clustering

• There is an actualization of existing knowledge on the topic. For this purpose, different methods are used: clustering , in which the connection of the keyword of the lesson with other concepts or phenomena is clearly visible.

• brainstorming session, which activates the attention of all students.

• At the challenge stage, students make predictions, independently determine the goals of cognitive activity in this lesson.

• Gives you the opportunity to get to know new information , ideas or concepts, link them to existing knowledge, actively monitoring your understanding.

• Methods are used: text reading with stops text marking symbols, tabulation and others. In order for reading to be meaningful and productive, students simultaneously make notes in the margins of the textbook (with a simple pencil).

V- I already knew this;

• V- I already knew this;

• + - learned new things;

• ? - didn't understand.

• At the end of the reading, students discuss in the group only one icon: ? - didn't understand.

• Allows students to reflect on what they learned in the lesson in their own context, to express it in their own words.

• Techniques used: group discussion , writing mini essays essay , drafting schemes or preparing your legislative proposal .

• concept "cluster" translates as "bunch, bunch". This is a way of organizing information that is used at different stages of work. (After listening to a lecture, reading a training text, in preparation for writing an essay, report, etc.)

• the student writes out on a separate piece of paper everything that he remembered about this topic. (There is some chaos of various data).

• The activities of the "impressionist"

• It is necessary to highlight certain grounds on which the systematization will take place.

• Chaotic records are combined into groups, depending on which side of the content this or that recorded concept, fact reflects ...

• Analyst activities

Speech at the Department of Humanitarian Disciplines

The cluster method in the technology of developing critical thinking in the lessons of history and social science

teachers MOU Lyceum of Istra

Tyumakova Olga Nikolaevna

Report plan

1. Methodological features of critical thinking technology;

2. Examples of lessons based on the elements of critical thinking technology.

Tasks of the new school

The current stage of the development of society is characterized by an increase in the requirements for the level of development of the individual. In the concept of modernization of Russian education, one of the tasks is the formation of a young person with critical, non-standard thinking, capable of finding balanced decisions based on an independent study of the world around him.

The constant increase in the volume of knowledge, the rapid obsolescence of available information, the need to navigate the ever-increasing flow of information make us look for a source of new knowledge directly within the system of educational processes. A school graduate must think independently, be able to see the difficulties that arise in the real world and look for ways to rationally overcome them, clearly understand where and how the knowledge he acquires can be applied in the surrounding reality.

The 21st century required a qualitative change in the content of education, which should be aimed at developing the capabilities and abilities of the human personality. The task of the school and each teacher is to create conditions that allow the child's personality to fulfill itself as much as possible, to develop their abilities, including intellectual ones.

It is very important to work with information correctly.

1. Technology of critical thinking:

The use of critical thinking technology techniques can help in solving these problems and in creating conditions that maximally stimulate the development of the intellectual abilities of schoolchildren.

The concept of critical thinking

1. In the mentality of a Russian-speaking person, the concept of "critical thinking" is associated with the search for shortcomings, shortcomings. When we say: “He thinks too critically,” we mean the excessive incredulity of a person, his unwillingness to take anything on faith. However, in the Russian educational tradition, this term is often associated with a high level of meaningfulness of the learning process, not only on the part of the teacher, but (which is fundamentally important for the educational technology for the development of critical thinking) on ​​the part of the student.
2. At present, there is probably no need to worry about the strength of the knowledge acquired by students in a particular area, since this knowledge is subject to change every year and becomes outdated, sometimes before students are able to assimilate it. It is much more important that young people come to the economy, science and culture who are able to independently learn how to work with information, independently improve their knowledge and skills in various fields, acquiring, if necessary, new knowledge, because this is what they will have to do with their entire conscious mind. a life.
3. What conditions are necessary for this?
4. First of all, the possibility of involving each student in an active cognitive process, and not the process of passive acquisition of knowledge, but the active cognitive activity of each student, their application of this knowledge in practice and a clear understanding of where, how and for what purposes this knowledge can be applied.

This is an opportunity to work together, in cooperation, while demonstrating certain communication skills,

1. the possibility of free access to the necessary information in order to form their own independent, but reasoned opinion on a particular issue.

According to G. Selevko, critical thinking -this is one of the types of human intellectual activity, which is characterized by a high level of perception, understanding, objectivity of the approach to the information field surrounding it. Features of the conceptual approaches of this technology are as follows:

1. it is not the amount of knowledge or the amount of information that is the goal of education, but how the student is able to manage this information: search, appropriate in the best way, find meaning in it, apply in life;
2. not the appropriation of "ready" knowledge, but the construction of one's own, which is born in the learning process;
3. - the communicative-activity principle of education, which provides for an interactive mode of classes, a joint search for solutions to problems, as well as "partnership" relations between the teacher and students;
4. - Objective assessment

1. positive and negative sides in a cognizable object.

Critical thinking is:

the ability to put new, full of meaning questions ;

develop a variety of reinforcing arguments ;

take independent thoughtful solutions .

Think Critically:

1. Show curiosity
2. Use research methods
3. Ask yourself questions
4. Carry out a systematic search for answers
5. Reveal the causes and consequences of facts
6. Doubt in accepted truths
7. Developing a point of view and the ability to defend it with logical arguments
8. Attention to the arguments of the opponent and their logical understanding

Personal qualities that allow you to use critical thinking.

In order for a student to use his critical thinking, it is important for him to develop a number of qualities, among which D. Halpern highlights:

1. Ready to plan. Thoughts often arise randomly. It is important to order them, build a sequence of presentation. Orderliness of thought is a sign of confidence.
2. Flexibility. If the student is not ready to accept the ideas of others, he will never be able to become a generator of his own ideas and thoughts. Flexibility allows you to wait to make a judgment until the student has a variety of information.
3. Persistence. Often, when faced with a difficult task, we put it off until later. By developing perseverance in the tension of the mind, the student is sure to achieve much better results in learning.
4. Willingness to correct your mistakes.A critical thinker will not justify his wrong decisions, but will draw conclusions, take advantage of the mistake to continue learning.
5. Awareness. This is a very important quality, which implies the ability to observe oneself in the process of mental activity, to track the course of reasoning.
6. Search for compromise solutions. It is important that the decisions made are perceived by other people, otherwise they will remain at the level of statements.
7. What does the technology of critical thinking give to a student:
   - increasing the efficiency of information perception;
   - increasing interest, both in the material being studied and in the learning process itself;
   - ability to think critically;
   - the ability to take responsibility for one's own education;
   - ability to work in cooperation with others;
   - improving the quality of education of students;
   - the desire and ability to become a person who learns throughout life.
8. What does the technology of critical thinking give the teacher:
   - the ability to create an atmosphere of openness and responsible cooperation in the classroom;
   - the ability to use a learning model and a system of effective methods that contribute to the development of critical thinking and independence in the learning process;
   - become practitioners who can competently analyze their activities;
   - become a source of valuable professional information for other teachers.

Features and rules of technology development

Critical thinking ………………………………….

1. The technology of critical thinking involvesequal partnerships, both in terms of communication and in terms of constructing knowledge that is born in the learning process.
2. Working in the mode of critical thinking technology,the teacher ceases to be the main source of informationand, using the techniques of technology, turns learning into a collaborative and interesting search.

Technology for the development of critical thinking - stages and methodological techniques

Technological stages	Activity teachers	Activity students	Possible tricks and methods
I stage (phase) Call (evocation): Updating existing knowledge; Awakening interest in obtaining new information; Setting the student's own learning goals.	It is aimed at challenging students' existing knowledge on the issue under study, activating their activities, motivating them to further work.	The student “remembers” what he knows about the issue being studied (makes assumptions), systematizes information before studying new material, asks questions that he wants to get answers to.	Making a list of "known information": story-guessing by keywords; systematization of the material (graphic): clusters, tables; true and false statements; confused logical chains; brain attack; problem questions, "thick" and "thin" questions, etc.
Information received at the call stage is listened to, recorded, discussed. Work is carried out individually, in pairs or groups.
II stage Understanding the content (realization of meaning): Getting new information; Adjustment of the student's learning goals.	Aimed at maintaining interest in the topic while working directly with new information, gradual progress from knowledge of the "old" to the "new"	The student reads (listens) the text using the active reading methods proposed by the teacher, makes notes in the margins or takes notes as he comprehends new information	Active Reading Methods: "insert"; "fishbone"; "ideal"; maintaining various records such as double diaries, logbooks; search for answers to the questions posed in the first part of the lesson
At the stage of comprehension of the content, direct contact with new information is carried out (text, film, lectures, paragraph material). Work is done individually or in pairs. Two elements must be present in group work - individual search and exchange of ideas, and personal search will certainly precede the exchange of opinions.
III. Reflection: Reflection, the birth of new knowledge; Setting new learning goals for the student.	The teacher should: return students to their original assumption notes; make changes; give creative, research or practical tasks based on the information studied	Students correlate "new" information with "old" information, using the knowledge gained at the content comprehension stage.	Filling in clusters, tables. Establishing causal relationships between blocks of information. Return to keywords, true and false statements. Answers to the questions posed. Organization of oral and written round tables. Organization of various types of discussions. Writing creative papers. Research on individual issues of the topic, etc.
At the stage of reflection, analysis, creative processing, and interpretation of the studied information are carried out. Work is carried out individually, in pairs or in groups.

The use of critical thinking technology elements makes it possible for students to develop supersubject skills, such as:

1. ability to work in a group;
2. ability to graphically arrange text material; the ability to creatively interpret available information;
3. the ability to distribute information according to the degree of novelty and significance; the ability to generalize the acquired knowledge; Formation of a reading culture, which includes the ability to navigate information sources, use different reading strategies, adequately understand what is read, sort information in terms of its importance, “screen out” secondary information, critically evaluate new knowledge, draw conclusions and generalizations.

Techniques and strategies - cluster reception.

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 topic. The cluster is a reflection of a non-linear form of thinking. Sometimes this method is called "visual brainstorming".

Reception clusters ("clusters") is universal. It can be used at the call stage to systematize available information and identify areas of insufficient knowledge. At the stage of reflection, the cluster allows you to capture fragments of new information. At the stage of reflection, concepts are grouped and logical connections are established between them.

The essence of the reception

The essence of this approach is

1. highlighting the semantic units of the topic and their graphic design in a certain order in the form of a "bunch" - a diagram. Important:
2. highlight the main semantic unit (theme);
3. highlight the semantic units associated with the keyword (categories of information);
4. Be specific with facts and opinions.

Clusters

Cluster ("bunch") - the selection of semantic units of the text and their graphic design in a certain order in the form of a bunch. Clusters can become a leading technique both at the stage of challenge, reflection, and the strategy of the lesson as a whole. Making some notes, sketches for memory, we often intuitively distribute them in a special way, arrange them into categories. Cluster is a graphic method of material systematization. Our thoughts are no longer piled up, but “piled up”, i.e. are in a certain order.

The rules are very simple.

1. In the center is our theme, and around it are large semantic units.
2. The cluster system covers more information than we get in normal work.
3. This technique can be applied at the stage of the call, when we systematize the information received before getting to know the main source (text) in the form of questions or headings of semantic blocks.
4. This technique has great potential at the stage of reflection: correcting incorrect assumptions in preliminary clusters, filling them in based on new information. A very important stage is the presentation of new clusters. The task of this work is not only the systematization of the material, but also the establishment of causal relationships between the "clusters".

The sequence of actions when compiling a cluster

The sequence of actions is simple and logical:

1. At the beginning, in the middle of a blank sheet (chalkboard), Word document, Power Point slide, write a keyword or sentence that is the “heart” of an idea, topic.

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.

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

When working on clusters, the following rules must be observed:

1. Don't be afraid to write down whatever 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.

The system of clusters makes it possible to cover an excessive 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:

1. Enlargement or detailing of semantic blocks (if necessary)
2. Identification of several key aspects to which attention will be focused.
3. Clustering is used both at the stage of the challenge and at the stage of reflection; it can be a way to motivate mental activity before studying the topic or a form of systematization of information based on the results of passing the material.
4. Depending on the goal, the teacher organizes individual independent work of students or collective activities in the form of a general joint discussion.
5. The subject area is not limited, the use of clusters is possible when studying a wide variety of topics.

Conclusion

1. A variety of techniques, methods, technologies is not an end in itself.
2. The result is important.
3. The teacher should evaluate his own progress by the success of his students.
4. Non-traditional pedagogical technologies increase the motivation for learning and children's interest in school, create an environment of creative cooperation and competition, educate children in self-esteem and respect for differences, give them a sense of creative freedom and, most importantly, bring joy.

Lesson on the course "History of the Middle Ages".

(Textbook by E.V. Agibalov, G.M. Donskoy)

Theme “In the knight's castle”

Lesson with elements of critical thinking technology

The purpose of the lesson : the formation of students' ideas of the image of a “knight” as one of the most important symbols of the Middle Ages, through the activation of “old” and the assimilation of “new” knowledge; to bring students to an understanding of the moral norms of chivalry, the basics of chivalrous culture.

Equipment: illustrative materials depicting castles, armor of knights, their symbols, weapons, etc.

During the classes

I. Organizational moment. Introduction by the teacher.

II. Learning new material using elements of critical thinking technology.

1. Call stage. Tasks of the teacher: to activate students, motivate them for further work. At this stage, you can apply the methods of "basket of ideas", cluster, "brainstorming", association, etc. i.e. use techniques that allow all students to be involved in the lesson. In this case, the association method was used. At the first stage, the word is written on the board Knight . Question: what associations do you have when you pronounce this word?

All answers are recorded on the board. (Note. Usually the guys do an excellent job with this task, because, firstly, the word “knight” has already met them during the study of this history course in the topic “The Formation of Medieval Europe”, and secondly, the word is more than familiar, often found in movies, games, books and is still synonymous with “real man”).

With the word “Knight”, schoolchildren have the following associations: warrior, lady of the heart (beautiful lady), honor, courage, castle (fortress), horse, sword, armor, brave, noble person, Europe.

In the second stage, the children are invited to write a story of 3-4 sentences using the words written on the board. We read proposals.

In the third stage of the challenge stage, we need to ask the question: is this knowledge about the knight enough for us? And in this particular case, the guys will most likely answer “yes”. Therefore, in order to encourage students to further work, the teacher explains that the concept of “knight” is much more complex and deeper than we have just presented. And in proof of this, one can read the first and second sirvents of B. de Born. In these passages, the children will surely come across unfamiliar words, and the text of the sirvent will make them think about the moral standards of the behavior of knights.

2. Stage of understanding.Work is carried out with the text of the textbook (marking the text) and notes are made in a notebook. Preliminarily, a table is drawn up in a notebook. It is presented on the board, markings are written out for it.

The next step is to work with the text of the textbook. The guys first mark the text, and then fill in the 1st and 2nd columns of the Table. We read the words with the “+” sign. The teacher writes these words next to those that the children named at the beginning of the lesson.

3. Stage of reflection.Compare what you know and what you have learned. We analyze.

(Note. Here the teacher can illustrate the material being studied, using images of castles, knightly coats of arms, clothes and armor, etc. This will help in forming the image of a “knight”).

III. The result of the lesson can be the joint compilation of a syncwine.

For example:

Knight

1. Bold, dexterous
2. Fighting, feasting, competing
3. Mounted warrior, defender.
4. Noble, but greedy, cruel, cunning

IV. Homework.

1. Mandatory part: fill in columns 3 and 4 of the Table.

2. Task options for the student's choice: 1) Compose a story on behalf of the knight; 2) Sincwine; 3) Cluster; 4) Thick and thin question.

scientific knowledge

Binary lesson in social science and physics based on the use of RCM technologies (development of critical thinking) and research activities.

Goals:

Cognitive goals: students must determine the features of scientific knowledge; with the help of physical experiments and theoretical material to master the methods of scientific knowledge.

Educational goals: the formation of a spirit of tolerance, the ability to work in a group based on the relevant rules (indicated in the instructions).

Developing goals: development of critical thinking; formation of research skills through the implementation of scientific and practical activities; development of skills to graphically draw up material, to generalize the knowledge gained.

Equipment: Physical devices for research activities, four sheets of drawing paper (by the number of groups), felt-tip pens, memos "Rules and principles of successful teamwork", "Algorithm for research activities", texts "Methods of scientific knowledge", sheets with a cluster "Methods of scientific knowledge".

During the classes

The class is divided into groups (4-5 people) that will work throughout the lesson.

Groups get acquainted with the leaflet "Rules and principles of successful work in a group" ( Appendix 1).

Istage. Repetition of previously studied material.

At the last lesson, a lecture was held, during which all the material on the topic “Knowledge as an activity” was structured. A summary was drawn up. The students were given the task to learn the summary of the lesson, which was presented in the form of a denotation graph. On the back of the board before the lesson, write a supporting summary.

Groups receive assignments.

Tasks for the 1st group:

Exercise 1.

Cognition, representation, sensory, sensation, stages, perception, taste, hearing, type of knowledge, sight, touch, smell, one, is, includes, shares.

Task 2.

Tasks for the 2nd group

Exercise 1. Collect the sentence, which crumbled into the following words (prefixes can be substituted):

Mental operations, concept, analysis, judgment, synthesis, comparison, inference, abstraction, cognition, generalization, type of cognition, rational, stages of cognition, consists, includes

Task 2. Structure this material in the form of a cluster (a cluster is a “bunch” and is a graphic text).

Tasks for the 3rd group.

Exercise 1. Collect the sentence, which crumbled into the following words (prefixes can be substituted):

Criteria of truth, Absolute, relative, agreement of scientists, subjective, practice, criteria, truth, objective, reason, knowledge corresponding to the subject itself, sometimes, are.

Task 2. Structure this material in the form of a cluster (a cluster is a “bunch” and is a graphic text).

Tasks for the 4th group.

Exercise 1. Collect the sentence, which crumbled into the following words (prefixes can be substituted):

Folk wisdom and common sense, ways of knowledge, non-scientific knowledge, parascience, life practice, mythology, social knowledge, scientific knowledge, self-knowledge, relate, are.

Task 2. Structure this material in the form of a cluster (a cluster is a “bunch” and is a graphic text).

Checking assignments using a baseline.

II stage. "Challenge Stage"

All lessons on the topic "Knowledge as an activity" from today's lesson will consider the main ways of knowing.

I suggest that you compare several statements and choose from them what relates to scientific knowledge and determine why you think so, i.e. define judgment and evidence.

Every person has their own aura.

Every person strives for material prosperity.

Each person has his own guardian angel.

Each person has a certain set of genes - carriers of heredity.

So, today we will study scientific knowledge and the goal of our lesson will be as follows: to learnfeatures of scientific knowledge , i.e. what distinguishes it from other ways of knowing.

This problem is written in a notebook. Students receive the task: during the lesson to identify these features, and at home: write a story on the topic.

During the lesson, you can already write first feature: science deals only with real, already established facts.

III stage. "Comprehension"

In scientific knowledge, there are special methods of knowledge.

Tasks for groups:

Exercise 1. Read the text "Methods of scientific knowledge" ( Annex 2). Use the marginal note method

I know it	New, unknown	Unclear	I want to know more

Task 2. Populate the cluster : Forms and methods of scientific knowledge (Appendix 3).

Checking the execution of the task: One of the groups performs a task on the board. The rest comment on the task performed by this group.

We have said that the purpose of any knowledge is to establish the truth in this area of ​​knowledge. One of the criteria for the truth of knowledge is the agreement of scientists.

Question for the class. What could scientists agree on in scientific knowledge? After all, subjectivism is traced here, and we said that the truth should be as objective as possible?

Conclusion: scientists agreed on many things and, in particular, on how the process of cognition should go, i.e., they deduced an algorithm for research activity ( Appendix 4).

Reading aloud(you can write on the board). To trace the connection with the past material: the structure of the activity.

Educational and research activities . Works teacher of physics Ilyushina Nina Ivanovna.

Exercise 1. Tasks are given using physical knowledge and methods of scientific research

Group No. 1

In the 18th century, a monument to Peter I was built in St. Petersburg from a 20-ton monolithic rock. This rock was found far from the city. Suggest options for moving the rock at that time. Prove by physical calculations that this is possible.

The following devices can help you with this: a dynamometer, two pencils, water.

Group #2

Admiring the Egyptian pyramids, people never cease to wonder: how at that time it was possible to raise huge blocks of stone to such a height?

Use the following instruments for this experiment: dynamometer, inclined plane, block. Good luck!

Group #3

Use a beaker and reference book.

Group No. 4

Suggest options for finding the mass of a body that has an irregular shape.

Use a properly shaped cylinder and a guide.

Task 2. To issue the results of research activities. Students, using the algorithm of research activities, draw up their work on special sheets.

Presentation of works.

IV stage. Reflection.

What can you write down to the question about the features of scientific knowledge on the basis of your research work?

1. What did you already know about what you learned in the lesson?
2. What new information did you receive?
3. What caused doubts, or what did you disagree with?
4. Let's ask "thin" and "thick" questions and try to answer them.

Houses: write a story " Features of scientific knowledge»(records, §10)

Applications

Annex 1. RULES AND PRINCIPLES OF SUCCESSFUL WORK IN A TEAM.

All team members are responsible for the final result

There are no leaders on the team. All team members are equal

Rules and principles of successful teamwork

Everyone should be active and contribute to the common cause There should be no “sleeping” partners

Teams don't compete

Everyone should enjoy the feeling of self-confidence

All team members should enjoy interacting with each other.

Appendix 2

METHODS OF SCIENTIFIC KNOWLEDGE

Working with the marginal note method.

Task: Read the text using the marginal note method

I know it	New, unknown	Unclear	I want to know more

The process of scientific knowledge in its most general form is the solution of various kinds of problems that arise in the course of practical activities. The solution of the problems that arise in this case is achieved by using special techniques (methods) that allow one to move from what is already known to new knowledge. Such a system of techniques is usually called a method. The method is a set of techniques and operations of practical and theoretical knowledge of reality.

Each science uses different methods, which depend on the nature of the problems solved in it. However, the originality of scientific methods lies in the fact that they are relatively independent of the type of problems, but they are dependent on the level and depth of scientific research, which is manifested primarily in their role in research processes. In other words, in each research process, the combination of methods and their structure changes. Thanks to this, special forms (sides) of scientific knowledge arise, the most important of which are empirical, theoretical and production-technical. The empirical side implies the need to collect facts and information (establishment of facts, their registration, accumulation), as well as their description (statement of facts and their primary systematization). Theoretical side associated with explanation, generalization, creation of new theories, hypotheses, discovery of new laws, prediction of new facts within the framework of these theories. With their help, a scientific picture of the world is developed and thus the ideological function of science is carried out.

Production and technical the side manifests itself as a direct productive force of society, paving the way for the development of technology, but this already goes beyond the scope of proper scientific methods, since it is of an applied nature. The means and methods of cognition correspond to the structure of science discussed above, the elements of which are at the same time stages in the development of scientific knowledge. So, empirical pilot study suggests a whole system experimental and observational technology(devices, including computing devices, measuring installations and tools), with the help of which new facts are established. Theoretical research involves the work of scientists aimed at explaining the facts (presumably - with hypotheses, tested and proven - with theories and laws of science), on the formation of concepts that generalize experimental data. Both together carry out a test of what is known in practice.

The methods of natural science are based on the unity of its empirical and theoretical sides. They are interconnected and condition each other. Their break, or the predominant development of one at the expense of the other, closes the way to the correct knowledge of nature - theory becomes pointless, experience becomes blind. Methods of natural science can be divided into the following groups:

1. General methods concerning any subject, any science. These are various forms of the method, which makes it possible to link together all aspects of the process of cognition, all its stages, for example, the method ascent from the abstract to the concrete, the unity of the logical and the historical. These are, rather, general philosophical methods of cognition.

2. Special methods concern only one side of the subject being studied or a certain method of research: analysis, synthesis, induction, deduction. Special methods also include observation, measurement, comparison and experiment. In natural science, special methods of science are of utmost importance, therefore, within the framework of our course, it is necessary to consider their essence in more detail. Observation- this is a purposeful strict process of perception of objects of reality that should not be changed. Historically, the method of observation develops as an integral part of the labor operation, which includes establishing the conformity of the product of labor with its planned model. Observation as a method of cognition of reality is used either where it is impossible or very difficult experiment(in astronomy, volcanology, hydrology), or where the task is to study the natural functioning or behavior of an object (in ethology, social psychology, etc.). Observation as a method presupposes the presence of a research program, formed on the basis of past beliefs, established facts, accepted concepts.

Special cases of the observation method are measurement and comparison. Experiment- a method of cognition, with the help of which the phenomena of reality are studied under controlled and controlled conditions. It differs from observation by intervention in the object under study, that is, by activity in relation to it. When conducting an experiment, the researcher is not limited to passive observation of phenomena, but consciously interferes in the natural course of their course by directly influencing the process under study or changing the conditions under which this process takes place. The specificity of the experiment also lies in the fact that under normal conditions, the processes in nature are extremely complex and intricate, not amenable to complete control and management. Therefore, the task arises of organizing such a study in which it would be possible to trace the course of the process in a “pure” form. For these purposes, in the experiment, essential factors are separated from non-essential ones, and thereby greatly simplify the situation. As a result, such a simplification contributes to a deeper understanding of the phenomena and makes it possible to control the few factors and quantities that are essential for this process. The development of natural science puts forward the problem of the rigor of observation and experiment. The fact is that they need special tools and devices, which have recently become so complex that they themselves begin to influence the object of observation and experiment, which, according to the conditions, should not be. This primarily applies to research in the field of microworld physics (quantum mechanics, quantum electrodynamics, etc.).

Analogy- a method of cognition, in which there is a transfer of knowledge obtained in the course of consideration of any one object to another, less studied and currently being studied. The analogy method is based on the similarity of objects in a number of any signs, which allows you to get quite reliable knowledge about the subject being studied. The use of the analogy method in scientific knowledge requires a certain amount of caution. Here it is extremely important to clearly identify the conditions under which it works most effectively. However, in those cases where it is possible to develop a system of clearly formulated rules for transferring knowledge from a model to a prototype, the results and conclusions by the analogy method become evidential.

Modeling- a method of scientific knowledge based on the study of any objects through their models. The appearance of this method is due to the fact that sometimes the object or phenomenon being studied is inaccessible to the direct intervention of the cognizing subject, or such intervention is inappropriate for a number of reasons. Modeling involves the transfer of research activities to another object, acting as a substitute for the object or phenomenon of interest to us. The substitute object is called the model, and the object of study is called the original, or prototype. In this case, the model acts as such a substitute for the prototype, which allows you to get certain knowledge about the latter.

Appendix 3

FORMS AND METHODS OF SCIENTIFIC KNOWLEDGE

(cluster)

Shapes (sides) scientific knowledge

generalization

explanation

Creating theories

Creation of material objects

Fact gathering

special

general

Methods of knowledge

facilities

facilities

Explanation of the facts

Registration of facts

facilities

Appendix 4

RESEARCH ALGORITHM

Subject is the definition of essence. In order to formulate a topic, it is necessary, first of all, to identify the problem, to determine the object and subject of research.

Problem- this is the formulation of a question that needs to be solved, the study of what has not been studied. Problems (example) usually consist in identifying new or unknown persons, relatives, the facts of their biographies, creating (restoring) the pedigree of one's own or another person, etc.

Object of study is a process or phenomenon that generates a problem situation and is chosen for study.

Subject of study is within the boundaries of an object, is its side, aspect or point of view. The subject of research can be the study of the fate of a real person, a specific pedigree, a genealogical tree of the genus.

Purpose of the study- this is its end result, the solution of a scientific problem, which should eventually be reached.

Wording research objectives necessary to clarify the purpose of the study. Tasks can be aimed at analyzing, generalizing, identifying, substantiating, developing, evaluating individual aspects of a common problem, the solution of which leads to a solution to the problem itself.

Research methods are the means by which research is carried out. They consist in the possibility of applying old knowledge to obtain new knowledge.

Pedagogical technologies in biology lessons

"Reading and Writing for the Development of Critical Thinking"

Technology is a set of techniques aimed at getting the student interested, encouraging him to work, creating conditions for summarizing information, and promoting the development of critical thinking, introspection, and reflection skills. The ability to think critically, developed intellectual qualities help to adapt to a new environment, gain independence, and be active in learning about the world around. Based on this technology, it is possible to train students to extract information from various sources, determine the causes of problems, resolve conflicts, negotiate, weigh alternative judgments, and make decisions based on information analysis.

Based on the foregoing, the basic model of the lesson, based on the use of this technology, is a sequential passage of three stages that are simultaneously inherent in the process of cognition: challenge, comprehension, reflection. These stages can make up the entire lesson or its individual parts.

Techniques Used: brainstorming, cluster (bundle, constellation), knowledge maps, mixed up logical chains.

Making sense. This stage begins with the submission of new information. At this stage, students come into contact with new knowledge, concepts, ideas. New information can be presented in the form of a text, teacher's lecture, video. Here, the new information is correlated with the one that the students previously had, i.e. new knowledge with existing ones. During this phase of the lesson, students work independently. The task of the teacher is to maintain the activity of students, which was achieved at the challenge stage.

Techniques Used: studying the text or its individual parts, watching a video, listening to a teacher's lecture, listening to an audio recording.

Reflection. The purpose of this stage is to consolidate the acquired knowledge, assimilate new information, form one's own new knowledge, include new concepts in the knowledge system, as well as raise new questions and search for answers to them, which can serve as the basis for the call stage to the next lesson.

Techniques Used: drawing up a diagram, tables, discussion, discussion, short essay, cluster, knowledge maps, development of a mini-project, interrogation and control, drawing, etc.

Let's take a closer look at some of the techniques that can be used at various stages of the lesson.

Table. Techniques used at different stages of the lesson

stages	Techniques Used
	Cognition map, cluster, short essay, brainstorming, listing of known information, confused logic chains, commentary on quotes, believe-not-believe game, definition of terms
Making sense	Reading with stops and notes, “Zigzags I and II”, reading and summing up in pairs, interactive lecture, preparation of a discussion (cross-sectional, in the form of a dialogue), lecture-summary, lecture-question, filling in the tables “I know. Learned. I want to know more” and “I know. Correcting. I am supplementing”, a supporting abstract (in the form of a diagram, theses, a drawing), a knowledge map, a cluster, a search for answers to the questions posed at the call stage (clarification of the list of known information, correction of confused logical chains, definition of terms, verification of statements)
Reflection	Cinquain, cluster, knowledge map, essay, filling in the third column of the tables “I know. Learned. I want to know more” and “I know. Correcting. I supplement”, search for a debatable issue, holding a discussion, mutual survey and mutual verification, development of a mini-project, group and collective discussion, evaluation of work in the lesson

Cognition map

This is a visual-graphic way of summarizing knowledge. Each card is ordered, individual and rational. It develops the ability to analyze concepts or phenomena, find the relationship between them, helps to see the big picture. The map can use signs, symbols, drawings, different colors, which contributes to the development of creativity among schoolchildren. Making cards is fun and exciting.

Knowledge Mapping Rules

The key concept is placed in the center of the sheet. Branches of the first order depart from it, on which words, phrases, images, facts related to a key concept or topic are placed. Each concept is denoted by no more than 3 words.

Lines of the second order depart from these lines, on which concepts are placed that refine the original ones, and so on.

Lines are shown curved rather than straight. If there is a connection between phenomena or concepts, lines can be connected. When drawing up a map, you need to use fewer words, more color, symbols and drawings.

As a result of such work, a visual structure is created that graphically displays the work of students' thoughts on the topic of discussion, which allows them to gain new knowledge, generalize and systematize information.

Brainstorm

It is used to generate ideas in a free, uninhibited atmosphere of the lesson. It allows for a short period of time, using the intellectual potential of each student, to solve the problem. This technique is used to collectively search for a solution to a problem, generate a large number of ideas, and involve as many schoolchildren as possible in the work.

In the course of work, the teacher should write down everything that is offered by the children. Every idea, every fact is important and should be recorded. It is necessary to write down ideas without numbering - as they come in, in a short form, without corrections and comments or interpretations.

If there is a need to clarify the essence of any idea, you can give the opportunity to its author to speak after the completion of the brainstorming session.

The role of the teacher is to "immerse" students in the problem, to unite them in the process of collective activity. To maintain dynamism, brainstorming should not last more than 10 minutes. Brainstorming can be individual, pair or group.

cinquain

This technique is used most often at the stage of reflection, when students consolidate their knowledge, describe a concept or phenomenon. At the same time, the use of syncwine can give this process a creative, entertaining character.

Cinquain is a five-line poetic form. It is a brief, concise description of the subject, allowing the student to generalize and synthesize information, develop creative abilities, and the teacher to find out how much the students have formed an idea about the topic of discussion, to assess the conceptual baggage.

It does not take much time to compile a syncwine. Enough 5-10 minutes. Both individual and group or collective work is possible, when one is created from two or more syncwines. This makes it possible to once again critically consider the topic, to repeat the material.

Rules for writing syncwine

In the first line, one word, usually a noun, sets the topic of discussion. The second line contains two adjectives describing the topic of discussion. The third line usually contains three verbs related to the topic of discussion. The fourth line expresses the attitude of the author to the topic of discussion. This is usually a four-word phrase. Any catchphrase, line from a poem or song can be used. The fifth line contains one word - a synonym for the original, which expands the idea of ​​​​the theme of syncwine.

Brief essay

This technique can be used both at the beginning of the lesson at the challenge stage (to reveal the initial awareness of the children on the topic of discussion), and at the end, to enable the students to summarize their knowledge, and the teacher to find out how successful the study of the topic was.

Students are invited to write what they know about the topic of discussion (at the challenge stage), or what they learned about this topic in the lesson. You can also invite students to ask questions that they have not received an answer to. The teacher collects works, analyzes them and uses this information when planning further classes.

"Reading the text while marking it (i.e. making notes)"

A large role in technology is given to work with both artistic and informational texts. The set of techniques is aimed at developing students' skills of thoughtful, meaningful reading, the ability to analyze and synthesize information, and apply the acquired knowledge in practice.

Students are offered a marking system:

« V"- a tick marks what was previously known (i.e. "I know");
« – ”- a minus marks something that contradicts the reader’s initial ideas (“I thought differently”);
« + ” – new information is marked with a plus sign (“Learned”);
« ? "- a question mark is put if the student has a desire to learn about something in more detail ("I want to know");
« ! » - an exclamation point can be put if any information needs to be remembered.

Depending on the goals and objectives of the lesson, the teacher can choose the necessary notes, or enter others.

After reading the text with notes at the stage of reflection in the process of collective work, the information is discussed based on the following questions.

What did you already know about what you read?

What information was new to you?

What raised doubts or what do you disagree with?

What was the most important thing to remember from what you read?

After discussing the information, students, working individually in their notebooks, can complete the following table.

"Reading with stops"

This technique can be used to work with narrative text. To do this, the text is divided into semantic pieces. The task of the teacher is to find the best places to stop. Prior to reading, students must go through the challenge stage in any form. But already on the basis of the title of the text, information about the author, they can get initial information on the topic of discussion. Then, reading the first part of the text, they refine their initial ideas.

To discuss each part of the text, questions can be used according to a certain system proposed by B. Bloom. This system allows you to record the assimilation of educational material at various levels.

Knowledge of specific material (terminology, facts, laws, definitions, criteria, etc.). These are simple questions, the answers to which can be found in the text. In this case, the student remembers and reproduces specific information.

Understanding the material. The student transforms educational material from one form to another. Interprets, explains, summarizes.

Application of knowledge. The student demonstrates the application of the studied material in specific conditions, predicts the further course of events.

Analysis (elements, relationships, phenomena, concepts). The student isolates the parts of the whole, reveals the relationship between them.

Synthesis. Students show the ability to combine the elements identified during the analysis in order to build a new holistic system. It can be writing an essay, drawing up an action plan, solving a problem.

Grade. The student demonstrates his own judgments based on the available data, emotions and experiences.

Typical for critical thinking is working with text using the following tasks.

Ask questions about the read text.

Highlight the main idea (main thesis) of the text.

Determine the cause of events, phenomena.

Analyze.

Explain and justify your own point of view.

Do research, answer questions.

Training in small groups of cooperation

The development of communication skills in students is facilitated by teaching methods in small groups of cooperation. The result can be achieved only with the independent work of each student in cooperation with other members of the group. The task is not just to do something together, but to cognize an object or phenomenon together. It is necessary that each participant acquires the necessary knowledge and develops the necessary skills. At the same time, the whole group is interested in the success of all participants, since the success of the team depends on the contribution of each member individually. Group work is based on the following principles.

The group receives one award for all in the form of a score, badge of distinction, praise, etc. Groups do not compete with each other because teams have different tasks and different time to complete them.

Individual responsibility of each participant. The success and failure of the entire group depends on the successes and failures of each. This forces all team members to follow each other's activities while helping their comrades.

Equal Opportunities for Success. There is no comparison of the results of different students, but only their own results are compared with those previously achieved.

One of the options for collaborative learning is technology "Zigzag" (openwork saw). For work, students are united in groups of 6 people. The training material is divided into separate blocks. The group is invited to study their block. Each member of the group studies the issue on their own and then discusses it in the group. Next, students exchange information with members of other groups as experts on a particular issue. Then the students who studied the same question again return to their groups and teach each other everything new that they themselves have learned. In the process of collective work, the entire text is built. The most important thing is the ability to listen to a partner, to take notes. A variation of this technology is "Zigzag-2". In this case, everyone works with the same material, but each member of the group receives a topic on which he works most carefully, and becomes an expert in it. Then meetings of experts from different groups are held, resulting in an exchange of information.

Discussion forms of work

The use of discussion forms of work contributes to the development of students' skills of joint activity, the ability to listen and hear, the ability to take the partner's point of view or persuade the interlocutor to their own. The purpose of the discussion is not to solve a particular problem, but, on the contrary, to deepen it. Here, not only an exchange of views takes place, but also the formation of one's own point of view based on many alternative points of view. Therefore, the problem that is brought up for discussion should be controversial, ambiguous, should contribute to the active involvement of students in the dialogue. However, in order to take part in the discussion, students must have the appropriate knowledge. Without knowledge, the discussion becomes pointless and meaningless. Therefore, before moving on to the discussion, students work with sources of information that provide different points of view on a particular issue.

Discussion Rules

Be open and willing to discuss the issue.

Express your opinion freely and let others have their say.

Listen carefully to others. Seek to understand what they are saying.

Respect other people's opinions. Do not say: "You are wrong", but only - "I do not agree with you."

You are wasting your time arguing about the obvious.

Don't try to win an argument by any means. Remember: the truth does not belong to you, just as it does not belong to anyone.

Cross discussion allows you to see and comprehend the problem as a whole. It is the cross-discussion that makes it possible to avoid an unambiguous interpretation of events and phenomena. It is also interesting because it allows students to master the techniques of argumentation, scientific evidence, the ability to defend their own point of view, to critically approach other people's and their own judgments.

Cross-discussion technology includes the following steps.

Formulation of the discussion question. The question submitted for cross-discussion should be problematic and not have an unambiguous answer.

Formulation of arguments "for" and "against".

Voicing of arguments: first “for”, then “against”. Here it is necessary to listen carefully to each other, so as not to repeat what has already been said.

Individual work , during which the sounded arguments and counterarguments are reviewed and everyone tries to answer the debatable question. To do this, you can write a short essay using the following structure.

I take into account the opinion of the opposite side… (hereinafter the opposite point of view is formulated).

But still I think… (one's own point of view is formulated), because... (the most weighty arguments in favor of their own point of view are stated).

An important stage of the discussion work is comprehension each participant work done and assessment of the degree of personality activity according to the following indicators

Useful. I learned a lot of new things, I will try to learn even more (I will turn to other sources of information).
Interesting. I thought a lot, talked, listened.
Live.
Funny.
Boring. (Why?)
Difficult. (What caused the most trouble?)

Evaluation of the group's work

Our group did great.
Good.
Mediocre. (Why?)
Didn't get the job done. (What got in the way; what needs to be improved in order to continue working together?)

Evaluation of own work

During the discussion, the initiative was in my hands.
I supported the initiative of others, created a favorable atmosphere for discussion.
I was passive in my work, just listening to the discussion.
I refused to work, opposed myself to others.

Orientation to the personality of the child involves the construction of the educational process in such a way that the center is the student, his cognitive, creative activity. The role of the teacher is somewhat different than in traditional teaching, and comes down to organizing and coordinating the learning process, and the learning outcome depends on the students themselves. In order for schoolchildren to be able to adequately evaluate themselves, it is necessary to form a system of values, including knowledge, actions, and opportunities.

These goals correspond student's portfolio , which contains specific instructions on what material and according to what parameters should be selected. The student selects works in one or more subjects. Each work selected in the portfolio is accompanied by brief student comments on the following plan.

1. Why this or that work was selected.
2. What worked well for her.
3. What caused the difficulties.
4. What needs to be worked on in the future.
5. Do you agree with the teacher's assessment?

The portfolio can reflect not only the success of training, but also communicative, creative success. The portfolio includes the following components.

1. Title page.
2. The date of the beginning and end of the collection of works.
3. Brief information about yourself.
4. A brief summary of the successes and difficulties in learning.
5. Work with student and teacher comments.
6. Information about your favorite work.
7. Questionnaires of teachers and parents.

The methodical day contains the forms of both a seminar and a workshop.

Target: (slide 2)

• get acquainted with the goals, basic concepts, didactic features, structure of classes, methods, techniques of action-oriented technologies;
• visit open lessons using these technologies;
• evaluate the effectiveness of their application.

Equipment:

• multimedia projector
• Appendix 1 Presentation for the seminar.

Plan of the methodical day. (Slide 3)

Stage I: diagnostic.

1) diagnostics of pedagogical competence of teachers in the field of modern pedagogical technologies;

2) analysis of diagnostics;

3) identification of the problem.

Stage II: theoretical.

1) theoretical seminar on action-oriented technologies:

• presentation of diagnostic results;
• formulation of the problem;
• actualization of knowledge on the topic of the seminar;
• organization of group work on the study of theoretical material;
• mutual learning;
• summarizing the results of the seminar.

Stage III: practical.

1) visiting open lessons using technologies:
a) study of a particular case;
b) didactic tasks;
c) guide text.
2) introspection and analysis of lessons in groups of lessons from the standpoint of the topic of the methodological day;
3) exchange of views

IV final.

1) analysis of the methodical day;
2) reflection;
3) development of decisions and recommendations.

Methodological day preparation

1. Organization of a creative group for the preparation and holding of a methodical day:

• development of questionnaires for diagnostics;
• analysis of diagnostics;
• development of the content, structure of the theoretical seminar;
• preparation of handouts;
• development of lesson observation maps, lesson analysis maps.

2. Preparation of a methodical exhibition.

3. Organization of methodological assistance to teachers in the preparation of open lessons.

4. Organization of teachers in groups to attend open lessons.

5. Adjustment of the lesson schedule.

Participant 2. Read the text and identify the main stages of the technology of didactic tasks (Appendix 5 ) .

Participant 3. Read the text and highlight possible uses for guide text technology (Appendix 6) .

Participant 4. Get to know the basic concepts of action-oriented learning and highlight possible uses for it (Annex 7).

Step 2. Teachers are united in expert groups (teachers who are given the same task to complete). Partners - experts read and study the material together, discuss the answers to the assigned task, plan effective ways of teaching it and checking the quality of assimilation in the initial groups.

Step 3. Return to the original groups for peer learning and testing. Students return to their original groups. There they take turns acquainting each other with the studied material, with the answers to the assigned tasks. The task of the team is to ensure that each member of the group masters all the material in its entirety.

Step 4. Individual and group reporting.

2. Filling in the pivot table in groups (1, 2, 3 groups).

3. Discussion and preparation of a presentation of group work (cluster).

3. Stage of reflection. (Slide 12)

Purpose: to be able to present the results of their activities, argue their point of view, control and evaluate the result of their actions.

The results of their work are presented by the groups in the format of clusters.

1. Reception “Return to clusters”. Group work presentation.

After reading the information, discussing the group of students, they return to the compiled cluster and re-organize the information according to the built associative series, but taking into account the information received, according to the actual correlation of concepts and ideas. After compiling their own cluster, group representatives are invited to state and argue their version of the cluster.

For example, you might get the following clusters:

2. Summing up the seminar (slide 13)

1. Do you agree that learning technologies that involve the active activity of students can be classified as competence-oriented technologies?

(Answer. The use of activity learning technologies is aimed at developing the ability to work independently, take responsibility, notice problems and find ways to solve them, analyze new situations using existing knowledge, make decisions, master new knowledge, i.e. form key competencies ).

2. Why are action-oriented technologies of particular relevance?

(Answer. These technologies are aimed at solving life problems, special cases. Problems arise from life situations. Knowledge is acquired by solving these problems, information obtained from various sources).

3. What does action orientation mean?

(Answer. Orientation to action implies the independent acquisition of the necessary knowledge by students in the process of solving a specific production situation, real or imaginary, with the obligatory fulfillment of all phases of a complete action).

III. Open Lessons

1. Conducting lessons (slide 14)

Lesson using case study technology Appendix 8 .

Lesson using the technology of didactic tasks. Cm. Appendix 9 .

A lesson using guide text technology. Cm. Annex 10 .

2. Discussion of open lessons (slide 15)

Self-analysis, analysis in groups, exchange of opinions. Cm. Appendix 11.1-11.4

Translated from French, the word "cinquain" means a poem consisting of five lines, which is written according to certain rules. This technique requires the synthesis of information and material in brief terms, which allows you to describe the event or reflect on this issue. Drawing up a syncwine allows you to summarize the educational material, information. This is a form of free creativity, but subject to the rules.

IV. The final stage (slide 16)

1. Analysis of the methodological day

Reception "Generalized position".

The participants of the seminar are divided by the organizers of the seminar into three groups: "Apologist", "Opposition", "Association". Each group gets its own task.

Apologist group. Task: to identify and formulate positive, original, interesting, promising moments of the methodical day.

Opposition group. Task: identify and formulate the shortcomings of the methodical day.

Association group. Task: draw a picture that reflects the associations (images) associated with participation in the methodological day.

Administration group. Task: to identify the difficulties of preparing and conducting a methodical day, to note that the seminar itself was held using the technology of critical thinking.

After the performance of the group members on assignments, the general result of the methodical day is summed up.