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

What is Critical Thinking Technology?

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

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

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

What does it give?

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

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

Among other advantages it is necessary to highlight:

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

3 stages of development

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

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

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

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

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

Insert

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

Symbols are marked:

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

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

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

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

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

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

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

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

Carousel

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

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

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

Reading with pauses

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

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

Cross discussion

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

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

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

cinquain

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

The task of the practitioners is to write 5 lines:

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

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

Examples of methodological techniques

critical thinking development technologies

Examples of methodological techniques of technology for the development of critical thinking reflect only a small part of the available methodological developments in this area. (materials from the book Galaktionova T.G. From self-knowledge to self-realization: Personnel-technology educational activities. - St. Petersburg: Institute of Special Pedagogy and Psychology, 1999. - 156 p.)

use a universal learning model and a system of effective methods,

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

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

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

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

RECEPTIONS AT THE CHALLENGING STAGE

Reception "Digging into memory"

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

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

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

Reception "Association"

What can be discussed in the lesson?

What association do you have when you hear "_______________"?

Students list all the associations that have arisen, which the teacher also writes down on a piece of paper or board

Reception “Confused logical chains”

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

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

Reception "Instructions"

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

Reception Make an "Expert sheet".

Reception"Brainstorm"

In pairs, the children discuss the following questions:

a) What do you know about reproduction?

b) Do you think this issue is important?

Reception"Brain attack"

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

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

Stage 2: Exchange of information.

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

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

3. Prompt recording of the proposals made.

Individual, pair and group forms of work are possible.

TECHNIQUES AT THE STAGE OF REFLECTION

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

Reception"Marginal notes"

Students receive the text and make appropriate notes in it:

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

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

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

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

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

Reception"Marking table"

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

Reception Technology (reception) "insert / insert"

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

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

Explanation of the term INSERTI

interactive

Interactive

Noting

celebrating

System

effective

Reading

Readings

thinking

Reflections

The technique contributes to the development of analytical thinking, is a means of systematizing and tracking the understanding of the material.

Reception"Two Part Diary"

I use this technique when students independently work with the text and then teach each other on the studied issue. During the explanation of the material, such diaries are kept, consisting of two parts, in the first part, a summary of the material presented is kept, and emerging questions or unclear points are recorded in the second part and then returned to them. It is also convenient to work with such diaries during a lecture. It is especially useful to use double diaries when students are given the task to independently study some large text at home. It is advisable to use this technique in conjunction with the “Instructions” technique.

NOTES

QUESTIONS

Reception"Problem Solving Sheet"

when solving problems, especially with weak students ( individual work), or when performing practical and laboratory work. Students independently set themselves a problem and independently look for ways to solve it in order to achieve the ultimate goal.

PROBLEM

WHAT IS THE SOLUTION

WHAT IS MISSING

SOLUTION

Reception“Argument table”

The teacher gives arguments, and the students must refute them or confirm them with facts from the lecture, the teacher's explanation or when working with the textbook.

ARGUMENT

Why yes"

Why not"

Reception"Chamomile Bloom"

Type I - simple questions that require unambiguous answers (what?, where?, when?, etc.)

Type II - clarifying questions (Did you say something ...?, Did I understand you correctly?)

III type– practical questions (How does what we learned relate to life?)

Type IV - evaluation questions. (What is your attitude to this topic?)

Type V - creative questions. (What would you do if the situation was like this?)

VI type - interpretation questions. (Which opinions, in your opinion, correspond to the existing order of things?)

Reception"Group discussion"

a) respect for the different points of view of its participants;

b) joint search for a constructive solution to the disagreements that have arisen.

Group discussion can be used both at the challenge stage and at the reflection stage. The form of group discussion contributes to the development of dialogic communication, the formation of independent thinking.

TECHNIQUES AT THE STAGE OF REFLEXION

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

Reception"Cluster"

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

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

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

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

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

Reception"Sinquain"

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

Rules for writing syncwine:

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

In the second line, a description of the topic in two words (two adjectives).

The third line contains a description of the action within the topic (three verbs).

The fourth line is a four-word phrase showing the relationship to the topic.

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

Sinkwine example

reproduction

sexual, asexual

It grows, it continues, it develops.

The main property of living organisms.

Necessary

Reception"Essay"

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

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

What did they learn from the topic?

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

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

Reception"Introspection"

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

Reception"The Six Hats of Critical Thinking"

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

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

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

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

“ blue hat” ANALYTICAL (analysis is being carried out, the group answers the questions: why? why? connections?);

“ Green hat” CREATIVE (you can express the most “crazy ideas and assumptions”);

“ Red Hat” EMOTIONAL (the group formulates their emotions that they experienced while working with the material)

Reception“Keywords” or Terms

Based on these words, compose a story-assumption or a story-summarizing an event. The main thing is to use all keywords and terms in the text.

Reception“Mutual learning”

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

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

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

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

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

5. hands over the reins to the next student.

Reception"Reading with notes"

Reception"Tree of Predictions"

This technique helps to make assumptions about the development of the storyline in the story, story. The "Tree of Predictions" technique was borrowed by the authors from the American colleague J. Bellance, who works with artistic text. In the original, this technique helps to make assumptions about the development of the storyline in the story, story. The rules for working with this technique are as follows: the tree trunk is the topic, the branches are assumptions that are carried out in two main directions - "possibly" and "probably" (the number of "branches" is not limited), and, finally, "leaves" - the rationale for these assumptions arguments in favor of one opinion or another.

Reception"Thick and Thin Questions"

The table of "Thick" and "Thin" questions can be used at any of the three phases of the lesson: at the challenge stage - these are questions before studying the topic, at the comprehension stage - a way of actively fixing questions in the course of reading, listening, while thinking - demonstrating understanding of what has been passed.

Fat?

Thin?

Give 3 reasons why...?

Explain why...?

Why do you think...?

What is the difference...?

Guess what would happen if...?

What if... ?

Who?

What?

When?

Maybe..?

Will...?

Could...?

What's your name...?

Was it...?

Do you agree...?

Is it true...?

Reception"Joint Search"

Opinion exchange. This is the reader's ability to extract from contact with the text not only an informational layer, but also a problematic and emotional one. It is better if a problematic question arises among students as a result of an exchange of views on what they have read, in the process of discussion. Constantly asking questions:

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

What thoughts arose in connection with what was most memorable?

What feelings did you experience?

Reception"Zigzag"

Working in pairs, groups on the same problem, during which new ideas are put forward. These decisions are made both on the basis of compromise and on the basis of choosing the most valuable opinion put forward by someone from the group.

Goal: study and systematization of a large amount of material .

The class is divided into groups.

The group is given texts of various contents.

Each student works with his own text: highlighting the main thing, either composes a reference summary, or uses a "cluster".

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

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

A general outline of the story is drawn up on the topic.

The speaker makes a final presentation.

The group exchanges information on the topic being studied.

Reception"Confused Logic Chains"

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

Modification of the "Key Terms" technique.

Option 1: the location of key words on the board in a specially “mixed up” logical sequence; at the “reflection” stage, students are asked to restore the broken sequence.

Option 2: 5-6 events from the text are written out on separate sheets, shown in front of the class in a deliberately violated sequence, and it is proposed to restore correct order causal chain.

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

Reception "True and False Statements"

Reception "Make a Match"

Reception "Discussions"

Reception "Research"

Reception "Projects"

Reception "Oral and written round tables"

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

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

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

2. Definition of the concept of "KM"

Associations with the concept of critical thinking

1. Choose three keywords or phrases that characterize the concept of "Critical Thinking", write it down in the first column of the table, then in the second and third.

I believe that if all these methodological techniques are applied in the system, the result will not be long in coming. You can use the techniques that the teacher is used to. The main thing is that they contribute to the achievement of the main goals set by the teacher and students. But when using various techniques, one must remember that the main thing is the content of the lesson, and not the attractiveness of individual techniques.

Kuchumova Irina Nikolaevna, teacher of biology, first qualification category of MOBU "Secondary School No. 172", Arkhara village, Arkharinsky district, Amur region Page 11

Technology for the development of critical thinking through reading and writing

(TRKMCHCHP)

Reading and writing should be understood in a broader sense than subject disciplines. This technology was developed at the end of the 20th century in the USA. Known in Russia since 1997. Represents complete system, which forms the skills of working with information in the process of reading and writing. It is general pedagogical, oversubject.

Purpose of technology : the development of the mental skills of students, which are necessary not only in studies, but also in ordinary life- the ability to make informed decisions, work with information, analyze various aspects of phenomena, etc.

What is critical thinking?

Critical thinking is the ability to take one's position on the issue under discussion and the ability to justify it, the ability to listen to the interlocutor, carefully consider the arguments and analyze their logic.

Critical thinking is a set of qualities and skills that determine the high level of research culture of the student and teacher,

Critical thinking - “thinking is evaluative, reflective”, for which knowledge is not the final, but the starting point,

Critical thinking is reasoned and logical thinking based on personal experience and proven facts.

Critical thinking is a conscious, planned process of interpreting, analyzing and evaluating information, based on existing knowledge and checking opinions on a particular issue and leading to the formation and approval of one's own attitude.

The technology has 2 features (based on "2 pillars"):

The structure of the lesson, including 3 phases (challenge, comprehension, reflection);

Functions of the 3 stages of TRCM:

CHALLENGE - motivational (motivation to work with new information, stimulation of interest in a new topic);

Informational (call to the "surface" of existing knowledge on the topic);

Communication (conflict-free exchange of opinions);

COMPREHENSION - informational (obtaining new information);

Systematization (classification of the information received);

Motivational (maintaining interest in the topic being studied);

REFLECTION - communication (exchange of views on new information);

Information (acquisition of new knowledge);

Motivational (incitement to further expand the information field);

Evaluative (correlation of new information and existing knowledge, development of one's own position, evaluation of the process);

TRKM principles:

The activity of students in the educational process;

Organization of group work in the classroom;

Development of communication skills;

The teacher perceives all the ideas of the students as equally valuable;

Motivation of students for self-education through the development of TRCM techniques;

The ratio of the content of the educational process with specific life tasks, identifying and solving problems that children face in real life;

The use of graphic techniques for organizing material. Models, drawings, tables, diagrams show the train of thought.

Critical thinker (student):

- shapes own opinion;

Makes a deliberate choice between different opinions;

Solves problems;

Argues with reason;

Appreciates joint work in which a common solution arises;

Knows how to appreciate someone else's point of view;

The difference between a traditional lesson and a lesson built in TRCM

Traditional lesson	Lesson built in TRCM
Students should be assessed in class The student must not make mistakes. The teacher knows how and what the student should answer The teacher should know the answers to all questions that arise in the classroom. The question posed by the teacher must always be answered.	The student can evaluate his own work The student has the right to make mistakes. The teacher admits alternatives answers The teacher may not know the answer to the student's question. Teacher questions can be the beginning of a new acquisition of knowledge

The role of the teacher:

TRADITIONAL LESSON:

* informing (to tell);

* controlling (to force to learn);

* evaluating (evaluate diligence);

LESSON IN TRCM:

* directs the efforts of students in a certain direction - COORDINATOR;

* collides different judgments;

* creates conditions that encourage independent decision-making;

* gives students the opportunity to draw their own conclusions;

* prepares new cognitive situations within existing ones:

Critical thinking is...

Not looking for shortcomings, but an objective assessment of positive and negative sides in the cognitive object;

Thinking is independent;

Thinking is problematic and evaluative;

reasoned thinking;

Thinking is social;

Some techniques at different stages of the lesson

At the CHALLENGING stage:

cluster
Basket of ideas
denotative graph
Prediction Tree
True and False Statements
Keywords
Do you believe?

At the CONSIDERATION stage:

Insert (marginal notes)
Marking table
Two part diary
Stop reading
pivot table

At the REFLEX stage:

.Thick and thin questions

."Letter in a circle"

Reception cinquain at the lesson. What is it and how to write syncwines?

Cinquain is a methodical technique, which is the compilation of a poem consisting of 5 lines. At the same time, the writing of each of them is subject to certain principles and rules. Thus, there is a brief summary, summing up the results of the studied learning material. Sinkwine is one of the critical thinking technologies that activates mental activity schoolchildren through reading and writing. Writing a syncwine is free creativity, which requires the student to find and highlight the most significant elements in the topic under study, analyze them, draw conclusions and briefly formulate based on the basic principles of writing a poem.

It is believed that cinquain arose based on the principles of creating oriental poetic forms. Initially, great importance was attached to the number of syllables in each line, the arrangement of stresses. But in teaching practice all this is not given much attention. The main emphasis is on the content and on the principles of construction of each of the lines.

Rules for constructing syncwine

First line poetry is his theme. It is represented by just one word and always a noun.
Second line consists of two words, revealing the main theme, describing it. These must be adjectives. The use of participles is allowed.
IN third line, through the use of verbs or gerunds, describes the actions related to the word that is the theme of the syncwine. There are three words in the third line.
Fourth line- this is no longer a set of words, but a whole phrase, with the help of which the constituent expresses his attitude to the topic. In this case, it can be either a proposal compiled by the student on his own, or popular expression, proverb, saying, quote, aphorism, necessarily in the context of the topic being disclosed.
Fifth line- just one word, which is a kind of summary, summary. Most often it is simply a synonym for the theme of the poem.

When writing a syncwine in didactic practice, minor deviations from the basic rules for writing it are allowed. So, for example, the number of words in one or several lines can vary and the specified parts of speech can be replaced by others.

As an example, let's take a poem composed by children about himself. this method learning:

Sinkwine Figurative, precise Generalizes, develops, teaches "The power of speech lies in the ability to express a lot in a few words" Creativity.

How to use syncwines in the lesson?

The topic chosen for compiling a syncwine should be close and interesting to students. The best results can be achieved if there is room for emotionality, sensuality.

Not always children are immediately involved in the work. Difficulties may be associated with the need for analysis, understanding of the topic, insufficiency vocabulary, misunderstanding of certain terms, fear of making a mistake. To help the children, it becomes necessary to ask leading questions, broaden their horizons, encourage any desire of students, and answer their questions.

The main task of a teacher using the syncwine method in a lesson is the need to think through a clear system of logically interconnected elements, the embodiment of which in images will allow students to comprehend and remember the material of the subject.

How to teach children to write cinquain?

First of all, it is necessary to say that syncwine is the desire to fit in a short form one's knowledge, thoughts, feelings, emotions, associations, it is an opportunity to express one's opinion regarding any issue, object, event, phenomenon, which will be the main theme of the work . Then you need to explain the basic rules for writing five lines, for clarity, give a few examples. And only after that the teacher announces the topic, specifying the time allotted for this work.

After the completion of the creative process, the children, if desired, read their poems. If the work took place, for example, as homework, the teacher can read out (or ask the author of the work to do this) the most interesting options. As an example, you can try to compose one common cinquain by writing it on the board. Work in pairs or groups is allowed. But individual work is considered the most effective, as it allows the teacher to understand the depth of understanding of the material by each of the students.

Areas of use

Sinkwine as a teaching method is universal. It can be applied to the topics of any subject. school curriculum. It allows you to interest students, helps to better understand and comprehend the material being studied. Composing a five-verse is quite simple, so it is acceptable to use it when working with children of any age.

Cinquain is a special poem that is the result of an analysis and synthesis of existing or newly received data. It can be used at the challenge stage, when children, even before familiarization with new theme, compose a poem based on the information that they know on this moment. This allows the teacher to understand what the children already know on this issue and will provide an opportunity to correct the information that needs to be conveyed to the children in order for them to properly assimilate the material.

At the stage of comprehension, writing a syncwine allows the teacher to assess how students understand the topic being studied, diversifies educational process, makes it more interesting, because cinquain is also a game activity. In this case, the technique is a change of activity that contributes to some emotional unloading of schoolchildren.

Or you can use it on . The thought, translated into an image, allows the teacher to assess the level of understanding of the studied material by the students. Sinkwine is referred to as a fast, but very powerful reflection tool.

Compiling a syncwine is creative activity and is more often used in the study of humanitarian subjects - literature, history. But in order to diversify the educational process, to make it more interesting, you can use this technique in lessons, physics, for example. After getting acquainted with the topic "Light", the teacher invites the children to compose a syncwine.

Answer using adjectives, what is it? Bright, warm

Tell us, using verbs, what does he do? It burns, illuminates, flickers.

Make up a sentence or phrase that expresses your attitude to the topic, and is a kind of conclusion. Needed by people.

Summarize it in one word. Shine.

In natural history, you can invite children to compose poems about the seasons.

Options for working with syncwine

In addition to the traditional compilation of a syncwine, other types of work with five-line verses in the lesson are also possible.

Write a short story based on the poem. It is advisable, when compiling it, to use the words and phrases used in the given syncwine.

Edit the finished syncwine in order to improve it.

Add cinquain. To do this, you need to analyze the given poem, determine the missing part and fill it in. For example, you can offer a poem that does not specify a theme. Using words that characterize and reveal it, students should understand what it is about:

Fleeting, fading Runs, stops, heals Amazing phenomenon Life.

Children must determine that the theme of this syncwine is “Time”.

Advantages of the method

When compiling a syncwine in the classroom:

increased interest in the material being studied;
develops creative thinking;
develop Creative skills students;
improve communication skills and the ability to concisely and concisely express their thoughts;
develops thinking and imagination;
the ability to analyze is developed;
the time allotted for memorizing information is reduced;
expanding vocabulary.

Compiling a syncwine in a lesson takes relatively little time, but at the same time it is effective way development of figurative speech, which contributes to a quick result.

In the course of working on this method, students are able not only to deepen their knowledge on any topic, but also to improve their ability to work independently with additional sources of information, to plan their educational activities.

Examples of syncwines

In natural history, you can invite children to compose syncwines about the seasons.

Summer Hot, fun Walk, play, relax. Look forward to. Holidays!

Spring Warm, bright Blooms, turns green, pleases. Nature is waking up. Great!

At the lesson of literature, the teacher, as a homework, invites the children to compose a syncwine about their favorite work. The result might look like this:

Nina is smart and brave. Traveling, making friends, winning. I admire her. This is the book "The Girl of the Sixth Moon" by Mooney Witcher.

You can invite children to write a syncwine about the sun:

Sun Bright, distant Warms, shines, pleases us. I love sun. Life-giving star.

Sinkwine is the analysis and synthesis of information, a play on words. This is poetry that promotes creative self-development and beautiful expression of their thoughts. It is a way of writing original and beautiful poems. That is why cinquain, as a teaching method, is becoming increasingly popular and is increasingly being used in the educational process.

Reception "Logic chain" has been known in the methodology for a long time. It helps to remember and comprehend a large amount of information, to identify the pattern of any events, phenomena. Reception works on the development of critical thinking, the development of memory and the ability to think logically. The "Logical chains" method can be used in lessons in all subjects and at any stage of the lesson. It all depends on the goals set by the teacher.

The reception strategy is to build a chain of facts, sentences, words, dates, rules, quotations in a logical or chronological order.

The construction of a logical chain can be carried out jointly with the teacher, in groups / pairs in the lesson, can be offered as independent work or homework.

Examples of using the logical chain technique

To memorize large amounts of information

For example, a biography of a writer is studied in literature lessons, and it is difficult to remember all the key dates and events. Invite students to make a logical chain, fixing all the important points.

Biography of A. S. Pushkin: Moscow - Tsarskoye Selo Lyceum- "Old man Derzhavin noticed us ..." - Petersburg - Mikhailovskoye village - Link to the south ... etc.

After compiling the chain, it is important that students can "decipher" each link: give dates or names of the main works created during this period.

To make it easier, each link can be supplemented with these facts.

To fix the material

For example, after studying the biology of trees in a lesson, you can ask students to make a logical chain that will show stages of tree development: seed - sprout - seedling - adult tree. Instead of verbal links, you can use pictures.

Or in a history lesson, after studying the events of a certain period, ask them to make a logical chain containing key events in chronological order.

The history of Russia under Peter the Great: the Streltsy rebellion - the coronation of Peter and Ivan - Evdokia Lopukhin - Arkhangelsk - the First Azov campaign, etc.

To consolidate the material and develop observation

Reception "confused logical chains". The teacher offers a number of concepts, terms in which the logical sequence is violated. The task of the students is to identify the error and correct it, arguing their choice.
A logical chain in the form of a game helps to develop the imagination, while building a sequence of events in a reasonable manner. The game is played orally. The students are offered the first link of the chain, which begins with the word "To ...": To eat an apple, you need to pick it from a tree. The task of the students: to continue the series, having made a kind of "journey into the past": To pick an apple from a tree, you need to grow this tree. To grow a tree, you need to plant it. Etc.

For knowledge control

Options:

You can use logical chains built on the principle of correlation. That is, it is required to correlate concepts, terms from the first column with concepts, interpretations in the second column.
Each student receives a card on which 1 object, phenomenon, etc. is indicated. The task of the students is to make logical chains on a specific topic, looking at what is written by classmates. It is more convenient to work in groups or in rows (1 group - 1 logical chain).

These are just a few use cases. Each teacher can easily adapt the Logical Chain strategy for his lesson, focusing on the goals and planned UUD.

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

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

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

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

Techniques for the development of critical thinking

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

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

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

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

The RCMCHP technology includes various methodological techniques:

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

Consider the main methods used in practice:

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

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

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

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

v	-	+	?

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

Introduction

IN last years in the field Russian education drastic changes are taking place. They concern not only the content, but also the methodology of education. Order modern school formulated in the annual Message of the President Russian Federation to the Federal Assembly on November 12, 2009: “The main task of a modern school is to reveal the abilities of each student, to educate a personality ready for life in a high-tech, competitive world” and is one of the main provisions of the National Education Initiative“OUR NEW SCHOOL These tasks cannot be solved only by means of a traditional approach to teaching, in which the student remains the object of learning. It is necessary to move to a strategy in which the student turns into a subject educational process comes to school to really “learn”, i.e. “teach yourself”, not only to receive knowledge transmitted by the teacher, but also to be able to obtain and use it in life.

On the other hand, it is social disciplines that are designed to most fully prepare the child for socialization, a successful life in society. Therefore, first of all, it is necessary to talk about the practical orientation of social science courses. And here, the most appropriate for this purpose is the use of elements of the activity approach, including such innovations as the development of critical thinking, interactive organization of the lesson, design, and problem-based learning.

The theory of the development of critical thinking has become known in Russia since 1997, it is being developed with the support of the Consortium of Democratic Pedagogy and the International Readers Association within the framework of the Open Society Institute project called "Reading and Writing for the Development of Critical Thinking".

Since 2000, the project in Russia has been developing independently.

Main part.

The main provisions of the technology for the development of critical thinking.

The purpose of this educational technology- development of mental skills of students, which are necessary not only in studies, but also in everyday life ( the ability to make informed decisions, work with information, analyze various aspects of phenomena, etc..).

Critical thinking is the ability to analyze information from the standpoint of logic and a personal-psychological approach in order to apply the results obtained to both standard and non-standard situations, questions, problems. This is the ability to raise new questions, develop a variety of arguments, make independent, thoughtful decisions.

Signs of critical thinking:

A positive experience is formed from everything that happens to a person.

Formation of independent, responsible thinking.

Reasoned thinking (persuasive arguments allow you to make thoughtful decisions).

Multifaceted thinking (manifested in the ability to consider a phenomenon from different angles).

Individual thinking (forms a personal culture of working with information.

Social thinking (work is carried out in pairs, groups; the main method of interaction is discussion).

main idea- to create such an atmosphere of learning in which students actively work together with the teacher, consciously work actively with the teacher, consciously reflect on the learning process, monitor, confirm, refute or expand knowledge, new ideas, feelings or opinions about the world around them.

The basis of the technology is the three-phase structure of the lesson:

The technology for the development of critical thinking is an integral system that forms the skills of working with information through reading and writing. It is a set of various techniques aimed at first of all to interest the student (to awaken research, creative activity in him), then to provide him with conditions for comprehending the material and, finally, to help him generalize the acquired knowledge.

Technology for the Development of Critical Thinking (TRKM) is a project of cooperation between scientists and teachers from all over the world. It was proposed in the 90s of the 20th century by American scientists K. Meredith, C. Temple, J. Steele as a special teaching method that answers the question: how to teach to think? Various techniques related to working with information, organizing work in a class, a group, proposed by the authors of the project, are “key words”, working with various types of questions, active reading, graphic ways of organizing material.

An important condition is the use of these techniques in the context of a three-phase construction of a lesson, a complete reproduction of a three-phase technological cycle: challenge, comprehension, reflection.

First stage (phase) - challenge . The task of this phase and the activity of the teacher is not only to activate, interest the student, motivate him for further work, but also to “call out” existing knowledge, or create associations on the issue under study, which in itself will become a serious, activating and motivating factor for further work.

The activity of students at this stage: the student “remembers” what he knows about the issue under study (makes assumptions), systematizes information before studying it, asks questions that he would like to get an answer to.

Possible tricks and methods:

Compilation of a list of "known information", a story-assumption for keywords;

Systematization

material

(graphic):

clusters, tables;

True and false statements;

Messed up logical chains, etc.

Conclusion: the information received at the first stage is listened to, recorded, discussed, the work is carried out individually - in pairs - groups.

The second stage (phase) is comprehension (implementation of the meaning). At this stage, there is a direct work with information. The techniques and methods of critical thinking technology allow you to keep the student active, make reading or listening meaningful.

The teacher's activity at this stage: maintaining interest in the topic while working directly with new information, gradual progress from knowledge of the "old" to the "new".

Student activity: 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.

Possible techniques and methods: active reading methods:

Marking using the icons "v", "+", "-", "?" (as you read, they are placed in the margins on the right);

Maintaining various records such as double diaries, logbooks; - search for answers to the questions posed in the first part of the lesson, etc.

Conclusion: there is direct contact with new information (text, film, lecture, paragraph material), work is carried out individually or in pairs.

The third stage (phase) is reflection (thinking). At this stage, information is analyzed, interpreted, creatively processed.

Teacher's activity: return students to the original notes - suggestions, make changes, additions, give creative, research or practical tasks based on the information studied.

Student activities: students relate “new” information to “old” information using the knowledge gained at the comprehension stage.

Possible tricks and methods:

Filling in clusters, tables, establishing cause-and-effect 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 various kinds discussions;

Writing creative works(five-line syncwines, essay).

Conclusion: creative processing, analysis, interpretation, etc. studied information; work is carried out individually - in pairs - groups.

This technology is in good agreement with traditional forms teaching, some elements of "Critical Thinking" are well known to Russian teachers, but, in general, this development is new for our School.

Opponents of the technological approach to the lesson often say that the structure of such a lesson, techniques, organization of work in the classroom, the group “take away” students from the content.

In the classroom, you can work with two types of texts - informational (scientific, journalistic) and artistic. Techniques of technology basically “work” in the same way on both types of texts. Can be given a large number of recommendations on their application, but we must not forget the main thing: the determining factor in planning is the content of the lesson, and not the attractiveness of individual techniques and strategies. So, we remind you that the technology for the development of critical thinking suggests building a lesson according to the scheme challenge - comprehension - reflection and offers a set of techniques and strategies.

We present a description of the main most commonly used techniques of this technology:

Clusters can become the leading technique ( clusters). Clusters - a graphic technique in the systematization of the material. The rules are very simple. Draw the Model solar system: star, planets and their satellites. In the center is a star: this is our theme; around it are planets, that is, large semantic units, we connect them with a straight line with a star, the planet has its satellites, the satellites have their own. Clusters help students when they run out of ideas during writing. The cluster system covers large quantity information than you would get from normal writing.

This technique can be applied at the challenge stage, when we systematize information before getting to know the main source (text) in the form of questions or headings of semantic blocks. We arrange these block headings around the main topic, it looks like this:

This technique is effectively used at all stages of technology.

Another take, true or false statements". For example, statements can be offered at the beginning of a lesson.

We then ask students to establish whether these statements are true, justifying their answer. After getting acquainted with the basic information (the text of the paragraph, a lecture on this topic), we return to these statements and ask students to evaluate their reliability using the information received in the lesson.

Another method of this technology, which is often used, is marking the text as it is read "Insert".

I - interactive

N - noting self-activating "V" - already knew

S - system system markup "+" - new

E - effectivt for effective "-" - thought differently

R - reading and reading and thinking "?" - I do not understand, I have questions

While reading the text, it is necessary to ask students to make notes in the margins, and after reading the text, fill in the table, where the icons will become the headings of the table columns. The table summarizes information from the text.

In the technology of developing critical thinking, great importance is given to visual forms of material organization. These forms are used as creative reflection, but not only. With the help of the proposed methods, students make attempts to preliminary systematize the material, express their ideas, visualizing them. Many techniques "work" at the semantic stage, and some can become the leading strategy of the lesson.

“Looks like… Sounds like…” technique

This technique is aimed at the "assignment" of concepts, terms. At the challenge stage, students are invited to write in the appropriate columns the visual and auditory associations that they have with a given word, or in connection with a given concept. For example, the concept of "technology".

At the stage of reflection, after getting acquainted with the basic information, you can return to this table.

At the call stage, reception also works "P" - "M" - "I": table "Plus - minus - interesting", or modification of this table "Plus - minus - question."

Filling in the table helps to organize work with information at the stage of comprehension. New information is entered into the table, while reading a paragraph or listening to a lecture, the corresponding columns are filled in. This technique can also be used at the stage of reflection. One way or another, a step-by-step acquaintance with new information, linking it with the existing one, is a way of actively working with text. This technique is aimed at updating emotional relationships in connection with the text. When reading the text, it is proposed to record in the relevant chapters of the table information reflecting:

Column "P" contains information that, from the point of view of the student, is positive, column "M" - negative, the most interesting and controversial facts are entered in column "I". It is possible to modify this table when the column "And" is replaced by the column "?" ("Have questions").

When using this technique, information is not only more actively perceived (listened, recorded), systematized, but also evaluated. This form of organization of the material allows for a discussion, a discussion on controversial issues.

Graphic forms of material organization can become a leading technique at the semantic stage, for example, diaries and logbooks.

Flight logs are a generic name for various methods of teaching writing, according to which students write down their thoughts while studying a topic. When the log book is used in its simplest form, before reading or any other form of study, students write down answers to the following questions.

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

Question tables.

Great importance in the technology of developing critical thinking, it is given to techniques that form the ability to work with questions. While traditional teaching is built on ready-made “answers” that are presented to students, the technology for developing critical thinking is focused on questions, as the main driving force thinking. Endless knowledge, facts that need to be remembered and repeated - all this is reminiscent of marking time in a transport that, unfortunately, is no longer running. Instead, students need to be drawn to their own intellectual energies. The thought remains alive only on the condition that the answers stimulate further questions. Only students who have questions truly think and seek knowledge. Let's start with simple tricks.

Table of "thick" and "thin" questions

At the stage of reflection, all of the above methods “work”. Tables, diagrams become the basis for further work: exchange of opinions, essays, research, discussions, etc. But a separate application of techniques is also possible, for example, after studying the material, the topic, we ask students to form clusters (systematize the material).

You can see that there are many ways to organize material graphically. Among them, tables are the most common. You can consider these techniques as techniques of the stage of reflection, but to a greater extent, these are strategies for conducting the lesson as a whole.

Reception "Concept Table" especially useful when three or more aspects or questions are to be compared. The table is constructed as follows: horizontally is what is to be compared, and vertically - various features and properties by which this comparison takes place.

Students receive the following algorithm for working on the text (the text of the paragraph is divided into 5 passages according to the number of students in the group):

Reading text.

Highlighting the main, retelling.

Discussion of information in a group.

Selection of comparison lines and their recording on separate sheets (cards).

(You can use the questions suggested at the challenge stage).

On the stage reflections groups are invited to present "their" lines of comparison.

The presentation is followed by a discussion of the question: What important information not included in the table?

As homework, students are invited to choose one of the well-known graphic forms of organizing the material (tables, diagrams), or come up with their own task that they would like to complete.

In this lesson, the "Conceptual Table" technique was used at the stage of reflection, but this technique can be used at other stages of the lesson.

Technology has a huge arsenal of techniques and strategies.

The goals of technology for the development of critical thinking meet the goals of education for present stage, form the intellectual qualities of the individual, arm the student and teacher with ways of working with information, methods of organizing learning, self-education, designing their own educational route.

Conclusion

Technology advantages:

Increased responsibility for the quality of their own education.

Develop skills to work with texts of any type and with a large amount of information; master the ability to integrate information.

The ability to develop one's own opinion is formed on the basis of understanding various experiences, ideas and ideas, to build conclusions and logical chains of evidence (systemic logical thinking develops).

Developing creative and analytical skills, the ability to work effectively with other people; the ability to express one's thoughts clearly, confidently and correctly in relation to others is formed.

The technology is most effective when studying material that can be used to compose an interesting, informative text.

Critical thinking technology goal. Theoretical Foundations of Critical Thinking Technology. To memorize large amounts of information