The technology "Development of Critical Thinking" was developed at the end of the 20th century in the USA (Charles Temple, Ginny Styl, Meredith Kurtis). It is synthesized by ideas and methods of technologies, collective and group training methods, as well as cooperation, educational training; It is common-goal, one-time. The technology is personal-oriented and allows you to solve a wide range of educational tasks: educational, educational and developing. In the conditions of a dynamically changing world, it is very important to help each person to get the opportunity to join intercultural interaction, form the basic human skills of an open information space and learn these skills to apply.

The purpose of this technology is the development of thought skills of students needless not only in studies, but also in ordinary life (the ability to make decisions, work with information, analyze various sides of phenomena, etc.).

Essence of technology.

The name of the technology may seem bulky, but it is impossible to remove a single word. Reading and letter - those basic processes with which we get and convey information, therefore, you need to teach schoolchildren and students to effectively read and write. It is not about primary learning to let the letter and reading, as it happens in the initial school of the school, but about thoughtful, productive reading, in the process of which information is being analyzed and ranked in importance. With the help of the letter, a person reflexes, reflects on the information they received when reading, therefore the effectiveness of these two processes is interdependent. Practicing teachers know how hard schoolchildren agree to write, even if we are not talking about creative work, but about banal recording information from sources. And even if the disciples agree to write, in their abstracts it is unlikely that you can make a complete picture of what they read or listened. The basic philosophical aspects of the RCMCP technology are the idea of \u200b\u200ban open society and a modern understanding of culture, involving the activity of its subjects, the relevance of the relationship between them and the existence of various worldviews in the absence of a single, rigidly given perception rate and behavior.

From this situation, an understanding of the multiplicity of the meaning of the text is subject to the fact that its interpretation depends on the reading contexts and the form of the organization of group work in the classroom. This approach makes it possible to combine the skills in the educational process of various types of intellectual activity with communication skills.

The concept of "text" is interpreted very widely: this is a written text, and the speech of the pppular, and the video. Objectives of the RCMCHP technology The formation of a new style of thinking, for which openness, flexibility, reflexivity, awareness of the internal meaningfulness of positions and points of view, the alternativeness of the decisions made. Development of such basic personal qualities as critical thinking, reflexiveness, communicativeness, creativity, mobility, independence, tolerance, responsibility for their own choice and results of its activities. Development of analytical, critical thinking:

teach schoolchildren to allocate causal relationships;

consider new ideas and knowledge in the context of existing one;

reject unnecessary or incorrect information;

understand how different parts of the information are related;

allocate errors in reasoning;

to be able to conclude that whose specifically value orientations, interests, ideological installations reflect text or talking person;

be honest in their reasoning;

define false stereotypes leading to improper conclusions;

identify prejudice, opinion and judgment;

be able to distinguish a fact that can always be checked from assumptions and personal opinions;

question the logical inconsistency of oral or written speech;

separate the main thing from a non-essential in the text or in speech and be able to focus on the first.

The formation of a culture of reading, which includes the ability to navigate in sources of information, to use different reading strategies, adequately understand read, sort information from the point of view of importance, "cut off" a secondary, critically evaluate new knowledge, draw conclusions and generalizations. Stimulating independent search creative activities Start of self-education and self-organization mechanisms.

The technology of RCMCP allows you to solve problems:

educational motivation: increasing interest in the process of learning and active perception of educational material;

letter cultures: formation of text writing skills of various genres;

information literacy: development of the ability to independently analytical and evaluate work with information of any complexity;

social competence: the formation of communicative skills and responsibility for knowledge.

It is based on a didactic pattern that obtained the name of the didactic cycle in the domestic pedagogy, and in the indicated technology - "a challenge - reflection - reflection." Not the volume of knowledge or the amount of information laid in the head of the student is the goal of education, and how he knows how to manage this information: to seek, the best way to assign, to find the meaning in it, apply in life. Not assigning a "finished" knowledge, but designing your own, which is born in the learning process. Communicative and activity principle of training, providing for dialogue, interactive occupation regimen, joint search for problem solving, as well as "partnership" relations between teacher and trainees. The ability to think critically is not looking for deficiencies, but an objective assessment of positive and negative sides in a learned object. Simple and excessive generalizations, stereotypical words, clichés, stamps, unconfirmed assumptions are not always accurate and can lead to the formation of stereotypes.

The idea of \u200b\u200bidentity value is also important, and the creation of a medium favorable for its development, self-knowledge and self-expression. Therefore, on the one hand, the process of knowledge at all of its stages is simulated during training activities. This allows you to use this technology as a means and tool for self-development and self-education of a person (and student, and teachers). On the other hand, all training activities are based on subject, partnership relations between the teacher and students, between students. Technology is focused on education from a student of social responsibility. For this, the entire educational process is closely linked to specific life tasks, clarifying and solving the problems with which children face real life. Socio-oriented attitude to reality, team skills, the interactiveness of the principles and actions of the personality is the necessary conditions for the formation of civil views.

Educational results.

the ability to work with increasing and constantly updated information flow in different areas of knowledge;

use different ways to integrate information;

ask questions independently formulate a hypothesis; solve problems;

to develop your own opinion on the basis of understanding various experiences, ideas and ideas;

express your thoughts (orally and writing) is clear, confident and correctly in relation to others;

argue its point of view and take into account the points of view of others;

the ability to independently engage in their learning (academic mobility);

to take responsibility;

participate in joint decision making;

build constructive relationships with other people;

the ability to cooperate and work in a group, etc.

Features of the organization.

Technology "Development of critical thinking through reading and writing" refers to the type of framework. A kind of frame in which the lesson fits is the so-called basic model of technology, consisting of three stages (stages): charts, the semantic stage and the stage of reflection. This structure of the lesson, according to psychologists, is consistent with the stages of human perception: you must first tune in, remember what you know on this topic, then get acquainted with the new information, then you think for what you need the knowledge gained and how you can apply them. Each stage has its own goals and objectives, as well as a set of characteristic techniques aimed at the activation of research, creative activities, and then to understand and summarize acquired knowledge.

The first stage is "challenge", during which students have more intensified knowledge of knowledge, an interest in the topic is awakened, the objectives of the study of the upcoming educational material are determined.

The second stage - "understanding" - meaningful, during which the student with the text occurs, and the work is directed, meaningful. The reading process is always accompanied by a student actions (labeling, drawing up tables, diary), which allow you to track your own understanding.

The third stage is the stage of "reflexion" - reflections. At this stage, the student form a personal attitude towards the text and fixes it either with the help of his own text, or its position in the discussion. It is here that there is an active rethinking of your own ideas, taking into account the newly acquired knowledge.

In Russian education appeared in 1997. The authors of the American scientist Ch. Temple, K. Meredith, D. Still. This is the technology of developing critical thinking through reading and writing. The goal is to develop intellectual skills of students needless not only in studies, but also in ordinary life, incl. The ability to work with information, to make decisions; Menia to learn independently.

The traditional lesson gives priority to educational purposes, forms mainly reproductive knowledge. The textbooks dominate the story and description, i.e. The same reproductive approach is dominated. The technology of development of critical thinking is oriented primarily on the development of productive skills, meticient abilities and skills of students: the ability to self-esteem, self-control, the ability to plan their own activities.

Critical thinking - open reflective appraisal thinking. It allows you to form a thoughtful attitude to the text, consider different points of view, to obtain positive emotions from the learning process, because It makes it possible to self-realization, find your own educational route when studying individual topics. The work is facing first of all to the personality, the individuality of the student.

Critical thinking in the context of pedagogical science involves the formation of the following rational abilities:

§ The ability to actively work with information: collection, "active reading", analysis of the quality of information;

§ Consideration of the situation (educational task, problems) in general, and not individual moments

§ identification of the problem, its clear definition, clarifying its causes and consequences, construction of logical conclusions;

§ Developing your own position on the problem under study, the ability to find alternatives, change your opinion depending on the obvious.

The advantage of technology for the development of critical thinking in its openness. The authors of technology during its development relied on various modern methodological techniques, the developments used by other technologies and approaches: discussion, game, models of reflexive letters.

It is important to follow the three phases:

one). Call, Movement: There is a task not only to intensify, to interest the student, to motivate it for further work, but also "call" already existing knowledge or create associations on the issue studied, which in itself will be a motivating and activating factor for further work. The most important features of the challenge phases are:

§ Information - a challenge of existing knowledge and experience on the topic. If there is no initial knowledge on the question under study, then there are questions in the chassis stage before the study of the new material ("thick" and "thin" questions, "Chamomile Bloom"), the table "Questions". A call is possible with associations, assumptions.

§ Motivational: presenting your experience, we are waiting for its confirmation and expansion by asking "their questions," we are waiting for answers to them, and this is always an interesting student.

§ systematization. Often, at the call stage, the teacher gives a task or helps the student to systematize (in most cases, graphically arrange) the material before it is studied, for this, "clusters" serve, the comparison lines in the "conceptual" or "summary" tables.

§ Goaling: voicing your questions to the material studied, systematizing knowledge at the challenge stage, the student chooses the directions of studying the topic, puts its own goals.

Taking the challenges of the challenge:

1. "Looks like ... sounds like ..."

The reception is directed to the "assignment" of concepts, terms. At the challenge stage, students are invited to fit into the appropriate graphs and auditory associations arising from this concept. At the stage of reflection, a return to this table occurs.

Table "PMI" and "PM"

Table "plus-minus-interesting" or "plus-minus-question". The table is good when you need to assess the advantages and disadvantages, positive and negative aspects of personality, politics, etc., answer the problematic question ("Market is the most promising type of economy"? At the stage of studying a new material, you can supplement and correct the table content that Allows you to link new information from the already existing and organize active work with the text. In the future, such an understanding of information will allow you to tie a discussion.

Table "Faithful-reader statements"

Essence and strategy of critical thinking technology

American teachers J. Styl, K. Meredith, Ch. Temple, S. Walter, going along the path of further strengthening the active role of student in problem learning and developing the structure of the technology of developing critical thinking consisting of three stages: call, comprehend content and reflection.

Domestic specialists S. I. Zair-Beck and I. V. Mashutavinskaya developed the proposal of American colleagues. Presented their vision of the educational technology for the development of critical thinking in the form of the following steps:

1) Call (Evocation): Actualization of existing knowledge; awakening interest in obtaining new information; Studying a student of its own learning objectives (if you submit an opportunity to an opportunity to analyze what he already knows on the topic studied, this will create an additional incentive for the formulation of their own motives.

2) Conference of the content (Realization of Meaning): obtaining new information; adjustment by the student of the learning goals;

3) reflection (reflection): thinking, the birth of a new knowledge; Studying a student of new learning goals.

Educational technology for the development of critical thinking at all stages provides for the tolerant, respectful attitude of the teacher and the audience to any opinion expressed, even if absolutely incorrect.

Functions of the three stages of the technology of development of critical thinking

Educational technology for the development of critical thinking at all stages provides for the tolerant, respectful attitude of the teacher and the audience to any opinion expressed, even if absolutely incorrect.

Critical thinking is complex, multidimensional and multi-level phenomenon. The definitions emphasize either one or another aspect of this type of thinking. Summarizing these definitions, it is possible to formulate the following definition: Critical thinking - a system of mental states, processes and properties aimed at producing an assessment.

To learn how to think critically, you need to know the four basic principles that characterize this process. Each of these principles can be considered as a mental skill. To master these principles, time and practice are required, but the effort is worth it. The principles are as follows:

1) Detection and challenging assumptions, 2) Verification of actual accuracy and logical sequence, 3) Consideration of context, 4) Study alternatives.

D. Cluster highlights five aspects that distinguish critical thinking from its other types: 1) Critical thinking is thinking independent; 2) the information is started, and not by the final point of critical thinking, knowledge creates a motivation, without which a person cannot think critically, 3) Critical thinking begins with the formulation of issues and clarify the problems that need to be solved, critical thinking seeks convincing argumentation; 4) Critical thinking is a social thinking.

D. Halpern, reflecting on intellectual skills of critical thinking, stops the attention on the following of them: - Analysis / conclusions; - extension, formulation, development of hypotheses; - establishment and creation, search for analogies, metaphor; - activation of previously acquired knowledge; - activation of causal relationships; - analysis of significance; - comparison - comparison - opposition; - application in real conditions; - Counteroramentation; - Evaluation and its accuracy / validity; - generalization of ideas; - Study of other points of view.

P. Bonnie allocates such skills related to critical thinking as: - finding analogies and other types of relationships between parts of information; - determination of the significance of information for structuring and solving the problem; - finding and evaluation of solutions or alternative ways to consider the problem; - Establish a problem in the text of the information.

There is a certain algorithm for the formation of critical thinking, involving the answers to the following questions.

3. (Third line - description of the action within the framework of this topic in three words, usually verbs);

4. (The fourth line is a phrase of four words expressing the author's attitude to this topic);

5. (The fifth line is one word - synonym for the first, on an emotional-shaped or philosophical-generalized level repeating the essence of the topic).

Essay

Genre of criticism and journalism, free interpretation of any literary, philosophical, aesthetic, moral and social problem. Usually opposed to a systematic scientific consideration of the issue. Essay is a very common genre of written works in Western pedagogy. It is advisable to use as a small written task usually at the stage of reflection.

There are a 5-minute essay, a 10-minute essay, as well as longer and labor-intensive writings.

10-minute essay. After reading (listening) and the general discussion of the text, students are invited to organize their thoughts with the help of a 10-minute essay (according to the method of free writing). For this, the teacher requests for 10 minutes to write on the proposed topic. The main rule of the free letter is not to stop, do not reread, not correct. With difficulty, you can comment in writing the problem that has arisen and try to write further. Sometimes the text of the free essay is invited to use as a preparatory stage of work for a more solid essay.

5-minute essay. This type of written task is usually applied at the end of the lesson to help students summarize their knowledge on the topic studied. For a teacher is an opportunity to get feedback. Therefore, students can offer two items:

1) Write what they learned on a new topic;

2) Set one question to which they never got a response.

The constructive basis of the "critical thinking technology" is the basic model of the three stages of the organization of the educational process: "Call - understanding - thinking." This paper discusses in detail all stages and basic methodological techniques for the development of critical thinking among students.

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Critical thinking technology

What is understood under critical thinking?Critical thinking - The type of thinking that helps critically refers to any allegations, do not take anything to faith without evidence, but be at the same time open new ideas, methods. Critical thinking is a necessary condition for freedom of choice, quality of forecast, responsibility for their own decisions. Critical thinking, so, in fact, some tautology, synonymous with high-quality thinking. It is rather the name than the concept, but it is under this name with a number of international projects in our life, those technological techniques that we will lead below came.
The constructive basis of "critical thinking technology" is a basic model of the three stages of the organization of the educational process:"Call - understanding - thinking". Consider these stages in detail.
At the challenge stage from the memory "is called", the existing knowledge and ideas about studied are updated, personal interest is formed, the purposes of consideration of a particular topic are determined. The situation of the challenge can create a teacher skillfully asked the question, demonstrating the unexpected properties of the subject, a story about what he saw, creating a situation of "gap" in the method of solving the educational problem; In the test - at the stage of challenge, "Introduction, Annotations, Motivating Examples" work. You can infinitely list the techniques used here, but obviously, in the pedagogical piggy bank of each teacher there are own treasures designed to solve the main task - to motivate students to work, include them in active activities.
At the stage of understanding (or the implementation of the meaning), as a rule, the student comes into contact with the new information. It is systematized. The student gets the opportunity to think about the nature of the object being studied, learns to formulate questions as the age of old and new information correlates. There is a formation of its own position. It is very important that already at this stage, with a number of techniques, you can already track the process of understanding the material.
Stagereflections (reflection) it is characterized by the fact that students enshrine new knowledge and actively rebuild their own primary ideas in order to include new concepts in them. Thus, the "assignment" of new knowledge and formation on the basis of its own argumental representation of studied is happening. An analysis of their own mental operations is the core of this stage.
In the course of the work within this model, schoolchildren seize in various ways of integrating information, learn to develop their own opinion on the basis of understanding various experiences, ideas and ideas, build conclusions and logical evidence chains, express their thoughts clearly, confidently and correctly towards others.

Three phases of technology (in more detail)

Challenge Phase (Evocation) . Often the lack of education is explained by the fact that the teacher designs the learning process based on the goals set by him, implying that these goals were initially accepted by students as their own. Indeed, the setting of goals by the teacher takes place in advance, which allows him to more clearly design the stages of the educational process, identify the criteria for its effectiveness and diagnostic methods. At the same time, many well-known didakta scientists who develop the ideas of a constructivist approach in their studies in their studies (J. Dewey, B. Bloom and others), believe that it is necessary to give an opportunity to the student to put the goal of learning, creating the necessary internal motive for the process teaching. Only after that the teacher can choose effective methods to achieve these goals. Recall that we assimilate the best? This is usually information on the topic that we already know something. When is it easier for us to make a decision? When what we do is consistent with the existing experience, albeit indirectly.

So, if you provide an opportunity for learning to analyze what he already knows about the topic studied, it will createadditional stimulus for the formulation of their own motif targets. It is this task that is solved on the call phase (Evocation).

Second task which is solved on the challenge phase is the taskintensification of the cognitive activity of students. Often, we see that some schoolchildren in the lesson do not apply significant intellectual efforts, preferring to wait for the moment when others fulfill the proposed task. Therefore, it is important that everyone can participate in the call phase to take part in the work that places the actualization of its own experience. An important aspect in the implementation of the challenge phase is to systematize all the information that appeared as a result of the free statements of students. This is necessary so that they can, on the one hand, see the collected information in the "enlarged" categorical form, while all opinions can be included in this structure: "Right" and "wrong". On the other hand, the streamlining of expressed opinions will allow you to see contradictions, inconsistencies, unclear moments that will determine the directions of further search during the study of new information. And for each of the students, these directions may be individual. The schoolboy will determine for himself, at what aspect of the topic studied, he must sharpen his attention, andwhat Information requires only authenticity checks.

In the process of implementing the call phase:

1. Students can express their point of view about the topic studied, and making it freely, without fear, make a mistake and be a corrected teacher.

2. It is important that the statements are fixed, any of them will be important for further work. At the same time, at this stage there is no "right" or "wrong" statements.

3. It would be advisable to combine individual and group work. Individual work will allow each student to actualize their knowledge and experience. Group work allows you to hear other opinions, set out your point of view without risk to make a mistake. Exchange of opinions can also contribute to the development of new ideas that are often unexpected and productive. Exchange of views can also contribute to the emergence of interesting questions, the search for answers to which will encourage the study of a new material. In addition, some students are afraid to express their opinion to the teacher or immediately in a large audience. Work in small groups allows such students to feel more comfortable.

The role of the teacher at this stage of work is to stimulate students to recall the fact that they already know on the topic under study, to promote a conflict effect of opinions in groups, fixation and systematization of information received from schoolchildren. At the same time, it is important not to criticize their answers, even if they are inaccurate or incorrect. At this stage, the rule is important: "Any opinion of the student is valuable."

We, teachers, are very difficult to act as patient listeners of their students. We used to correct them, criticize, moralize about their actions. Avoiding this is the main difficulty for working in the mode of pedagogical technology for the development of critical thinking.

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

The phase of reflection of the content (REALIZATION OF MENING). This stage can be called the semantic stage differently. Most lessons at school, where new material is being studied, this phase occupies the greatest time. Most often, familiarity with new information occurs in the process of its presentation by the teacher, much less often - in the process of reading or viewing materials on video or through computer tutorials. At the same time, in the process of implementing the semantic stage, schoolchildren come into contact with new information. The rapid pace of presentation of the new material in the listening mode and the letter practically eliminates the possibility of its understanding.

One of the conditions for the development of critical thinking is to track its understanding when working with the material studied. That is thisa task It is the main in the process of learning on the phase of reflection of the content. An important point is to receive new information on the topic. If you remember that in the challenge phase, students identified the directions of their knowledge, then the teacher in the process of explanation has the opportunity to express accents in accordance with expectations and asked questions. The organization of work at this stage may be different. It may be a story, lecture, individual, pair or group reading or viewing video. In any case, it will be individual adoption and tracking of information. The authors of the pedagogical technology for the development of critical thinking note that in the process of implementing the semantic stage, the main task is to maintain the activity of students, their interest and the inertia of the movement created during the challenge phase. In this sense, the quality of selected material is important.

Some explanations. Sometimes, further in the case of a well-realized challenge phase, in the process of working on the implementation phase of interest and the activity of students weaken. This may be a few explanations.

First, that text or message that contain information on a new topic may not meet the expectations of schoolchildren. They can be either too complicated or not to contain answers to the questions set on the first phase. In this regard, it is somewhat easier to organize the study of a new topic in the listening mode. However, given the psychological features of perception of the lecture, it is necessary to use special techniques to increase attention and stimulate critical reflection. Work in read mode is more difficult to organize. But, as noted by the authors of the pedagogical technology for the development of critical thinking, reading in a much greater extent stimulates the process of critical reflection, as this is an individual process itself, not regulated by the rate of perception of new information. Thus, in the process of reading, schoolchildren have the opportunity to re-read incomprehensible, note the most important fragments, contact additional sources.

Secondly, the teacher does not always use possible attacks of stimulating attention and actively although these techniques are quite well known. These are problematic questions in the course of explaining the story, the graphical representation of the material, interesting facts and comments also there are techniques for thoughtful reading.

You can not pay attention to another circumstance. As well as in the first stage of work in the mode of development of critical thinking, in the semantic stage, students independently continue to actively design the goals of their teachings. The setting of goals in the process of acquaintance with new information is carried out when it is imposed on the existing knowledge. Schoolchildren can find answers to previously asked questions, solve the difficulty at the initial stage. But not all questions and difficulties can be resolved. In this case, it is important that the teacher stimulate students to formulate new issues, search for answers through the context of the information with which students work.

In the phase of understanding the content of students:

1. Contact with new information.

2. Trying to compare this information with existing knowledge and experience.

3. Across the search for answers to the previously encountered questions and difficulties.

4. Pay attention to ambiguity, trying to put new questions.

5. They seek to track the process of acquaintance with new information, pay attention to what exactly attracts their attention, what aspects are less interesting and why.

6. Prepare for analysis and discussion of heard or read.

Lecturer at this stage:

1. It may be a direct source of new information. In this case, its task consists in its clear and attractive presentation.

2. If schoolchildren work with the text, the teacher tracks the degree of activity of work, attentiveness when reading.

3. To organize work with the text, the teacher offers various techniques for thoughtful reading and reflections on read.

The authors of the pedagogical technology for the development of critical thinking noted that it is necessary to allocate enough time to implement the semantic stage. If students work with the text, it would be advisable to allocate time for the second reading. This is quite important, as in order to clarify some questions, you need to see text information in a different context.

Reflection phase (reflection). Robert Bustrom in the book "Development of creative and critical thinking" notes: "Reflection is a special kind of thinking ... Reflexive thinking means focusing your attention. It means careful weighing, evaluation and choice. " In the process of reflection, the information that was new, becomes assigned, turns into his own knowledge. Analyzing the functions of the two first phases of the technology of development of critical thinking, we can conclude that, in fact, reflexive analysis and the assessment permeate all stages of work. However, reflection on the challenge and implementation phases has other forms and functions. In the third phase, the process reflection becomes the main purpose of schoolchildren and teachers.

Reflexive analysis is aimed at clarifying the meaning of a new material, building a further trained route (this is understandable, it is not clear, it is necessary to find out about it yet, it would be better to ask a question about this). But this analysis is little useful if it is not addressed to verbal or writing. It is in the process of verbalization that chaos of thoughts, which was conscious in the process of independent understanding, is structured, turning into a new knowledge. The issues or doubts may be resolved. In addition, in the process of exchanging views on the read or heard students, they have the opportunity to realize that the same text may cause various estimates that differ in form and in content. Some of the judgments of other schoolchildren may be quite acceptable for adoption as their own. Other judgments cause a need for discussion. In any case, the reflection stage actively contributes to the development of critical thinking skills.

Functions of the three phases of the technology of development of critical thinking

Designer lesson.

Basic methodological techniques for the development of critical thinking

Reception "Cluster"

Consider several techniquesgraphic organization of the text. Note that graphic structure structuring for many students is necessary due to the specifics of their method of perception of information.
The most popular of modern methods is -cluster. Cluster (from the English - Cluster - Bunch) is a way of a graphic organization of a material that allows you to make visual thinking processes that occur when immersed in one way or another. The cluster is a reflection of a nonlinear form of thinking. Sometimes this method is called "visual brainstorming." The sequence of actions when building a cluster is simple and logical:

1. In the middle of the pure sheet (blackboard) it is necessary to write a keyword or thesis, which is the "heart" of the text.

2. Around "throw" words or suggestions expressing ideas, facts, images suitable for this topic. (Model "Planet and her satellites ").

3. As you record, the words that appear are connected by straight lines with a key concept. Each of the "satellites" in turn also appear "satellites", new logical connections are established.

As a result, a structure is obtained that graphically displays reflections, defines the information field of this text.

Wizards work with texts advise in work on clusters to comply with the following rules:

1) Do not be afraid to record everything that comes to mind. Give the will imagination and intuition.

2) Continue to work until the time or idea does not run out.

3) try to build as many connections as possible. Do not follow a predetermined plan.

Note that the cluster scheme is not strictly logical and allows you to cover overweight information. In further work, analyzing the resulting cluster as a "field of ideas", it is necessary to specify the directions of the development of the topic. The following options are possible: consolidation or detailing semantic blocks (as needed); Allocation of several key aspects on which attention will be focused in separate schemes.
The cluster breakdown is used both at the call stage and at the stage of reflection, it can be a way to motivate mental activities to study the topics of systematization of information on the results of the material passage. Depending on the purpose of the teacher in the classroom can organize your individual independent work or collective activities in the form of a general joint discussion. The subject area is not limited, the use of clusters is possible when analyzing texts of almost any nature.

Key concepts

First of all, each text is based on a group of concepts. The term "key" is introduced to explain the special role of the named concept in relation to the text, this concept reveals the meaning of the text. That is why the key concepts must be allocated to a separate group of information units, and special tasks aimed at creating their own children's "reference books" are devoted to working with key concepts. Key concepts can not be much, the head of the benefit (as well as a lesson) should not contain more key concepts than to simultaneously perceive a person (5-9 units). We will often meet with situations, when something or another concept, not attributed to the authors of teaching aids for key, can cause ambiguous interpretation in the audience. What to do in this case class? The answer to this question is determined only by the presence or absence of a temporary resource. The dispute "According to the concepts" is considered in modern school practice one of the most unproductive. In such situations, it makes sense to appeal to the dictionary, to take the concept that one of the students offers, replace the "uncomfortable word" to replace the "inconvenient word" to another, causing greater consistency, introduce its own version. Note, all these actions cannot have attitudes towards key concepts specially specified by the authors of textbooks.
What work with key concepts can be offered in the classroom?
Prior to reading the text of the tutorial, it is advisable to have a list of key concepts of the head of the book (benefits) on the basis of which you can compile your own text in which these concepts would appear. After reading the text, it is useful to compare your own version with the information received.
You can offer two interpretations of the same concept and ask to justify which of the interpretations closer the content of the chapter.
The task of linking concepts into a single cluster is useful, that is, the relationship scheme.

Any chapter in the teaching aids begins with the placement of the goal and is completed by the wording.conclusions . Conclusions, in this case, carry several "loads". They serve the organization of the text, the author checks itself - whether all the tasks have been solved. They help the reader once again fix the content read in consciousness. Conclusions can easily perform the role of the theses of the text.

What tasks can be offered to readers based on the findings proposed in the text?

You are invited to reveal one of the conclusions (according to your own choice or choosing a teacher).

Formulate your own conclus system. Complete conclusions with their own conclusions.

As conclusions, formulate questions that may occur when you read the text, but for which direct responses are not contained in the text.

Table

Of course, you can be offered and such a way to structuring text asregistration of it in the table. Any table is the result of some classification, decorated in the form of several columns and lines. Creating tables is the most important structure of structuring, useful both at the stage of reflection and processing of the material. The variety of didactic exercises built on the table method is so large that we only give a few here:

filling the passes in the already completed table according to the materials of the text;

description of the logic of building a table;

building a table according to the sample, when only the first column and the first line, etc. are filled.

We give a few more types of interesting exercises related to the creation of tables.
Exercise "Double Diary "It gives the opportunity to readers closely link the text content with their personal experience. Double diaries are particularly useful when students get a task to read some large text of the house, outside the study audience. Design "Double Diary". The sheet is divided in half. On the left side, fragments of the text are recorded, which made the greatest impression, caused some memories or associations with episodes from their own life. Perhaps there were certain analogies from previous experience. Something just puzzled or caused a sharp protest in the shower. On the right side it is proposed to give a comment: what made me write this quotation? What thoughts did she call? What questions arose?

So, reading the text, you have to stop from time to time and make such notes in the table. Of course, such an acceptance makes you be more attentive to the read, you can agree on some particular number of extracts that will be made by text.

"I know, I want to know, I learned"

Another interesting timetable reception is the table that was called"I know, I want to know, I learned." (D. Ogl, 1996):

One of the ways of graphic organization and logical-semantic structuring of the material. The form is convenient, as it provides for an integrated approach to the content of the topic.

1 step: Before getting acquainted with the text (module as a whole), you yourself or in the group fill the first and second columns of the table "I know", "I want to know."

Step 2: In the course of dating with the text (course content), you further fill in the Count "found out."

3 Step: Summing up, comparison of the content of the graph.

When reading the text, it is useful to conduct a comparative analysis of various phenomena and concepts. Such comparative tables may be the basis for future discussion.

Task - Analysis

Another methodical reception is called Task analysis. Task - (this is a reduction for words thesis - Analysis - Synthesis - Key), His task to help students learn to independently reflect on certain points of text. This method represents 10 consistently given questions over which you have to reflect on the reading of the text. The most rationally answers to the questions to put in a specially constructed table. Here we are again found with the crop of the dissection of theses and the animatestsis of this or that text.

Thus, the proposed method "makes" refer to the texts and as readers, and as co-authors, it will help you to establish a connection between reading and developing evidence. Cooperation is achieved when the reader begins to offer ideas that are complemented, evaluating or questioning the argument given by the author. In addition, Task encourages the reader to establish benevolent, but critical communication with the values \u200b\u200band beliefs of the author. The use of Task will help significantly improve your ability to read and evaluate read. This is most obviously manifested in preparing for a group discussion during the identification of weak places in its own evidence, such, for example, as a non-compliance of the material, the lack of arguments in defense, the fallacy of prejudice, inappropriate references to authorities. Also improved the skill of students to draw up evidence.

Planning

Let's return once again to such a most important skill, as drawing up various typesplans . Above, we have already considered the problem of building a plan as an essential problem of structuring of any text. Let's try to combine our ideas about the plans into a single methodical technique.
In order to successfully implement this type of work, in each case it is necessary to competently solve the following tasks:

1. To navigate in the general composition of the text (able to determine the entry, the main part, conclusion).

2. To see the logical-semantic canvance of the message, understand the system of presentation by the author of information as a whole, as well as the course of development of each individual thought.

3. Remove the "key" thoughts, i.e. The main semantic milestones, on which the text of the text is "risen".

4. Determine the detailed information.

5. It is concisely formulated to formulate basic information without transferring everything entirely to the letter.

The allocation of the main thought is one of the foundations of mental culture when working with the text. "Take the most useful, - wrote the Great Czech teacher of the XVII century. Ya.K. Komensky is the matter of such importance that the sensible reader is unthinkable without the ability to select. The only reliable reading fruit is the assimilation of the read, the choice of useful. Truly only it keeps the mind in voltage, captures perceived in memory and illuminates the mind of an increasingly brightest light. Do not wish to highlight anything from the book, it means to miss everything. "
Text, as a rule, contains several basic thoughts, each of which is evolving within its thematic group. Most often, although not always, the "border" between these groups is referred to. In writing this boundary there may be paragraph, in oral speech - pause or the change of intonation of the speaker.
The usual text is characterized by what is written and pronounced the words much more than it is required to understand what is written or said. Reading, we intuitively use some words and phrases as reference. Such support words and phrases were previously called key. Key concepts and phrases carry the basic semantic and emotional load of the text content.
The choice of keywords is the first step of the semantic coagulation, the semantic compression of the material.
In the work on the definition of "basic thoughts", the "semantic milestone" helps the ability to draw up a plan. The plan is like a way through the text, from the fact to the fact, from thought to thought. A good plan clearly expresses the main content of the text and makes it convenient for perception and for storing in memory. There is a great variety of species of plans.
The first simplest kind of plan -question . By asking the basic questions to the text, covering it with its main issues, we will receive a question plan, clauses of such a plan can be written both with a question mark, and without it.
Theze The plan was already mentioned by us earlier, the thesis plan can be obtained if you try to answer the completed proposals for questions from the question of the plan.
Turning the subjects-proposal of the thesis plan in nominative designs, we getnominative plan. The nominative plan does not respond to questions as the thesis, but only calls, formulates the main problems of the text, it means that is the most brief.
An interesting form of the plan is the modification of the thesis and nominative when the points of the plan are presented as a quote in the text. This form is most relevant if the text represents greater artistic value.
You can allocate another application for the preparation of the plan - complication. A simple plan is drawn up during the initial reading, when the main items are recorded depending on the number of selected semantic parts of the text. Further two ways are possible: grouping or detailing.
The first way implies the preparation of a detailed simple plan (you can go after almost every paragraph). Such a list of positions, plots, the facts that make up the text tells you the appropriate grouping of items under the general headlines.
The second way is to draw up a brief simple plan with subsequent details of items. The choice of one way or another depends on your individual educational features.
In fact, all these techniques are identical to those we used when building clusters. The compilation of the plan is not only a way of working that helps to understand the text, but also the result of understanding: without realizing the text, even the "perfect reader" will not be able to make a plan.
The question of making or not to compile plans for reading texts is the question of the temporary resource that students own, the presence of the skill of work with texts, etc., that is, it refers to the field of art of pedagogical support of the process of independent work with texts.

Abstract

To the area of \u200b\u200bthe same tasks aimed at understanding and awareness of the read, refers to the abilityabstract. Thesis plan, cluster, conceptual table - all this kind of abstract forms.Abstract (from lat. Conspectus - Review) - a short written presentation or a record of the content of anything (lectures, conversations, discussions, etc.). The output result is an entry that allows an output immediately or after a certain time with the desired fullness to restore the information received.
Unfortunately, very few of our students own the skills of really rational output. Aspectation is a complex and peculiar process: it combines audition (hearing) or reading with a letter, and this combination does not happen mechanically. The records are preceded by specific information processing. The output does not simply discard the unnecessary information for it by reducing the text, but "rolls" the well-known information so that it is necessary to deploy it again. The necessary (new, important), the main information is also reduced in the amount of what happens at the expense of rapid orientation in the material, after finding redundancy in it (for which it is necessary to master various thinning operations). The need, the value of information is a relative value, it depends on the individual awareness of the person. However, its deduction is the most important component of learning rational outlook.
You can select the following forms of output conducted by text:

1. Linear output in the form of an expanded thesis plan.

2. Constructing a cluster (other shape of the scheme) with text inserts.

3. Construction of the tabular form of the abstract, for example, in question-response.

4. Two stepped abstract. The first part of it is filled after reading the text, the second after the execution of all types of tasks in the text.

5. Building an abstract based on reference signals. Logic Building such an abstract is based on the desire for visualization, expressing meanings through images. Instead of numerous words, in such an abstract drawings, schemes, symbols will be placed. Thus, we obtain the reference signals to this text, and instead of tedious rewriting of a long incomprehensible text - a quick design of a brief and interesting reference signal.

Reference signals (OS) is the original processing of text at which the material content is encoded using signs:

keywords, phrases;

fun drawings;

symbols;

schemes.

Conduct or not to constitute a summary, again, the question of the individual learning style of the learning generated by you. Obviously, if the reading works with the text that will be unavailable in the future in its entirety (the book needs to return the owner, it is irrational to store such bulk information in an uncompressed form), then the abstract is urgent.
In the case of ours like ours, when students get into individual access learning books in which all necessary work can go, the output procedure can be replaced by graphic layout of the text.
To the forms of such markup include: underscore, color isolation, labeling with special icons, etc. Masters of work with textual information are even invented by two techniques that have received sustainable names and interpretation.

Reception "Insert"

Insert - Sound analogue of the conditional English reduction (INSERT - Interactive Noting System for Effective Reading and Thinking) in the literal translation means: an interactive recording system for effective reading and reflection. (Authors - Vogan and Estes, 1986; Meredith and Stil modifications, 1997).

Reception is carried out in several stages.

Stage 1: Students proposed a text marking system to divide the information enclosed in it as follows:

Stage 2: Reading text, students marked the corresponding icon on the fields of individual paragraphs and suggestions. Acquaintance with the text and its marking can be made in the audience, while the teacher can give his comments in the course of reading.

3 Stage: Students are proposed to systematize information, placing it in accordance with its marks to the following table:

4 Stage: consistent discussion of each column graph.

Subject of use: Training texts with lots of facts and information. Reception contributes to the development of analytical thinking, is a means of tracking a material understanding. Obviously, the insert stages correspond to the three stages: a challenge, understanding, reflection.
The proposed icons can be replaced by other characters at your discretion. For example, instead of "+ " can be used "! " The main thing is clear criteria for ranking information.
The second technique, not inferior to the first in the simplicity of application, is called"Plus, minus, interesting." In this case, the text is placed with the help of three types of icons, the logic of the arrangement of which can be selected by the teacher or the learning themselves. For example, test analysis from the point of view of this or that thesis. Then the "Plus" icon signals a strong argument in support of the thesis, "minus" about the weak argument or argument in favor of the antithesis, "interesting" is a reason for reflection. The same three icons can use the reader to assess the significance or novelty of the material for itself personally.

Essay

Essay (Franz. "Essai", English "Essay" or "Assay" - experience, essay, from Latin "exagium" - weighing) - Genre of criticism and journalists, free interpretation of any literary, philosophical, aesthetic, moral or social problem . Usually opposed to a systematic scientific consideration of the issue. The classic-founder of experiments with an essay is considered M.Monten ("Experiments", 1580). Essay is a very common genre of written works in Western pedagogy, this form and the term itself are becoming more and more popular lately. Essay it is advisable to use as a small written task usually at the stage of reflection, handling read. Many scientific and popular travel treatises are devoted to the essay creating the topic. Here I would also like to note that the variety of forms of the essay is determined by three main factors:

time that is spent on it;

the ability to build logical compositions (in the logic already known to us, for example, challenge, presentation of theses, argumentation, conclusions);

To write an essay, you can offer 5 and 10 minutes of the essay can be a serious task for performing in your free time. If the creation of an essay is a wonderful task for a learning, aimed at the best understanding of the text, then for the teacher essays turn into one of the most significant diagnostic tools during the accompaniment of students in the educational process.

Brain attack

Not to confuse with the psychological admission to stimulate the creativeness of "brainstorming", Alex Osborne "Applied Imagination", 1950. At the same time, both of these phrases are variants of the Russian translation of the BRAINSTORMING English term, but are used in different areas and perform different functions. As a methodological method, the brain attack is used in critical thinking technology in order to activate existing knowledge at the "call" stage when working with factual material.

Stage 1: Students are invited to think and write down everything they know or think that they know, on this topic;

2 Et: Information exchange.

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

2. When discussing, the idea is not criticized, but disagreements are fixed;

3. The prompt entry of the proposals expressed.

Possible individual, pair and group forms of work. As a rule, they are carried out sequentially one by one, although each can be a separate independent way to organize activities. Note: A pair brain attack helps a lot of students for whom it is difficult to express your opinion before a large audience. Exciting an opinion with a comrade, such a student is easier to contact with the whole group. Of course, work in pairs allows you to speak much more students.

Group discussion

A) respect for various points of view of its participants;

B) joint search for a constructive solution that arose disagreements.

Group discussion can be used both at the challenge stage and at the stage of reflection. At the same time, in the first case, its task: the exchange of primary information, the detection of contradictions, and in the second is the possibility of rethinking the information obtained, comparing its own vision of the problem with other views and positions. The form of group discussion contributes to the development of the dialogue of communication, the establishment of independence of thinking.

Reading with stops and Bloom questions

The conditional name of the methodological admission of the organization of reading using different types of questions.

Preparatory work:

1. The teacher chooses the text to read. Criteria for selecting: - The text must be absolutely unknown for this audience (otherwise the meaning is lost and the use logic of the reception); - dynamic, event plot; - Unexpected junction, "open" problem finale.

2. The text is divided in advance to the semantic parts. Directly in the text marks where to interrupt reading and make a stop: "First stop", "Second Stop", etc.

3. The teacher thinks out the questions and tasks to the text aimed at the development of students from various thinking skills.

The teacher gives instructions and organizes the reading process with stops, carefully following the observance of the rules of working with the text. (The strategy described can be used not only with independent reading, but also when the text is perceived by the "rumor" text).

Types of issues that stimulate the development of critical thinking:

- "Translation" and interpretation (translation of information into new forms and determination of the relationship between events, facts, ideas, values);

Memory (formal level) is recognition and challenge received;

Evaluation - a subjective personality view of the information received, followed by the formation of judgments and opinions;

Synthesis is a logical generalization of the information received, the holistic perception of causal relations;

Analysis is a fragmentary consideration of the phenomenon, the allocation of "private" in the context of "total";

Application - Use of information as a means to solve problems in a plot context or outside it;

Note: Reading with stops is advisable to use at the stage of comprehension, complementing this technique with other techniques in the challenge and reflection.

Sincweight

Comes from the French word "Cing" - five. This is a poem consisting of five lines. Used as a method of material synthesis. Form conciseness develops the ability to summarize information, state the thought in several significant words, capacious and short expressions.

Sicewin can be offered as an individual self-task; To work in pairs; Less often as collective creativity. The boundaries of the subject area depend on the flexibility of the teacher's imagination. Usually synissive is used at the stage of reflection, although it can be given as unconventional form at the call stage.

As experience shows, synquins can be useful as:

1) tool for synthesizing complex information;

2) the method of assessing the conceptual luggage of students;

3) means of developing creative expressiveness.

Skinway writing rules:

1. (The first line is the topic of poem, expressed in one word, usually with the name);

2. (Second line - description of the topic in two words, as a rule, adjective names);

3. (Third line - description of the action within the framework of this topic in three words, usually verbs);

4. (The fourth line is a phrase of four words expressing the author's attitude to this topic);

5. (The fifth line is one word - synonym for the first, on an emotional-shaped or philosophical-generalized level repeating the essence of the topic).

"Advanced Lecture"

The essence of the proposed form consists in a special organization of lecture using an active training model.challenge - Understanding - Reflection. The teacher modifies the traditional form of a lecture to stimulate students to active listening and critical thinking.

Algorithm of action (options are possible):

1. Call. Preparatory activities. Presentation of the topic. The problem is a problem in the content of the lecture. (Work in pairs: discussion and record of available considerations for an answer, information forecast, performances from couples, fixing on the board of ideas expressed).

2. Announcement of the first part of the lecture. Task for students (for the beginning of the lecture): In the course of the lecture, one person in a pair briefly records new information on the problematic issue, the other notes in the primary records of the coincidence "+" and the discrepancy "-" heard in the lecture of information with the previous forecast (audited version of Insert )

3. Remove. The teacher reads the first part of the lecture.

4. Reflection. Preliminary lifting results. (Individual task: allocation of the main thing - a written response. Work in pairs: discussion of the forecast with the heard material, a discussion in a pair, the formulation of a general response, speaking from par).

5. Re-call. Announcement of the content of the second part of the lecture. Problem question. (Work in pairs: discussion and record of available considerations for an answer, information forecast, performances from couples, fixing on the board of ideas expressed). Task for students (similar to clause 2).

6. Remove. The teacher reads the second part of the lecture.

7. Reflection. Summarizing. (Work in pairs: discussion of the forecast with the heard material, speeches from par).

8. Complete reflection. Question class: Individual independent work - a written response to a common global question on the material of the lecture. Form - 10-minute essay.

9. Works are handed over to the teacher. (Used as an indicator of learning to lecture detention, as well as material to prepare the next lesson.

The subject area of \u200b\u200blectures is not limited. Tasks and ways to organize individual and collective activities may vary.

Key terms

The teacher chooses 4-5 keywords from the text and discharges them to the board.

Option "A": Params are given 5 minutes to make a brainstorming method to give a general interpretation of these terms and assume how they will appear in the following text.

Option "B": Students are offered in a group or individually draw up and write down its version of the story, while using all the key terms.

When finding out the initial content, students compare "their" version and version of the "original text". The described task is usually used at the "call" stage, however, at the "reflection" stage, it is advisable to return to key terms and discuss the coincidences and detected disagreements. The use of this form develops imagination, fantasy, contributes to the intensification of attention when meeting the text of the original. The subject sphere is not limited.

Tired logical chains

In a r and a n t "a": Modification of the reception "key terms". An additional point is the location on the keyword board in a specially "confused" logical sequence. After acquaintance with the text, at the "reflection" stage, students are proposed to restore the impaired sequence.

In a r and a n t "b": Separate sheets are issued 5-6 events from the text (as a rule, historical and chronological or natural scientific). We are demonstrated before the class in the knowingly disturbed sequence. Students are invited to restore the correct order of the chronological or causal chain. After hearing various opinions and coming to a more or less single decision, the teacher invites students to get acquainted with the source text and determine: whether their assumptions were correct. The form contributes to the development of attention and logical thinking. More applicable when studying informative-meaning texts.

Interconnection

One of the ways of working in pairs. Used at the "Comprehension" stage. Application technology: Two student read the text, stopping after each paragraph, and ask each other questions of different levels of the content read. This form contributes to the development of communicative skills.

Reception Zigzag

Reception Zigzag belongs to the group of critical thinking techniques and requires the organization of students together: in pairs or small groups over the same problem, in the course of which new ideas are put forward. These ideas and opinions are discussed, discussed. The learning process is more closely close to real validity than traditional training: most often we make decisions in the process of communicating in small groups, temporary creative teams. These decisions are made both on the basis of a compromise and on the basis of choosing the most valuable opinion nominated by any of the Group.

The purpose of this reception is to study and systematize a large material. For this, it is necessary to first split the text into semantic passages for mutual education. The number of passages must coincide with the number of group members. For example, if the text is divided into 5 semantic passages, then in groups (let's call them conditionally workers) - 5 people.

1. In this strategy, there may be no challenge phase as such, since the assignment itself is the organization of work with the text of a large volume - in itself serves as a challenge.

2.Close stage. The class is divided into groups. The group is issued texts of various content. Each student works with its text: highlighting the main thing, either constitutes the support summary, or uses one of the graphic forms (for example, "cluster"). At the end of the work, students go to other groups - expert groups.

3. Stradia Reflections: Work in the group "Experts". New groups are drawn up so that in each of the "specialists" on one topic. In the process of sharing the results of its work, a general presentation scheme of a story on the topic is drawn up. The question is solved about who will conduct a final presentation. Then the students are transplanted into their initial groups. Returning to his working group, the expert introduces other members of the group with his theme, using the general presentation scheme. The group exchanges the information of all participants in the working group. Thus, in each working group, thanks to the work of experts, the general view of the topic has been studied.

4. The next step will be a presentation of information on individual topics, which is conducted by one of the experts, others make add-ons, answer questions. Thus, there is a "second hearing" themes

The result of the lesson can be a research or creative task on the topic studied.

This technique is applied on the texts of a smaller volume. In this case, the text is studied by all students, the principle of division into groups - questions to this text, their number must coincide with the number of participants in the group. Expert groups are collected by specialists on one issue: for a more detailed study, exchange of views, preparation of a detailed answer to the question, discussing the form of its presentation. Returning to the working groups, the experts consistently represent the options for answering their questions.

Reception "Logbook"

Reception "Logbook" is a way of visualizing the material. It can be a leading reception in the semantic stage.
On-board magazines are a generalizing name of various techniques of the learning letter, according to which students write their thoughts during the study. When the logbook is applied in the simplest version, before reading or another form of studying the material, students record the answers to the following questions:

Having encountered in the text key points, students enter them into their logbook. When reading, during the pauses and stops, students fill the graphs of the onboard magazine, tying a studied topic with their vision of the world, with their personal experience. Conducting such a job, the teacher, together with students, tries to demonstrate all the processes of view, so that later students can use it

Circles on water

This technique is a versatile means to intensify the knowledge of students and their speech activity at the challenge. The supporting word to this reception can be studied concept, phenomenon. It is recorded in the column and nouns (verbs, adjectives, sustainable phrases) are selected for each letter (verbs) to the topic studied. In essence, this is a small study that can begin in the classroom and have a continuation of the house.

Reception "Basket" of ideas, concepts, names ...

This is the reception of the organization of the individual and group work of students at the initial stage of the lesson, when the actualization of their experience and knowledge is being actualized. It allows you to find out everything that students know or think of the lesson discussed topic. On the board, you can draw the basket icon, in which all the fact that all students together know about the topic under study will be collected.

The exchange of information is carried out according to the following procedure:

1. The direct question is asked about the disciples on a particular problem.

2. At first, each student remembers and writes everything in a notebook, which knows for a particular problem (strictly individual work, duration 1-2 minutes).

3. Then the exchange of information in pairs or groups occurs. Pupils are divided with each other known knowledge (group work). Time for discussion no more than 3 minutes. This discussion must be organized, for example, students should find out what the available ideas coincided, about which disagreements arose.

5. All information is brief in the form of theses are recorded by the teacher in the "basket" of ideas (without comment), even if they are erroneous. In the basket of ideas, you can "reset" facts, opinions, names, problems, concepts related to the topic of the lesson. Next, during the lesson, these facts or opinions, problems or concepts may be associated with logical chains.

Bibliography

S.I. Zaire - Beck, I.V. The turbine development of critical thinking in the lesson: a manual for the teacher. - M.: Enlightenment, 2004 - 175s.

E.S. Polit New Pedagogical and Information Technologies in the Education System: Tutorial. - M. Academy, 2003 - 272c.

NB Cyril Media Education in the Epoch of Social Modernization: Pedagogy. - 2005 - №5 p.13-21.