaluate proposals and select 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 in. The second is as you read the text (all places that require clarification, explanation, and practical examples are noted). The third column is filled in after the information has been processed.

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

• "Jockeys and horses" - this 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. The name of the term or concept is written on half the cards, and its explanation and interpretation is written on the second half of the cards. For example, in a geography lesson you can write countries and their capitals, in a literature lesson - the names of the main characters and their characteristics.

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

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

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