As former Central Intelligence Agency analyst Morgan Jones writes in The Intelligence Service's Problem Solving Manual, there are seven features of consciousness that have the most negative impact on our ability to analyze and solve problems. Most of them are beyond control and change, but knowing them will help you make fewer mistakes.
1. Emotional component
It's no secret that emotions prevent us from thinking logically. We often make rash decisions in the heat of the moment. So, for example, people get a dog: succumbing to a fleeting feeling, they get a pet, and then they realize that they are not ready to engage in its upbringing. Man is an emotional being. Feelings inhibit our ability to think logically. You can deal with this: if emotions are tearing you apart, put off making a decision for a while.
2. The desire of the subconscious to simplify
We tend to think that if we focus all our attention on the problem, then we can control the mental processes and solve the problem in the most constructive way. Unfortunately, this is not so. Our subconscious tends to simplify, which negatively affects our rational thinking. The brain goes on tricks that we do not even notice. Psychologists call such an action a reflex action, and Morgan Jones calls it a subroutine, or a way to cut corners. That is, the decision-making process is simplified and cannot be controlled. For example, when we hear that someone is on a diet, we reflexively rate them according to our diet stereotypes. We do not make decisions - the brain does it automatically, choosing the shortest path. It is impossible to "teach" the mind to work differently.
The desire of the subconscious to simplify based on template ideas is manifested in many ways: in prejudices, personal inclinations, hasty conclusions, insights and intuition.
3. Pattern prism
The human mind instinctively perceives the world through the prism of patterns, writes Morgan Jones. For example, people's faces are a pattern. We recognize those we have seen before. The mind finds a familiar pattern, and then passes on to our consciousness the name and other information associated with this pattern. Or when the lights suddenly go out in the apartment, we do not panic: we know that electricity will appear, because we have already encountered this situation. We also do not control this process, all the work is done by the subconscious.
On the one hand, this feature of consciousness helps us to live, on the other hand, it makes us hastily grab onto a template that seems familiar and draw wrong conclusions. This stereotype defines racial, ethnic and all other forms of hypocrisy.
4. Prejudice and False Assumptions
Prejudice is the subconscious belief that sets the tone for our behavior and determines our reactions. Prejudices are formed unconsciously, so each of us has them. They are not as bad as they seem. Thanks to the formed prejudices, we easily repeat habitual actions. For example, we cook soup or hold a spoon.
Through habits, a person becomes smarter and smarter. The problem is that we ignore new information that does not correspond to existing prejudices. Unbeknownst to us, prejudices destroy objective truth.
5. The desire to find an explanation for everything
We strive to explain everything that surrounds us. And although these explanations are not always correct, they help us cope with dangers and ensure the possibility of human survival as species. When we have a goal, when we see meaning in something, then life becomes easier. But this same feature leads us into a dead end: finding an explanation for something, we no longer think whether it is true. We do not try to critically reflect on our version and compare the available alternatives.
6. Ignoring contradictions
By focusing on one of the possible solutions, we reject all the others. We perceive only those facts that confirm our opinion. The brain works the same way in smart, educated people, and their opposites. Defending our position, we are not always ready to consider the issue from other sides.
Focusing on one chosen position and defending it, we lose objectivity.
7. Tendency to hold wrong beliefs
Many of the beliefs we hold most dear are wrong. If we do not want to perceive reality, then we convince ourselves that it is not true. The urge to grasp at wrong beliefs has a devastating effect on our ability to analyze situations and solve problems.
Teaching how to learn
The title of the module “Teaching How to Learn” is consistent with the process “ self-regulation in which students develop the ability to understand, control, and track learning experiences through the process of metacognition. In a number contemporary research it has been found that students at age 3, given the opportunity, are able to take on more responsibility for their own learning than previously thought by researchers (Bingham & Whitebread, 2008). Even at such an early age, they begin to make sense of their learning, can build their own approach to learning tasks, and also begin to perceive themselves as a student. It was found that the
The ability of these skills of self-regulation and metacognition is a key indicator
rum for the development of such children as successful students. Studies show that the development of such abilities in a child occurs at the age of 3–5 years, as well as the fact that a teacher can make a significant contribution to this area through highly professional application of pedagogical techniques.
Essential characteristic of metacognition
The category "metacognition" is applicable to a number of processes that affect the subject's awareness of his own knowledge and thought process (Flavell, 1976). Metacognition can be defined as the knowledge, understanding and regulation of cognitive processes or thinking about them, including the ability to recognize errors and regulate thinking.
In Flavell's (1976) first large-scale study of metacognition, children younger age memorization tasks were given. Pupils from five to seven years old
demonstrated a number of items that the researcher pointed to sequentially. After fifteen seconds, the students were asked to recall this sequence. Older students understood that if something needed to be remembered, then certain memorization strategies had to be used, which helped them reproduce the sequence. Younger students did not use this strategy and therefore could not remember the sequence, although after receiving instructions, when repeating the task, they were able to successfully complete it. In the absence of instructions, students spent their study time unproductively. Flavell attributes this negative outcome to not using a strategy that
they are potentially capable, like a "productivity deficit" (Whitebread, 2000).
As a result of his work, Flavell (1976) defined a framework for analyzing and monitoring children's metacognition by describing its three components (dimensions):
knowing oneself as a student;
knowledge, understanding and evaluation of goals and tasks;
knowledge and monitoring of the strategies required to complete tasks.
The first of these positions refers to personal knowledge; knowing yourself as a learner, including, for example, being aware of your strengths and weaknesses, understanding your likes and dislikes about the learning process, and the ability to set personal goals, and more. et al. As children's awareness of their learning develops, Flavell (ibid.) found children's increasing metacognitive awareness that other learners also have strengths, weaknesses, and preferences about their own learning.
Flavell's second dimension is oriented on tasks and is associated with the knowledge of the student, his understanding and evaluation of goals and tasks. This aspect of metacognition reflects how students analyze and evaluate tasks or compare their levels of difficulty.
And finally, the third, metacognitive component, Flavell defines as knowledge and monitoring of the strategies required to complete the task. An indicator of strategic control is that students determine the tasks that need to be solved, draw up a plan for the implementation of one or more strategies for solving problems. The relative effectiveness of different strategies is evaluated and the students justify their actions. One strategy that students can take is to seek the help of classmates, which is directly related to his personal recognition that others may have deeper knowledge.
The concept of metacognition can be seen as "teaching how to learn" by one of the students, as it forms an increasing organic link between success, attempt, and the use of effective strategies. There is a link between the development of metacognitive abilities and effective thinking and learning.
Shank and Zimmerman (1994) emphasize the development of children's independence in the process of monitoring and controlling their learning. Willingness to work and develop independently defined by the authors as important aspect of metacognition. The success of the learning process is due complex interaction between motivation, social and emotional factors, and metacognitive knowledge.
Are young learners capable of metacognition?
The presence of metacognitive abilities in young learners has been recognized relatively recently. Flavell argues that the possibilities of metacognition in young learners are extremely limited; they are not always capable of managing their memory, solving problems and making decisions. However, more recent work on
132 following aspects of memory revealed that even children aged 3-4 year olds may realize that it is easier to remember a small set of pictures than a large one (Flavell et al 1995). Bronson has researched the cognitive development of preschool and kindergarten children and concluded that all children are more capable of voluntary internal self-regulation. The researcher believed that children in this category are able to "learn how to learn", although they are not always able to explain how they make decisions and what strategy they use in doing so. Children of this age use "self-managing" functions in their cognitive activity. As they mature, they become able to choose a certain type of work or task, skills appropriate to their level, as well as - use effective strategies to complete them, track their progress, adjust their approach or ask for help if necessary, not stop the "process" until it is completed or the goal is reached (Bronson, 2000: p. 208).
How can a teacher encourage self-regulated learning?
A reasonable prerequisite for stimulating self-regulated learning are the methods used by teachers. When developing a socio-cultural theory of learning, L. Vygotsky describes the role of an adult or a more “significant” (influential) person in achieving a level of learning that cannot be achieved by the student on his own. The scale of such potential learning has been defined as " Zone of Proximal Development"– ZBR (Vygotsky, 1978). The supportive adult works as a "reflective agent", responding to the student's actions and ensuring the development of his learning. As learning develops, the degree and type of support provided by the manager changes and is modified in order to ensure effective motivation, direction of the conceptual foundations of development. This process has been aptly named by Jérôme Bruner as " scaffolding". The metaphorical use of the concept of "setting the stage" can mean gradually increasing support, in which the leader
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encourages students to complete the task. At the same time, the reaction of the leader to the achievements of the student can also be considered as support. As learning progresses, fewer prompts are needed, as the development of the learning process and its essence become clear: learning is carried out independently and becomes self-regulated.
Particularly important may be three elements of self-guided learning(Perrytal, 2002):
self-direction in the process of working on tasks;
self-determination of the problem and goal by the student;
independent choice of strategies to achieve goals and solve problems. Selected tasks are supposed to contribute to the implementation of self-regulation.
leable strategies. Self-regulation contributes to more high level involvement in the task. A group of researchers, led by Perry, made a significant contribution to the results of their observations of children (aged 3 years) in kindergartens in British Columbia. They accompanied their observations with a survey of teachers and received examples of how children are involved in planning, tracking, problem solving, and evaluating their learning. The children were given the opportunity to choose, which allowed them to reasonably explain their choice of the level of difficulty of the tasks by evaluating their own work and the work of other children. These observations have been made primarily on children's reading and writing activities and are evidence of experiential pedagogical approaches that initiate and support children's language development through metacognition and that can be applied throughout the Program.
The main idea is that the culture and values of the personal experience of students act as a significant context that significantly determines the success of the learning process. This reasoning is central to "situational cognition" (Lave, 1988; Lave and Wenger, 1991), according to which certain situations structure and define appropriate types of reasoning and strategies. This is clearly illustrated by Newns et al. (1993), where researchers described the difficulties that street children in Brazil had in completing routine written math assignments in school, despite having successfully performed mental calculations in situations of daily trading on markets.
Taking into account the opinions of students
Recent studies in the UK have focused on student opinions about teaching and learning. Schools are increasingly focusing on what is commonly referred to as "The Voice of the Student". Jean Ruddock, one of the active proponents of the "Voice of the Learner" theory, writes that communication with students aims to comprehend the essence of learning from the point of view of its perception, and to find ways to improve learning for individual students and groups (Rudduck & Flutter, 2004 ).
In the context of large-scale research tasks on “ learning how to learn» Researchers from the University of Cambridge were recruited to work on project about the "Voice of the student" which had the following goals:
to comprehend the opinions of students about teaching and learning;
develop a guide for teachers on student counseling methods;
identify challenges and opportunities for creating a culture of open and safe dialogue in schools.
As part of this project pupils were consulted on a wide range of school matters, in particular changes in the system of rewards and punishments. Except
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In addition, questions were asked about the annual planning of the group: holding parenting evenings, identifying situations in the class that promote or hinder learning, etc. The researchers found that many students perceived the class as "Teacher's Territory" and commented with caution on teaching and learning. Primary school students believed that it was “not their job” to comment on the actions of the teacher, while expressing their wishes about what they would like to change in the practice of teaching and learning, ranging from trivial everyday issues to quite fundamental pedagogical problems.
Communication with students is difficult because it is not typical of the traditional leadership relationship and can create a situation of awkwardness between the teacher and the student. In the process of communicating with students, it is important to observe impartiality, that is, all students must be heard, especially the “silent” and “isolated” ones. It is also important that the students consider the communication to be sincere, containing issues that are important and interesting to the students regarding teaching and learning.
positive assistance in the development of self-esteem in students;
a positive attitude towards school and learning;
the formation of an emotionally positive attitude towards teachers.
The teachers participating in the project were surprised by the insight, responsibility and constructiveness of their students, who in turn recognized the benefits of communication, noting that as a result:
realized that they are respected, listened to and taken seriously;
134 made sure that their opinion is taken into account when resolving issues;
felt gaining control over their own learning;
identified a range of issues related to their own learning;
increased confidence on how to improve learning;
formed a positive attitude towards learning and school.
Communicating with students about teaching and learning therefore promotes the development of self-regulation in students. Exercising control over their learning, being able to reason about it and feeling confident that they are able to improve their learning is a positive result of communicating with students in all matters regarding the work of the school and class.
References
Bingham, S. & Whitebread, D. (2008) Teachers supporting children’s self-regulation in conflict situations within an early years setting [Support for self-regulation of students by teachers in conflict situations in early childhood], in Papatheodorou, T. & Moyles, J. (Eds.).
Bronson, M. (2000) Self-regulation in early childhood: Nature and Nurture [Self-management
him childhood: nature and education]. New York, London: Guilford Press.
Bruner J. (1996). The Culture of Education [Culture of education]. (Cambridge, MA, Harvard University Press).
Flavell, J. H. (1976) Metacognitive aspects of problem solving in: Resnick, L. B. (Eds.) The Nature of Intelligence (Hillsdale, NJ, Erlbaum).
Flavell, J. H., Green, F. L. and Flavell, E. R. (1995) Young children’s knowledge about thinking.
Monographs of the Society for Research in Child Developmen [Knowledge of young children about thinking
leniya]. 60 (1, Serial No. 243).
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Forrest-Pressley, D. L., MacKinnon, G. E. & Waller, T. G. (Eds.) (1985) Metacognition, Cognition & Human Performance[Metacognition, Cognitiveness, and Human Efficiency]. New York:Academic Press.
Lave, J. (1988) Cognition in Practice. Cambridge: Cambridge University Press.
Lave, J. & Wenger, E. (1991) Located learning: Legitimate peripheral participation [Situational learning: legitimate peripheral participation]. New York: Cambridge University Press.
LearningTogether in the EarlyYears: Exploring Relational Pedagogy
age: the study of relational pedagogy]. London: Routledge.
Nunes, T., Schliemann, A. D. & Carraher, D. W. (1993) Street Mathematics and School Mathematics[Street mathematics and school mathematics]. Cambridge: Cambridge University Press.
Perry, N. E., VandeKamp, K. J. O., Mercer, L. K. & Nordby, C. J. (2002) Investigating TeacherStudent Interactions that Foster Self-Regulated Learning
student body that promotes self-directed learning]. Educational Psychologist, 37, 1, 5–15.
Rudduck, J. and Flutter, J. (2004) How to Improve your School: Giving Pupils a Voice
sew your school: give students the opportunity to speak]. Continuum Press.
Schunk, D. H. and Zimmerman, B. J. (1994) Self-regulation of learning and performance[Self-
walk of learning and achievement]. London: Routledge.
Tharp, R. G. & Gallimore, R. (1988) Rousing minds to life. Cambridge: Cambridge University Press.
Vygotsky, L. S. (1978) Mind in Society. Cambridge, MA: Harvard University Press.
Whitebread, D. (2000) Organizing activities to help children remember and understand
activity to help children in mutual understanding and understanding]. In Whitebread, D. (Eds.), The Psychology of Teaching and Learning in the Primary School. London: Routledge.
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CRITICAL THINKING TRAINING
Critical thinking can be represented as "thinking about thinking", implying the ability to reason on fundamental issues and reflect on practical experience. It is assumed that teachers, as subjects who have a pedagogical education and systematically improve their qualifications, have developed these skills and use them in practical work. Critical thinking- the leading modern pedagogical concept, relevant for the development of teaching and learning in Kazakhstan. This module involves adapting a conscious and deliberate approach to development critical thinking both students and teachers.
Within the framework of this module, we will also touch upon socioconstructivist approaches to learning proposed in module 1, effective assessment for the development of learning (module 3), a differentiated approach to teaching and learning for students of different age categories (modules 5 and 6).
General concept of critical thinking
Critical thinking- a disciplinary approach to comprehending, evaluating, analyzing and synthesizing information obtained as a result of observation, experience, reflection or reasoning, which can later serve as a basis for action. Critical thinking often involves a willingness to imagine or take into account alternative solutions, the introduction of new or modified ways of thinking and acting; a commitment to organized social action and the development of critical thinking in others.
136 On basic level The critical thinking process includes:
collection of relevant information;
evaluation and critical analysis of evidence;
reasonable conclusions and generalizations;
revision of assumptions and hypotheses based on significant experience.
Along with more complex tasks, such as critical thinking about teaching and learning processes, critical thinking can involve recognizing unstated assumptions, values, and problems, as well as discovering effective means to solve them, understanding the importance of setting priorities in solving problems.
Critical thinking of students in the classroom
Critical thinking is traditionally associated with the later stages of education:
with students of senior secondary school and higher educational institutions. However, the basics of critical thinking can be developed in the work of younger students, starting
with very early stage of their training, in order to develop the necessary skills. Most the best way for this is to stimulate students to prove on the basis of their own experience. We have ample examples of lifestyles in different parts of the world and in different periods of history that can be used to motivate students to be curious and develop critical thinking skills.
Critical thinking involves developing skills such as obtaining evidence through observation and listening, taking into account the context, and applying appropriate criteria for decision making. The critical thinking skills included can be described as:
observation;
analysis;
conclusion;
interpretation.
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Processes and skills used in learning, for example, history or geography, may include:
collection and grouping of evidence such as paintings, photographs, recording of memories;
assessing the main sources and asking appropriate questions about them;
comparison and discussion of the main sources with situational conclusions and temporary generalizations;
revision of assumptions and hypotheses as experience is enriched.
At a later stage of learning about their work, through further teacher discussion, review, and revision of their temporary findings, children can be helped to build an understanding of their own learning processes, including:
evaluation;
explanation;
metacognition.
Below are the steps that junior schoolchildren may take, with outside help and skills expected to be used in classroom work:
1. Read visual or verbal information. The task can be applied to information obtained as a result of reading the main primary sources, and to survey or questionnaire data, and to information collected from several sources, such as a textbook, encyclopedia or website.
2. Determine the key positions, assumptions or hypotheses structuring the research
following evidence or determining later actions underlying the | ||
new arguments. | ||
Analyze how these key components, visual and verbal |
||
The indicators are integrated and interact with each other. | ||
Compare and Explore similarities and differences between individual images or | ||
between different opinions and memories. | ||
Synthesize Data, connecting various sources of information to build | ||
argument or series of ideas. Establish links between different sources that | ||
form and support your ideas. | ||
statements support or contradict your assumptions and the resulting | ||
Apply the knowledge gained as a result of interpreting the answers to the questions | ||
underlying the research. | ||
Argument the formulated conclusions and justify their relevance and significance. | ||
Development of critical thinking through dialogue
Works devoted to the study of communication processes in the classroom show that certain models of interaction - research conversation, argumentation and dialogue - contribute to the development of a high level of thinking, intellectual development through the involvement of teachers and students in joint actions to comprehend the meaning and knowledge. Applied class research according to the method dialogic learning Alexander (2004) suggests that traditional classroom communication patterns, in which student voices were barely considered, are being challenged by dialectical and dialogic pedagogy. Direct encounters with visual and oral sources offer children opportunities to intentionally practice reasoning skills and learn in less formal, more personally meaningful ways. They "challenge" the traditional
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emphasis on textbook learning, and teachers need to rethink their role to guide rather than manage knowledge generation and research.
A growing body of modern research confirms that children learn more effectively and their intellectual achievement is higher, provided they are actively involved in discussion, dialogue and argumentation. Thus, equipping children with the skills and qualities necessary for life in the 21st century and beyond is an important and challenging goal for educators that cannot be ignored. Students must develop critical thinking and research skills that will enable them to participate effectively and successfully in the broader communication processes to which they have increasing access (Wolfe and Alexander, 2008).
Teachers should explore ways to resolve tensions between teaching based on the transmission of body of knowledge and established "norms" of thinking, recognizing the legitimacy of alternative perspectives.
Possible methods are defined as 'exploratory talk' or 'argumentation', 'dialogical learning' and 'support'. Alexander defined five types of dialogue, investigated in practice:
rote(memorization of facts, ideas and daily activities through constant repetition);
recitation (the accumulation of knowledge and understanding through questions designed to test or stimulate memory of what has previously been encountered, or to provide clues for students to think about an answer based on the clues provided in the question);
instruction/statement(explaining to the student what to do and / or transferring information,
138 and/or explanation of facts, principles or procedures);
discussion (exchange of ideas in order to share information and solve problems);
dialogue (achieving mutual understanding through structured, cumulative questioning and discussion that contributes to the reduction of alternatives, minimizing risk and errors, and speeds up the "transfer" of concepts and principles (Alexander, 2001, 2008).
The quality and content of the conversation is an essential factor in learning
In the list of approaches discussion and dialogue are the most preferred, due to their cognitive potential. The dialogue provides students with alternative perspectives and encourages them to consider the other person's point of view in ways that encourage the development and deepening of their own conceptual understanding. Such a method is an element of "dialectic", understood as a logical and rational argument that distinguishes dialogue from the mainstream oral or "interactive" teaching in the usual sense of most teachers (Wolfe and Alexander, 2008).
Argumentation can be defined as the promotion and negotiation of ideas and perspectives. Students are able to explore and reflect critically on alternative positions through dialogic interactions with their peers or experts, learning from their experience and striving to develop higher mental performance. Collaborative learning and problem-solving processes with a particular focus on understanding can increase students' ability to reason effectively.
When questions arise, it is not necessary that the source of knowledge will be a teacher, but students and teachers can jointly conduct research using the Internet; teachers can help students think critically about how to search, evaluate, and select information they find. Dialogical pedagogy means that children and teachers establish relationships in discovery and learning.
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Mercer defined three forms of argument when discussing in class, such as:
disputable conversation when students compete and are unwilling to accept the other person's point of view;
cumulative conversation in which students build constructively and benevolently on each other's accomplishments;
research talk continuing through critical reflection and reasoned reasoning in a situation where proposals may be questioned and counter-disputed (Mercer, 2000).
Teachers must agree on the rules for conducting a dialogue and create a dialogic | |
del class in which students will interact with each other in order to discover | |
new and better ways to build meaning together. For this, it is necessary to understand | |
understanding the characteristics and interests of students, attention to their relationships and emotions. | |
By listening to and analyzing what children are actually saying and doing, teachers are able to | |
the ability to more effectively support students in their learning - the principle of formative evaluation | |
and the concept of “learning as assessment”: not only by acquiring knowledge, but also by participating in | |
knowledge-forming approaches. | |
These ideas are consistent with constructivist theory, which positions students in | |
as active participants in the teaching and learning process. "Tuning" people | |
to each other in any situation is formed on trust and respect. Dialogue training | |
learning is collective (teachers and children turn to learning tasks together), | |
own mutual learning(teachers and children listen to each other, share ideas and | |
see alternative points of view) and supportive (children formulate ideas of their own | |
cheerfully, without fear, embarrassment due to the "wrong" answer and help each other to achieve | |
understanding). |
Critical thinking teachers
Critical thinkers under this Program for the Professional Development of Teachers in Kazakhstan can build on the structure and processes above for children's critical thinking. But first it is necessary to take into account the concept of reflective teaching and the need for critical reflection in relation to the Program.
Critical thinking is presented as a process of purposeful, self-regulating judgment using reasoned consideration of evidence, context, conceptualization, methods, and criteria. In addition to the skills listed in relation to developing students' critical thinking, such as acquiring evidence through observation and listening, taking into account context, and applying appropriate criteria for decision making, teachers should also develop:
theoretical and methodological the basis necessary to understand the educational concept of the Program and the process of teaching and learning;
appropriate methods and technologies for the formation of reasoned conclusions and conclusions.
Reflective teaching
For most teachers, in accordance with their education and training, it is natural to reflect on their work, but it is fundamental to ensure this process is systematic and an atmosphere of cooperation with stakeholders. The concept of " reflective practitioner” comes from the work of philosopher, psychologist and educational reformer John Dewey and philosopher, industrial and technological researcher Donald Sean. Dewey's The Way We Think (1910) had a unique impact on the educational system, defining reflective thought in terms of the intellectualization of problems,
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subject to decision: by developing ideas or hypotheses, initiating and carrying out research on practical situations, subjects test hypotheses in practice.
The logic of the above sequence of processes is linked to Sean's later view of reflective practice as a way for educators to identify a problem and solve it experimentally in their practice. Sean's book "Ref-
lexical practitioner: how professionals think in practice (1983) had a tremendous impact. His significant contribution is in the conclusion “ reflections ” to the center of understanding what professionals do, thereby denying recognition “ technical rationality » as the basis of professional knowledge.Technical rationalismfailed to become the dominant paradigm when compared with professionalism. His concept "reflection in action"sometimes referred to as"reflection along the way". This involves looking at our experiences, connecting with our feelings, and paying attention to the theories we use; it entails building new understandings to update our actions in a changing situation. This process is followed byreflection after action”- a process that is carried out later, in discussion with colleagues, a mentor, at the end of the recording. Process "thinking after action» allows us to answer questions: why did we act at a certain moment in this way and not otherwise; what happens in the group, etc. In doing so, we identify a set of questions and thoughts about our actions and practices.
Some of the following skills are applied in the context of reflective teaching
recognition of problems and search for effective means to solve them;
understanding the importance of setting priorities and their primary importance in solving problems;
collection and classification of relevant information;
140 precise and clear description;
identifying unstated assumptions and values;
interpretation of the results for argumentation of the evidence and decision making;
formation of reliable conclusions and generalizations;
confirmation of the reached conclusions and generalizations;
adjusting the belief model based on experience gained.
Critical reflection on what did the students learn
Reflective teaching involves critical reflection on what students have learned, which in turn requires research, recording, and evaluation of the behaviors and critical thinking skills they demonstrate. These skills will be evident when performing tasks that require them to consider and discuss certain evidence. In this way they learn about, for example, travel and transport as it reflects people's needs and affects their lives; about the permanence and change of certain historical periods, about the relationship between technology and environment and their impact on socio-economic life, and more. etc. It is also possible to discuss any aspect of sociology or humanities eg childhood and family, food, cooking and eating, clothing and shopping, leisure and sports, music and entertainment.
Key Features considered in critical thinking of students:
Rationality. The desire to find the best explanation, asking questions instead of looking for definitive answers; requirement and consideration of any evidence; reliance on cause rather than emotion (although emotion does exist and may refer to self-awareness, mentioned below).
open-mindedness. Evaluation of all findings; consideration and recognition of many possible points of view or perspectives; the desire to remain open to alternative interpretations.
Judgment. Recognition of the extent and significance of the evidence; recognition of the relevance and merit of alternative assumptions and perspectives.
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Kostanay region, Rudny,
secondary school №4 with in-depth study of mathematics,
Kuchina Oksana Vladimirovna, teacher of geography.
CRITICAL THINKING TRAINING
Critical thinking has been described as " thinking about thinking».
Critical thinking- a disciplinary approach to comprehending, evaluating, analyzing and synthesizing information obtained as a result of observation, experience, reflection or reasoning, which can later serve as a basis for action. Critical thinking often involves a willingness to object or make alternative decisions, introduce new or modified ways of thinking and acting; commitment to organized social action and instilling criticality in others.
On the basic level The critical thinking process includes:
- collection of relevant information;
- evaluation and critical analysis of evidence;
- guaranteed conclusions and generalizations;
- revision of assumptions and hypotheses based on significant experience.
Along with more complex tasks, such as critical reflection on teaching and learning, it can also involve recognizing unstated assumptions and values, recognizing problems and finding effective means to solve them, understanding the importance of setting priorities and taking precedence in problem solving.
Critical thinking of children and teenagers in the classroom
Critical thinking is traditionally associated with the later stages of education: with students in high school and higher education. However, the foundations of critical thinking can also be developed in working with young children, from a very early stage of their education, in order to develop the necessary skills. Most optimal for this way Encouraging children to respond to evidence based on their own experience.
We have enough examples of lifestyles in different parts of the world and different periods of history that can be used to motivate children's curiosity and develop their critical thinking skills.
Critical thinking includes developing skills such as acquiring evidence through observation and listening, taking into account the context, and applying appropriate criteria for decision making. The critical thinking skills included can be described as:
- observation;
- analysis;
- conclusion;
- interpretation.
Processes and skills used in learning may include:
- collection and grouping of evidence such as paintings, photographs, recording of memories;
- assessing the main sources and asking appropriate questions about them;
- comparison and discussion of the main sources with situational conclusions and temporary generalizations;
- revision of assumptions and hypotheses on the basis of wider experience.
At a later stage of learning about their work, through further discussion with teachers, and review and revision of their provisional findings, children can be helped to build an understanding of their own learning processes, including:
- evaluation;
- explanation;
- metacognition.
The following are steps children can take with help from others and the skills they will use in classwork:
- Analyze information obtained from visual or verbal evidence.
The task can be applied both to information obtained from reading major primary sources, to data collected from a survey or questionnaire, and to information collected from several secondary sources such as a textbook, encyclopedia or website. - Identify key points, assumptions, or hypotheses that structure the examination of the evidence or determine the later actions that underlie the arguments.
- Analyze how these key components, visual and verbal evidence are connected and interact with each other.
- Compare and explore the similarities and differences between individual images or between different opinions and memories.
- Synthesize by combining different sources of information to build an argument or set of ideas. Establish links between the various sources that shape and support your ideas.
- Assess the legitimacy and validity of your research evidence, and how the evidence supports or contradicts your assumptions and emerging ideas.
- Apply the knowledge gained as a result of interpreting the answers to the questions underlying the study.
- Justify ideas and interpretations in defense of the arguments of the formulated conclusions and identified meanings.
Main peculiarities to be found in critical thinking children:
Rationality. The desire to find the best explanation, asking questions instead of looking for definitive answers; requirement and consideration of any evidence; reliance on cause rather than emotion (although emotion has a place and may refer to self-awareness, mentioned below).
open-mindedness. Evaluation of all findings; consideration of many possible points of view or perspectives; the desire to remain open to alternative interpretations.
Judgment. Recognition of the extent and significance of the evidence; recognizing the appropriateness or merit of alternative assumptions and perspectives.
Discipline. Striving to be accurate, comprehensive and exhaustive (taking into account all available evidence and taking into account all points of view).
Self-awareness. Recognizing our own assumptions, biases, points of view and emotions.
In general, critical thinkers are active, asking questions and analyzing evidence, consciously applying strategies to determine meanings; critical thinkers are skeptical, treating visual, oral, and written evidence with skepticism; critical thinkers are open to new ideas and perspectives.
To develop research skills, I suggest developing critical thinking through the following strategies:
"Cluster" (clusters)
Highlighting the semantic units of the text and graphic design in a certain order in the form of a bunch. This design of the material helps students to find out and understand what can be said (orally and in writing) on a given topic.
"Tree of Predictions"
Rules for working with this technique: the trunk of the tree is the topic, the branches are assumptions that are carried out in two directions - “possibly” and “probably” (the number of branches is not limited), and the leaves are the rationale for these assumptions, arguments in favor of one or another opinion.
strategy from here to there.
- The group receives general task on this topic.
- Each member of the group receives "his" object of study.
- Collection of information about the object.
- Sharing information in a group.
- Highlighting the main part of the table for remembering.
- Filling in the table.
- Writing a collaborative study on a topic.
- Research presentation.
Bloom Chamomile.
"Daisy" consists of six petals, each of which contains a certain type of question. Thus, six petals - six questions:
- Simple questions - questions, answering which, you need to name some facts, remember and reproduce certain information: "What?", "When?", "Where?", "How?".
- Clarifying questions. Such questions usually begin with the words: "So you say that ...?", "If I understand correctly, then ...?", "I may be wrong, but I think you said about ...?". The purpose of these questions is to provide the learner with opportunities to feedback about what he just said. Sometimes they are asked in order to obtain information that is not in the message, but is implied.
- Interpretive (explanatory) questions. Usually begin with the word "Why?" and aimed at establishing cause-and-effect relationships. Why do leaves on trees turn yellow in autumn? If the answer to this question is known, it "turns" from an interpretive question into a simple one. Therefore, this type of question "works" when there is an element of independence in the answer.
- Creative questions. This type of question most often contains the particle "would", elements of convention, assumption, forecast: "What would change ...", "What will happen if ...?", "How do you think the plot will develop in the story after ...?".
- Evaluation questions. These questions are aimed at clarifying the criteria for evaluating certain events, phenomena, facts. "Why is something good and something bad?", "How does one lesson differ from another?", "How do you feel about the action of the protagonist?" etc.
- Practical questions. This type of question is aimed at establishing the relationship between theory and practice: "How can you apply ...?", What can be done from ...?", "Where in ordinary life can you observe ...?", "How would you acted in the place of the hero of the story?
Sincwine.
Translated from French, the word "cinquain" means a poem consisting of five lines. Compiling a syncwine requires the student to in short terms summarize educational material, information that allows you to reflect on any occasion. This is a form of free creativity, but according to certain rules.
On the first line, one word is written - a noun. This is the theme of syncwine.
On the second line, you need to write two adjectives that reveal the theme of syncwine.
On the third line, three verbs are written that describe actions related to the theme of syncwine.
The fourth line contains a whole phrase, a sentence consisting of several words, with the help of which the student expresses his attitude to the topic. This can be a catch phrase, a quote, or a phrase compiled by the student in context with the topic.
The last line is a summary word that gives a new interpretation of the topic, allows you to express your personal attitude to it. It is clear that the theme of syncwine should be, if possible, emotional.
Diamond.
Diamanta is a poetic form of seven lines, the first and last of which are concepts with the opposite meaning. This type of verse is composed as follows:
1st line is a noun, the topic is diamonds.
2nd line - two adjectives, revealing some interesting, characteristics phenomenon, object, stated in the theme of diamonds.
3rd line - three verbs that reveal actions, influences, etc., characteristic of this phenomenon.
4th line - associations related to the theme of diamonds (4 nouns, transition to antonymous concepts).
5th line - three verbs that reveal actions, influences, etc., characteristic of the phenomenon - antonym.
6th line - two adjectives (in relation to the antonym).
The 7th line is a noun, the antonym of the topic.
"INSERT" Reading text with notes:
I knew it
I did not know that,
It surprised me
I would like to know more.
Drawing up a table, the main provisions are written out from the text + -! ?
"Carousel"
Group work. Problem questions of an open nature are formulated according to the number of groups. It is necessary to prepare colored markers, A3 sheets with questions written on them /one for each/. At the teacher's signal, the sheets are passed clockwise. Students work together to answer each problematic issue without repeating. Making sense
"Gallery"
After the carousel, students' work is posted on the board. Each student casts their vote for the most accurate answer to each question. This way you can determine which group gave the best answer.
Six Thinking Hats
- White hat: Detailed and necessary information. Only facts.
- Yellow hat: A symbolic reflection of optimism. Exploring possible benefits and benefits.
- Black hat: Cautionary and makes you think critically. What could go wrong or go wrong. But don't abuse it.
- Red hat: Feelings, hunches and intuitive insights. And don't try to explain them.
- Green Hat: Focus on creativity, alternatives, new opportunities and ideas. This is an opportunity to express new concepts and concepts and use lateral thinking here.
- Blue hat: the position of "thinking", they talk about the essence, about what is connected with
Why- 6 W-.
- Descended from English word Why - with which the questions begin:
- Why? What for? For what reason?…
- Situation “Why?”, “Why?”, “Why?”,
"Yes, because..."
Techniques for developing forecasting skills
- True and False Statements
- At the beginning of the lesson, statements are given on new topic, which you need to evaluate as true or false and justify your decisions
- At the stage of reflection, you can invite the guys to make statements themselves and exchange them to assess their correctness.
Primary impulse, sensual experience of need, attraction to an object. Depending on the measure of awareness, S. as a dynamic tendency is expressed in the form of attraction or desire ... Great Psychological Encyclopedia
See attraction, longing, desire, lust... Brockhaus Bible Encyclopedia
STRIVING, aspirations, cf. Persistent attraction, a resolute orientation towards something, towards the achievement of some goal. The pursuit of glory. Evil intentions. "The natural school is accused of striving to portray everything from the bad side." ... ... Explanatory Dictionary of Ushakov
pursuit- DESIRE, pursuit, harassment STRIVE, stretch, gravitate, strive, outdated. to be attracted to STRIVE, to achieve, open chase, run to race, to tear… Dictionary-thesaurus of synonyms of Russian speech
A motive that is not presented to the subject in its subject content, due to which the dynamic side of activity comes to the fore ... Psychological Dictionary
STRIVING, I, cf. 1. see striving, xia. 2. Persistent desire for something. to achieve that implement; striving for something. Soul desires. youthful aspirations. Explanatory dictionary of Ozhegov. S.I. Ozhegov, N.Yu. Shvedova. 1949 1992 ... Explanatory dictionary of Ozhegov
- (volzh.) the main jet of the current in the fairway. Samoilov K.I. Marine Dictionary. M. L .: State Naval Publishing House of the NKVMF of the USSR, 1941 ... Marine Dictionary
English inspiration; German Bestreben/Streben. Primary impulse, sensual experience of need, attraction to an object. Depending on the degree of awareness, S. (as a dynamic tendency) is expressed in the form of attraction or desire. Antinazi.… … Encyclopedia of Sociology
pursuit- violent (V. Ivanov); hot (Tang); greedy (Balmont, Andreev); cherished (Nadson); unstoppable (Ertel); relentless (Fet); tireless (Sologub); fiery (Kruglov); ardent (Fet); passionate (Merezhkovsky); pure (Nadson) Epithets of literary ... ... Dictionary of epithets
pursuit- the desire of the subject is revealed, the demonstration to desire free love modality, the desire for time to seek continuation, modality, the desire to crave truth is modality, the desire to desire bliss is modality, the desire ... ... Verbal compatibility of non-objective names
Books
- , Adizes Yitzhak Calderon. About the book All living beings go through stages of growth and decline on a trajectory from birth to death. However, organizations do not have to age. They can stay at their peak in…
- Strive to flourish. How to Succeed in Business Using the Adizes Methodology by Adizes Yitzhak Calderon. About the book All living beings go through stages of growth and decline on a trajectory from birth to death. However, organizations do not have to age. They can stay at their peak in…
State Institution "Secondary School No. 22 of the Department of Education of the Akimat of the City of Kostanay"
Constructivist teaching: 7 modules of the Program.
Chemistry and biology teacher: Ungefug Marina Vladimirovna
At present, the fact of the greatest impact on the learning process and the results of students is not so much the activity of school administrations and education system management bodies to provide teachers with appropriate resources, but the daily work of the teacher himself in the classroom, aimed at educating and developing students. rod figure in improving the performance of schools and ensuring the success of student learning today is a teacher .
Modern scientific and pedagogical literature presents a sufficient number of facts confirming the feasibility and success of using the developed key principles for organizing and planning educational work used by many teachers around the world.
A strong belief in how subjects are to be taught has a more significant impact on the teacher's actions in the classroom than any methodology or textbook.
solutionpyramid
Installation
belief
The modern world dictates new requirements to us, and this primarily concerns education. We must strive forachieving a new quality of education, which corresponds to the main task of Kazakhstan's educational policy. P therefore to replace traditional teaching, main characteristic features which is transmission of ready-made knowledge from the teacher to students and the predominance of the teacher's monologue, and which is currently the leader in the school, should come constructivist teaching, which will be manifested in the integration of existing knowledge with new ones obtained independently from various sources, with a predominance of dialogue in learning.
The main objective of the Program is to help Kazakh teachers evaluate and improve their teaching practice.
Program modules:
1. New approaches in teaching and learning.
2. Teaching critical thinking.
3. Assessment for learning and assessment of learning.
4. Use of ICT in teaching and learning.
5. Teaching talented and gifted students.
6. Teaching and learning in accordance with the age characteristics of students.
7. Management and leadership in learning.
NEW APPROACHES TO TEACHING AND LEARNING
1. Development of dialogic conversation in the classroom
Conversation in learning is not a one-way communication process, but rather a reciprocal process in which ideas flow in two directions and on this basis move the student's learning forward. In dialogue, students (as well as their teachers) are equal partners, making every effort to achieve an agreed result and experiencing and developing joint learning or involvement in the “thought exchange” process. The exchange of thoughts can be achieved through dialogue with the students, however, the students can conduct it among themselves in the process of joint research.
Three types of conversation Mercer (2000):
· conversation - debates, disputes,
· cumulative conversation (knowledge sharing),
· research conversation.
Five types of dialogue (Alexander, 2008) :
Mechanical memory (learning facts, ideas and daily activities through constant repetition);
Recitation (the accumulation of knowledge and understanding through questions designed to test or stimulate memory of what has previously been encountered, or to provide clues for students to think about an answer based on the clues given in the question);
Instruction/statement (explaining to the student what to do and/or conveying information and/or explaining facts, principles or procedures);
Discussion (exchange of ideas in order to share information and solve problems);
Dialogue (achieving mutual understanding through structured, cumulative questioning and discussion that contributes to the reduction of alternatives, minimizing risk and error, accelerates the "transmission" of concepts and principles
2. Learning how to learn. Self-regulation.
The title of the module "Teaching How to Learn" is consistent with the process of "self-regulation" in which students develop the ability to understand, control and track learning experiences through the process of metacognition. Three components (dimensions) of metacognition:
Knowing yourself as a student;
Knowledge, understanding and evaluation of goals and objectives;
Knowing and monitoring the strategies needed to complete tasks.
Three elements of self-regulated learning:
Self-direction in the process of working on tasks;
Self-determination by the student of the problem and goal;
Self-selection of strategies to achieve goals and solve problems.
CRITICAL THINKING TRAINING
Critical thinking is a disciplinary approach to comprehending, evaluating, analyzing and synthesizing information obtained as a result of observation, experience, reflection or reasoning, which can later serve as a basis for action. At a basic level, the critical thinking process includes:
Collection of relevant information;
Evaluation and critical analysis of evidence;
Guaranteed conclusions and generalizations;
Revision of assumptions and hypotheses based on considerable experience.
Mercer defined 3 forms of argument in class discussion:
Disputable conversation, when students compete and do not want to accept the point of view of another person;
Cumulative conversation, in which students build constructively and uncritically on each other's views;
An exploratory conversation that continues through critical reflection and reasoned reasoning, where proposals can be questioned and counter-disputed.
The main features considered in the critical thinking of children:
Rationality.The desire to find the best explanation, asking questions instead of looking for definitive answers; requirement and consideration of any evidence; reliance on reason, not on emotions.
open-mindedness. Evaluation of all findings; consideration and recognition of many possible points of view or perspectives; the desire to remain open to alternative interpretations.
Judgment.Recognition of the extent and significance of the evidence; recognition of the relevance and merit of alternative assumptions and perspectives.
Discipline. Striving to be accurate, comprehensive and exhaustive (taking into account all available evidence and taking into account all points of view).
Self-awareness.Awareness of the subjectivity of our own assumptions, prejudices, points of view and emotions.
ASSESSMENT FOR LEARNING AND ASSESSMENT FOR LEARNING
Assessment goals: determining the complexity of learning, feedback, motivation, forecasting and selection, control and implementation of the standard, control of the content of the educational program and teaching style.
Formative - assessment for learning. Summative - assessment of learning.
Characteristics of the types of assessment: observation, interpretation (identification of interest), conclusion.
Assessment for learning is a data mining and interpretation process used by students and their teachers to determine where students are in their learning process, where they should progress, and how best to reach the required level.
The purpose of learning assessment, on the contrary, is the summation of what the student has learned so far.
The study cited above found that improving learning through assessment depends on five deceptively simple key factors:
1. Provide effective feedback to students.
2. Active participation of students in their own learning.
3. Changing the teaching, taking into account the results of the assessment.
4. Recognition of the significant impact of assessment on the motivation and self-esteem of students, which, in turn, has a decisive impact on learning.
The need for students to be able to evaluate themselves and understand how to improve their learning.
USE OF ICT IN TEACHING AND LEARNING.
The development of information and communication technologies (ICT) requires timely changes in the system of their use in assessing knowledge, which leads to changes in teaching methods, methods and technologies.
Although the use of ICT does not provide an opportunity to provide an exhaustive understanding of the subject, nevertheless, they can facilitate the comprehension of a general idea about it, having flexibility in obtaining and using knowledge. The teacher must know not only the subject being taught, but also ways to improve its teaching through the application of new technologies.
Technology at school can be represented as:
TV broadcast
Digital TV
Internet/WWW
cell phones
portable devices
Computers/laptops
Use of digital video
Software (software)
Digital literacy is the ability to locate, organize, understand, evaluate and create information using digital technologies.
TRAINING OF TALENTED AND GIFTED STUDENTS.
Teachers, as a rule, strive to create a favorable environment for achieving maximum success in teaching students. For talented and gifted students, this task is much more difficult and requires thought, discussion and careful planning. Various theories and strategies are aimed primarily at determining the content of student learning within the framework of an appropriate educational program. teachers primary schools should view themselves as "talented observers", constantly looking for manifestations of ability or talent.
Criteria for talented and gifted students:
Memory and Knowledge: They have an excellent memory; they not only know, but also know how to use information;
Self-education: they know better than others how the learning process goes and are able to regulate your training;
Quick Thinking: They spend more time planning but arrive fasterto the implementation of plans;
Problem solving: they add information, identify inconsistencies, comprehend faster essence;
Flexibility: Despite thinking more organized than others, they can seeand make alternative learning decisions and solve problems in a different way;
Love for complexity: to stimulate interest, they tend to more complex games and tasks;
Concentration: They have an exceptional ability to concentrate their will ona long period of time, starting at an early age;
Early symbolic activity: They can speak, read and write from an early age
For these students, it is supposed to deepen, complicate tasks in the classroom and complicate programs, as well as an external form of education.
Change Model curriculum based on three points:
Content changes (including process and product);
Changes in method;
Changes in the learning context.
TEACHING AND LEARNING ACCORDING TO THE AGE CHARACTERISTICS OF STUDENTS.
cognitive development represents the student's ability to learn and solve problems, correlates with the development of learning ability, as well as the development of attention, speech skills, reflection, reasoning and creativity.
behavioral direction in psychology considers the use of experimental procedures to study behavior in relation to the environment.
Researchers such as Edward L. Thorndike developed the C-R (stimulus-response) theory of learning based on this idea. They noted that the reaction is strengthened or weakened as a result of behavior. Skinner developed this point of view, and it is now better known as "operant conditioning": rewarding what you would like others to repeat; ignoring or punishing behavior that you think should stop.
If the behaviorists studied the environment, then the followers of the Gestalt theory turned to the mental processes of the individual. Thus, they were more interested in consciousness as an action or process of obtaining knowledge.
Jerome Bruner explored the possibilities of the relationship between the mental process and teaching, emphasizing the importance of learning through discovery. This theory emphasizes the active participation of children in the learning process.
Humanistic approach to learning
This approach focuses on human growth. The founders of this approach are Maslow and Rogers. This approach focuses on the human potential for growth. Attitude towards oneself is “the main feature of humanistic psychology”.
Socio-situational approach to learning (emphasis on such concepts as observation, attention, memory, speech, thinking, reasoning, moral judgment, theory of mind, creativity).
CONTROLAndLEADERSHIPIN TRAINING
Teacher Leadership Development Work (TLD) is a specific form of teacher leadership development support, the essence of which is that teachers, in positions of responsibility or not, must:
Take the initiative to improve practice;
Make strategic decisions with colleagues to make changes;
Collect and use facts in joint activities;
Contribute to the creation and dissemination of professional knowledge.
This program is aimed at preparing:
ü Teachers who are initiators, influencing the learning process, caring and enthusiastic about teaching and learning.
ü Teachers who are aware of what each student thinks and knows how to shape their understanding of the subject; construct knowledge and practical experience in the context of this knowledge; have professional knowledge and understanding their content to provide feedback so that each student progresses through the levels of the educational program.
ü Teachers who know the learning objectives and lesson success criteria, know to what extent they meet these criteria with their students, and know what to do next to bridge the gap between existing knowledge and students' conscious standards of success: “Where to go next?”, “ How to proceed?”, “What to do next?”.
ü Teachers who can improve, receiving an impulse from a single idea to many ideas, synthesize and further replenish and deepen them in such a way that students can reproduce and independently form these ideas. Such a situation is not a transfer of ready-made knowledge or ideas, but the construction of this knowledge and ideas by students, which is fundamental.