Research skills through the development of critical thinking. Striving Striving to find a better explanation for asking questions

Reflective teaching involves reflecting critically on what students have learned. This requires researching, recording, and evaluating 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 travel and transportation, for example, as it reflects the needs of people and affects their lives; about continuity and changes in certain historical periods, about the relationship between technology and environment and its impact on social and economic life. Any aspect of sociology can also be discussed or humanities, for example, childhood and family, food, clothing and shopping, leisure and sports, music and entertainment.

The main peculiarities, considered in critical thinking children:

Rationality. Striving to find a better explanation, asking questions instead of looking for categorical answers; claiming and recording any evidence; reliance on cause rather than emotion (although emotion does occur and may refer to self-awareness mentioned below).

Open-mindedness. Evaluating all findings, considering and accepting multiple possible points of view or perspectives; striving to remain open to alternative interpretations.

Judgment. Recognition of the extent and value of evidence, recognition of the relevance and merit of alternative assumptions and perspectives.

Discipline. Striving to be accurate, comprehensive and comprehensive (taking into account all available evidence and taking into account all points of view).

Self-awareness. Awareness of the subjectivity of our own assumptions, biases, points of view and emotions.

In general, critically-minded students active, asking questions and analyzing evidence, deliberately applying strategies to determine meanings; they skeptical treating visual, oral and written evidence with skepticism; open for new ideas and perspectives.

Below is the structure, which can be used to reflect critically over own teaching and over children's teaching:

1. Check out with evidence obtained by you as a result of observing the process of teaching children.

2. Realize learning objectives that structure assignments.

3. Analyze the relationship between learning objectives, on the one hand, and the way students work and their achievements, on the other.

4. Compare different levels of understanding and skills demonstrated by individual students.

5. Synthesize, combine these sources of information with your observations to reflect on the overall performance of the class.

7. Apply the understanding you gained from this critical appraisal in planning next task or project.

8. Justify using critical thinking to develop arguments, draw conclusions and conclusions; identifying outcomes for teaching and learning in social studies.

Visit the website Reflective teaching to familiarize yourself with the Learning Concept in Classroom Learning.

References

Alexander, R.J. (2001) Culture and Pedagogy: international comparisons in primary education. [Culture and Pedagogy: International Comparisons in Primary Education]. Oxford, Blackwell Publishers.

Alexander, R.J. (2008) Towards Dialogic Teaching. Rethinking classroom talk. [Towards dialogical teaching. Revisiting Class Conversation]. 4th edition, York, Dialogos.

Dewey, J. (1910) How We Think. [As we think]. London: Harrap.

Mercer, N. (2000) Words and Minds. [Words and Minds]. London: Routledge.

Pollard, A. (2012) 'Curricular Concepts'. [Learning Concept]. Reflective Teaching. Online at http: //www.rtweb.info/content/view/434/123/ (accessed February 19, 2012).

Schon, D. (1983) The Reflective Practitioner. How professionals think in action. [Reflecting practitioner. How professionals think in action]. London: Temple Smith.

Wolfe, S. & Alexander, R.J. (2008) 'Argumentation and dialogic teaching: alternative pedagogies for a changing world'. [Argumentation and Dialogical Teaching: Alternative Pedagogies for a Changing World], online at http://www.beyondcurrenthorizons.org.uk/wp-content/ uploads / ch3_final_wolfealexander_argumentationaltemativepedagogies_20081218.pdf (accessed February 19, 2012).

1. Bakhareva S.I. Development of critical thinking through reading and writing [Text], Textbook. Method. allowance. - Novosibirsk: Novosib. in-t p. qualifications and retraining. educators; Issue 2. - 2005.

2. Bryushinkin V.N. Critical thinking and argumentation [Text] / Critical thinking, logic, argumentation. / Ed. V.N. Bryushinkin, V.I. Markin. - Kaliningrad: Publishing house Kaliningr. state un-that. - 2003.

3. Bustrom R. Development of creative and critical thinking [Text]. - M .: Publishing house of the Institute "Open Society". - 2000.

4. Butenko A.V., Khodos E.A. Critical thinking: method, theory, practice [Text]; Textbook - method. allowance. - M .: Miros. - 2002.

5. Bustrom R. Development of creative and critical thinking [Text] ./ Materials of seminars on the project "Development of critical thinking through reading and writing." - 2000.

6. Zagashev I.O., Zair-Bek S.I. Critical Thinking: Technology Development [Text]. - SPb: Alliance-Delta. - 2003.

7. Zagashev I.O., Zair-Bek S.I., Mushtavinskaya I.V. We teach children to think critically [Text]. Ed. 2nd. - SPb: "Delta Alliance" joint venture with the publishing house "Rech". - 2003.

8. Zair-Bek S.I. Development of critical thinking in the classroom [Text]: A guide for the teacher. / S.I. Zair-Bek, I.V. Mushtavinskaya. M .: Education, 2004 .-- 175 p.

9. Critical thinking, logic, argumentation [Text] ./ Ed. V.N. Bryushinkin, V.I. Markin. - Kaliningrad: Publishing house Kaliningr. state un-that. - 2003.

10. Mokrausov I.V. et al. Technology for the development of critical thinking through reading and writing [Text]. - Samara: Pro. - 2002.

11. Nizovskaya I.A. Vocabulary of the program "Development of critical thinking through reading and writing" [Text]: Study guide... - Bishkek: OFZIR. - 2003.

12. Halpern D. Psychology of critical thinking [Text]. - St. Petersburg: Peter Publishing House. - 2000.

13. Shcherbo I.N. Development of critical thinking and the formation of responsibility of students for their level of education in history lessons [Text]. / / Education in a modern school. 2000. N 11-12.

14. Teacher and student: the possibility of dialogue and understanding [Text]; Volume l./Comp. E.A. Genike, E.A. Trifonov. // Under total. ed. L.I. Semina. - M .: Publishing house "Bonfi", 2002. - 239 p.

* This material over two years old. You can check with the author the degree of its relevance.

The requirements for the content of the expert's opinion are spelled out in Article 25 of the Federal Law of May 31, 2001 N 73-FZ "On State Forensic Expert Activity in Russian Federation". The document says that the expert / expert commission gives a written opinion on the basis of the research carried out, taking into account their results.

If the forensic examination was carried out in a state or non-state forensic expert institution, the signatures of the expert or a commission of experts are certified by the seal of this institution. The signature of a private expert, at the discretion of the person or body that ordered the forensic examination, may be certified.

What does the expert opinion contain?

• time and place of the forensic examination;
• grounds for the production of a forensic examination;
• information about the body or the person who appointed the forensic examination;
• information about the forensic institution, about the expert (surname, name, patronymic, education, specialty, work experience, academic degree and academic rank, position held), who are entrusted with the production of forensic examination;
• warning an expert in accordance with the legislation of the Russian Federation on responsibility for giving a knowingly false opinion;
• questions posed to an expert or a panel of experts;
• objects of research and case materials presented to the expert for the production of a forensic examination;
• information about the participants in the process who were present during the forensic examination;
• content and results of research, indicating the methods used;
• evaluation of research results, justification and formulation of conclusions on the issues raised.

Dedicated to the conclusion of the forensic examination of Art. 86 of the APC RF, art. 204 of the Criminal Procedure Code of the Russian Federation, art. 86 of the Code of Civil Procedure of the Russian Federation, clause 5 of Art. 26.4 of the Code of Administrative Offenses of the Russian Federation are quite similar in terms of the content of Art. 25 FZ GSED.

These articles indicate that the expert gives the conclusion only in writing, signs it and contains a detailed description of the research carried out, the conclusions made as a result of their findings and reasonable answers to the questions posed by the investigation and the court.

Three-part structure of the expert opinion

The conclusion of a forensic examination, the form and content of which practically does not differ in criminal, civil and arbitration proceedings, traditionally has a certain structure and usually consists of three parts.

1. Introductory part

• number and name of the case for which the expert examination was appointed;
• a brief description of the circumstances of the case related to the investigation;
• information about the body and the person who appointed the examination, the legal basis for the appointment of the examination (resolution or determination);
• the name of the expert institution, initial information about the person (or persons) who performed the examination (surname, name, patronymic, education, expert qualifications, academic degree, title, experience of expert work);
• kind and type of expertise.

Also, the introductory part lists all the materials received for examination, the method of their delivery, as well as questions submitted to the expert's permission.

Questions resolved by an expert on his own initiative are also given in the introductory part of the conclusion.

If the examination is commission, complex, additional or repeated, this is indicated in the introductory part of the conclusion, which also states when and by whom the previous examinations were carried out, what conclusions the experts came to and what are the grounds for appointing a repeated or additional examination.

None of the procedural code, as well as the Federal Law of the GSED, does not give a forensic expert the right to reformulate the issues submitted for his resolution. He can only apply to the investigator or the court with a request for additional materials.

2. Research part

• the type of packaging of the objects submitted for examination, its integrity, details;
• the condition of these objects and comparative samples;
• the research process by stages with a description of its methodology, conditions for the application of certain methods.

Based on the study, it is given scientific explanation identified diagnostic and identification signs, and this description should be logically justified and lead to final conclusions.

If the examination was complex or in the course of it comprehensive studies were carried out, the research part ends with the so-called synthesizing part, where experts who are specialists in different types or methods of examination summarize the information obtained separately to formulate a general answer to the question posed.

3. Conclusions

A conclusion is a short, precisely formulated, non-ambiguous answer of an expert to a question posed.

The formulation of conclusions occurs at two levels:

• in the course of the research, the expert forms a certain judgment, which forms the basis of the intermediate conclusion;
• after the completion of all studies, final conclusions are formulated.

From an epistemological point of view the conclusions of the expert must satisfy the principles of qualification, certainty, availability.

What are expert conclusions?

Expert conclusions by definition subdivided into categorical and probable (conjectural).

Definitive conclusion- this is a reliable conclusion about a fact, regardless of the conditions of its existence. It can be categorically positive or categorically negative. For example, that the signature in the will was made by citizen N. or the footprint at the scene of the incident was formed by the left shoe of citizen M. (an example of a categorically positive conclusion).

Probable conclusion- this is a reasonable assumption (hypothesis) of the expert about the established fact. Usually reflects an incomplete internal psychological conviction in the reliability of the arguments, the average statistical proof of the fact, the impossibility of achieving full knowledge... Probable conclusions admit the possibility of the existence of a fact, but also do not exclude an absolutely different (opposite) conclusion.

In relation to the established fact, the expert's categorical or probable conclusion can be affirmative (positive) and negative, when the existence of a fact is denied, about which a certain question is posed to the expert. By the nature of the relationship between the inference and its basis, conclusions are divided into conditional ("if ... then ...") and unconditional.

Unconditional withdrawal is an admission of fact, not limited by any conditions. Conditional conclusion means recognition of a fact depending on certain circumstances, the reliability of prior knowledge, proof of other facts, for example, the text of the document was not made on this laser printer, provided that the printer was not repaired. Such a conclusion can also be expressed in a categorical and probable form.

Alternative conclusion the expert formulates if, as a result of the research, he did not manage to come to a single solution to the issue. An alternative conclusion assumes the existence of any of the mutually exclusive facts listed in it. Such a conclusion is a strictly separating judgment, indicating the possibility of the existence of any of the mutually exclusive facts listed in it, the need for the investigator (court) to choose any one of them and to recognize it as taking place in reality.

Important! Only categorical conclusions can be the basis of a court decision in a case.... Only they have evidentiary value.

An opinion with categorical conclusions serves as evidence in the case. A probable conclusion cannot be evidence, but only allows one to obtain orienting, search information, suggest versions that need verification. Possible conclusions should in no way be ignored, they must be used, but thoughtfully and carefully, since they do not exclude the existence of opposite options in the case.

The expert opinion can be illustrated with photographs, designed in the form of photo tables, diagrams, diagrams, drawings and other visual materials, which are considered as an integral part of the conclusion. A certificate of the costs of the examination is also attached to be included in the legal costs. The text of the conclusion (each page), as well as conclusions and illustrative materials are signed by the expert who performed the research.

As former Central Intelligence Agency analyst Morgan Jones writes in Intelligence Problem Solving, there are seven features of consciousness that have the most negative impact on our ability to analyze and solve problems. Most of them are not amenable to 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 raise it. Man is an emotional creature. Feelings suppress our ability to think logically. You can fight this: if emotions tear you apart, delay 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 it will be possible to control mental processes and resolve the issue as constructively as possible. Unfortunately, this is not so. Our subconscious tends to simplify, which negatively affects our rational thinking. The brain goes for tricks that we don't even notice. Psychologists call such an action a reflex action, and Morgan Jones calls 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 give him a rating in accordance with our stereotypes about diets. We do not make decisions - the brain does it automatically, taking the shortest path. It is impossible to "teach" the mind to work differently.

The desire of the subconscious to simplify on the basis of stereotyped ideas manifests itself in many ways: in prejudices, personal inclinations, hasty conclusions, insights and intuition.

3. Prism of templates

The human mind instinctively perceives the world through the prism of templates, writes Morgan Jones. For example, people's faces are a template. We recognize those whom we have already seen before. The mind finds a familiar pattern, and then communicates a name and other information associated with that pattern to our minds. Or when the light in the apartment suddenly goes out, then we do not panic: we know that electricity will appear, because we have already faced 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 seemed familiar and draw the wrong conclusions. This stereotype determines racial, ethnic, and all other forms of bigotry.

4. Bias and false assumptions

Prejudice is the subconscious belief that sets the tone for our behavior and determines our reactions. Prejudices are formed unconsciously, which is why we all have them. They are not as bad as they seem. Thanks to the prejudices that have formed, we easily repeat the usual actions. For example, we cook soup or hold a spoon.

Thanks to habits, a person becomes smarter and smarter. The problem is that we ignore new information that does not correspond to the prevailing prejudices. Unbeknownst to us, prejudice destroys objective truth.

5. The desire to find an explanation for everything

We strive to explain everything that surrounds us. Although these explanations are not always correct, they help us cope with dangers and ensure the survival of humans as a species. When we have a goal, when we see meaning in something, then it becomes easier to live. But this same trait leads us to a dead end: finding an explanation for something, we no longer think whether it is true. We are not trying 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 accept only those facts that confirm our opinion. The brain works equally well for 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. Inclination to hold wrong beliefs

Many of the beliefs we hold dear are wrong. If we do not want to perceive reality, then we convince ourselves that this is not true. Seizing on wrong beliefs has a devastating effect on our ability to analyze situations and solve problems.

Coaching plan
on the topic "Development of critical thinking"
Topic of Lessons: Module Critical Thinking Development

General objectives: To create conditions for acquaintance with the concept of "critical thinking". To prepare teachers to accept the ideas of critical thinking, understand its tasks, the ability to implement the basic principles of critical thinking in their activities, know the list of basic critical thinking skills.
Learning outcomes: Teachers will know what critical thinking is, understand its objectives; a list of essential critical thinking skills, which includes observation, interpretation, analysis, conclusions, assessment, explanations, metacognition, what Bloom's taxonomy is.
They will form a positive attitude towards the development of students and the development of critical thinking, as thinking about thinking. Will revise their pedagogical methods work in a way that encourages students to participate in group work and take into account alternative opinions and decisions, a willingness to imagine. Teachers will learn to distinguish and formulate high and low level questions.

Key ideas:

Critical thinking can occur whenever there is a process of reasoning, formulating conclusions, or solving a problem, i.e. - whenever it is necessary to establish what to believe, what to do, and how to do it in a rational and reflective way.
Critical thinking often involves a willingness to imagine or take into account alternative solutions, introduce new or modified ways of thinking and acting; commitment to organized public action and developing critical thinking in others. The list of basic critical thinking skills includes observation, interpretation, analysis, conclusions, evaluation, explanations, metacognition.

Stages of the lesson Time

90 minutes Coach and participant actions

Introduction 3 min Warm-up "Interview".
Formation of a collaborative environment.
Seating in groups at will
Goal setting 10 min 1. Formation of motivation
Intellectual game"Marmosets" (on slides)
With the help of leading questions, say what the word Marmosets means.
Is this word familiar to you? Who is this? What is it? Where have you seen? (assumptions)
Once I was lucky with my parents to visit the place where I saw the marmazettes. They were dark in color, with shades of white, reds, and silvery brown.
Has your opinion changed?
I was amazed by their size (10-20 cm).
Is it a thing or a creature?
I wanted to buy them, but I don't know where they sell them.
Can you advise where you can buy them?
The trip to Latin America was the most impressive. What I told you about is found in the Amazon, Colombia, Ecuador and Peru. You have seen them, but they are larger.
They do not fly, they may crawl.
Is it a man or an animal?
I have not met them in Kazakhstan, but they can be seen in the zoo or in the circus.
Have you guessed? Who is this? What is it?
They are somewhat similar to us, people.

- Young children ask a lot of questions, especially with the word "why". They get to know the world and try to get to the bottom of the meaning of many objects and things. Over time, many begin to think stereotypically, in a template. Some have their own vision of the surrounding space. An example is the drawings of a 14-year-old schoolgirl.
Viewing figures (slides) by CM

B) AOZ: In the T-table (reception "Flight log"), write down the definition "What is CM?"
-What definitions did you write down?
- Was it easy to formulate?
C) Determination of your level of knowledge ("Man on a tree" technique).
D) Summing up for the formation of the target space and motivation for activity.
- Do we have enough knowledge to develop critical thinking in practice?
-What questions do you want answers to?
Study of theoretical issues 20 min Study of theoretical material - acquaintance with the information on the sheets.
1) Read the text on your own, make notes in the margins in accordance with the "Insert" strategy
2) Discussion after completing assignments:
-What information was familiar to you?
-What information has become new?
-What surprised you?
-What do you need to learn more about?

Practical part 20 min Consolidation and deepening of what was learned
1) Structure information about critical thinking in the proposed form:
1 group "Cluster"
2 group "Denotate graph"
Group 3 Table "Strength-Weakness-Risk - Opportunities"
2) Protection of the work by the speaker. Information about the strategy used.
Warm up
3) Summing up (the group discusses the answers to the questions, then a general discussion):
- What does it mean to be critical?
- Why CM cannot be equated with memorization or creative thinking?
- What algorithm should be used to form the CM?
4) Highlighting the main aspects of critical thinking (according to D. Kluster) and the structure of the lesson using the techniques of critical thinking (slides)
Research talk:
- Why is the development of memory not yet thinking?
- Why is understanding one of the preconditions for CM?
-What is the difference between CM and other types of thinking?
-What kind of intellectual skills help to form CT?
- What are the five aspects that distinguish CM from other types? (according to D. Kluster
5) Reflection
- Write down the definition of KM in the T-table.
- Compare your definition and what you wrote down. What are the similarities and differences?
- What does it mean to think critically?
Reflection 15 min 6 de Bono hats.
Assignment: to represent the attitude to the CM module through the position of the "hat"
Reflecting on Learning
-How has your understanding of critical thinking changed?
-What hindered you in the training?
The Tree of Our Desires Five Fingers Technique
Summing up the personal growth - definition places of position "Man in a tree"

DEVELOPING CRITICAL THINKING
The category "critical" used in the concept of "critical thinking" means the concentration of thinking on the process of solving a question or problem. “Critical” in this context does not mean “disapproval” or “denial”. Critical thinking can occur whenever there is a process of reasoning, formulating conclusions, or solving a problem, i.e. - whenever it is necessary to establish what to believe, what to do, and how to do it in a rational and reflective way.
Critical thinking can be thought of as thinking about thinking.
It presupposes the ability to reason on matters of principle and reflect on practical experience. It is assumed that teachers, as subjects with Teacher Education and improving their qualifications, these skills are developed and used by them in practical work.
Critical thinking is a leading modern pedagogical concept that is relevant for the development of teaching and learning in Kazakhstan.
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 further serve as a basis for action. Critical thinking often involves a willingness to imagine or take into account alternative solutions, introduce new or modified ways of thinking and acting; commitment to organized social action and the development of critical thinking in others.
The list of essential critical thinking skills includes observation, interpretation, analysis, conclusions, assessments, explanations, metacognition.

At a basic level, the critical thinking process involves:
... collection of relevant information;
... evaluation and critique of evidence;
... sound conclusions and generalizations;
... adjusting assumptions and hypotheses based on significant experience.
Along with more complex tasks such as critical thinking in teaching and learning, it can involve recognizing unsettled assumptions and values, problems, and discovering effective means solving them, understanding the importance of setting priorities in solving various problems. In addition to having formed critical thinking skills, the student or teacher must be motivated to use them in practice.

Critical thinking in relation to students is understood as the ability to synthesize information and ideas, the ability to judge the validity and relative importance of information and ideas, the ability to make choices about one's own learning and to question the ideas of others.
Critical thinking skills include the following components:
... identification of problems and determination of real means of solving them;
... understanding the importance of priorities, hierarchy and consistency in problem solving;
... collection of relevant (relevant) information;
... setting contextual prerequisites and priorities;
... understanding and using speech with clarity, clarity and objectivity;
... interpretation of data in order to evaluate evidence and reasoning;
... establishing the presence (or absence) of a logical connection between sentences;
... drawing up conclusions and generalizations;
... examination of the findings and generalizations;
... reconstruction of the initial model of their beliefs into the system of the results of acquired experience;
... formation of adequate judgments about specific things (phenomena, etc.) in the context of realities Everyday life.
Critical thinking is a type of thinking that involves an analytical approach to understanding, evaluating, and synthesizing information obtained as a result of observation, experience, reflection or reasoning, which can later serve as a basis for action.
Key characteristics of students' critical thinking:
Rationality. Striving to find a better explanation, asking questions instead of looking for categorical answers; claiming and recording any evidence; reliance on cause rather than emotion (although emotion does occur 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; striving to remain open to alternative interpretations.
Judgment. Recognition of the extent and significance of evidence; recognition of the relevance and merit of alternative assumptions and perspectives.
Discipline. Striving to be accurate, comprehensive and comprehensive (taking into account all available evidence and taking into account all points of view).
Self-awareness. Awareness of the subjectivity of our own assumptions, biases, points of view and emotions.
In general, critically-minded students
... proactive in asking questions and analyzing evidence, deliberately applying strategies to determine meanings;
... they are skeptical about visual, oral and written evidence;
... open to new ideas and perspectives.
Critical thinking of children and adolescents in the classroom
Critical thinking is traditionally associated with the later stages of education: with high school students high school and higher educational institutions... However, the foundations of critical thinking can also be developed in working with young children, from a very early stage in their learning, in order to develop the necessary skills. The best way to do this is by encouraging children to respond to evidence based on their own experience.
We have ample examples of lifestyle in various parts of the world and in different periods stories that can be used to motivate children's curiosity and develop their critical thinking skills.
Critical thinking involves developing skills such as acquiring evidence through observation and listening, taking context into account, and applying appropriate criteria for decision making. The critical thinking skills involved can be described as:
... observation; ... analysis; ... output; ... interpretation.
Processes and skills used in learning, for example, history or geography, may include:
... collection and grouping of such evidence as paintings, photographs, recording of memories;
... assessing the main sources and asking relevant questions about them;
... comparison and discussion of the main sources with situational conclusions and temporal generalizations;
... revision of assumptions and hypotheses as experience enriches.
At a later stage in the study of their work, through further discussion with teachers, consideration and revision of time reports, children can be helped to build an understanding of their own learning processes, including:
... assessment; ... explanation; ... metacognition.
Algorithm for the development of critical thinking
Steps children can take with outside help and skills they will use in classroom work:
1. Review information obtained from visual or oral evidence. The task can be applied to information obtained from reading primary primary sources, and to data collected from a survey or questionnaire, and to information collected from several secondary sources, such as a textbook, encyclopedia or website.
2. Identify the key points, assumptions, or hypotheses that structure the study of evidence or determine the later actions underlying arguments.
3. Analyze how these key components, visual and oral evidence are connected and interact with each other.
4. Compare and explore the similarities and differences between individual images or between different opinions and memories.
5. Synthesize by combining different sources of information to build an argument or set of ideas. Make connections between the various sources that shape and support your ideas.
6. Assess the validity and reliability of the evidence from your research, and how the evidence supports or contradicts your assumptions and emerging ideas.
7. Apply the knowledge gained from the interpretation of the answers to the questions underlying the research.
8. Argument the formulated conclusions and justify the relevance and significance.

The "Read with INSERT Marks" trick
This technique works at the stage of comprehending the content.
I —interactive interactive
N —noting marking
S - system system for
E - effective effective
R —reading and reading and
T —thinking reflections
This is marking the text with icons as it is read.
 "V" - already knew
 "+" - new
 "-" - thought differently
 "?" - did not understand, there are questions
- After the first reading, students mark the margins
- After the second reading, a table is filled in, in which the icons are the headings of the columns. Information from the text is summarized in the table.

Reception "Log book"
(filling a table consisting of two columns: known information, new information)
What do I know about this topic? What new have I learned from the text?

The Six Smart Hats Method
The essence of the method
The method is used in order to activate various aspects of thinking for a more detailed discussion and improvement of the overall mental activity.
Method implementation algorithm
The six hats represent different aspects of thinking. Students are given a hat (real or fictional), the color of which corresponds to a certain semantic load. Students need to carry out all mental operations (reflect, analyze, etc.) in the given context of the color of the hat. The purpose of using this method is to create a big picture covering all aspects of a question or thought. The students of the class are divided into groups, each of which is given a certain color of a hat. The teacher initiates the discussion.
Six smart hats (De Bono)
White hat: neutral position based on facts and objective information
Red Hat: An emotional stance based on guesswork, intuition, feelings
Black Hat: A Critical, Analytical Position Based on "Negative" Reasoning
Yellow Hat: an optimistic position based on "positive" reasoning
Green hat: a creative position that brings out perspectives, opportunities, new ideas
Blue hat: cold-blooded attitude, recognizing the priority of planned actions, clear organization, control and commitment to decision-making
CLUSTER
Selection of semantic units of text and graphic design in a certain order in the form of a bunch. Bunches are a graphic technique for organizing material. Our thoughts are no longer piled up, but "clustered," that is, they are arranged in a certain order. The rules are very simple. Draw the model solar system: star, planets and their satellites. In the center, the star is our theme, around it the planets are large semantic units, we connect them with a straight line with the star, each planet has its own satellites, and the satellites have their own. Clusters help students if their thoughts are depleted during writing. The cluster system encompasses more information than you would normally get in writing.
Method "Strength-Weakness-Opportunity-Risk" (SSVR)
"Opportunities" and "risks" imply the prediction of potential consequences, while "strength" and "weakness" - the formation of a list of positive and negative aspects, the actual state of the issue and the nature of previous actions.
Students are offered information for discussion or assessment. Ideas that arise are recorded under the appropriate subheading (C-C-B-P).
The teacher has the right to focus on one subheading and discuss it before moving on to the next. For example, students are given time to explore the "powers" of an idea before moving on to its "possibilities."
During feedback, the teacher may ask the following questions:
What's the best? What's the worst? What can happen now? What could hinder future progress?
STRENGTH WEAKNESS

RISK OPPORTUNITY

Denotate graph - [from lat. denoto - I also designate Greek. - I write] - a way of isolating the essential features of a key concept from the text.
A way to create a denotational graph:
... Highlighting a Keyword or Phrase
... Alternation of a name and a verb in a graph (the name can be one noun or a group of nouns in combination with others nominal parts speech; the verb expresses the dynamics of thought, the movement from a concept to its essential feature)
... The exact choice of the verb that connects the key concept and its essential feature (verbs denoting a goal - to direct, suggest, lead, give, etc .; verbs denoting the process of achieving a result - to achieve, to be implemented; verbs denoting the prerequisites for achieving a result - to be based, rely, be based; linking verbs, with the help of which the exit to the definition of the meaning of the concept is carried out)
... Splitting a keyword as the graph is built into words - "twigs"
... Correlation of each word - "twigs" with a keyword in order to exclude any inconsistencies, contradictions, etc.

Learning Critical Thinking as a Philosophy of Thinking: The Experience of a Certified Teacher.

It's not enough to have a good mind

the main thing is to use it correctly.

Rene Descartes.

Critical thinking is a leading modern pedagogical concept that is relevant for the development of teaching and learning in Kazakhstan.

It 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. Critical thinking often involves a willingness to imagine or take into account alternative solutions, introduce new or modified ways of thinking and acting; commitment to organized social action and the development of critical thinking in others.

The critical thinking process includes:

Collection of relevant information;

Evaluation and critique of evidence;

Reasonable conclusions and generalizations;

Revision of assumptions and hypotheses based on significant experience.

Critical thinking can include recognizing unsettled assumptions, values ​​and problems, as well as finding effective means of solving them, understanding the importance of setting priorities in solving problems.

Critical thinking is associated with the later stages of education: with students in upper secondary school and higher education. However, the fundamentals of critical thinking can be developed in working with junior schoolchildren from a very early stage in their training, in order to develop the necessary skills. The most optimal way for this is to stimulate students to prove based on their own experience.

Critical thinking involves developing skills such as acquiring evidence through observation and listening, taking context into account, and applying appropriate criteria for decision making. Critical thinking skills include:

Observation;

Analysis;

Output;

Interpretation.

To the characteristic features of critical thinking:

Rationality: striving to find a better explanation, asking questions instead of looking for categorical answers; claiming and reporting any evidence; reliance on reason, not emotion.

Open-mindedness: evaluating all findings; consideration and recognition of many possible points of view or perspectives; striving to remain open to alternative interpretations.

Judgment: recognition of the degree and significance of evidence; recognition of the relevance and merit of alternative assumptions and perspectives.

Discipline: Striving to be accurate, comprehensive and comprehensive.

Self-awareness: Awareness of the subjectivity of one's own assumptions, prejudices, points of view and emotions.

In general, critically-minded learners are proactive in asking questions and analyzing evidence, deliberately applying strategies to determine meanings; they are skeptical about visual, oral and written evidence; open to new ideas and perspectives.

When planning my lessons, I decided to familiarize myself more deeply with the methodology of this technology and try to introduce it into my teaching practice. I try to select assignments for lessons, firstly, taking into account the age characteristics of students, taking into account their abilities and capabilities, and secondly, in which all stages of critical thinking can be traced: challenge, comprehension, reflection.

At the challenge stage, the following strategies are present in my lessons: clusters, crosswords, associations, " Brainstorm". Here I offer riddles on a specific topic. When completing these tasks, a keyword appears, which is the name of the topic of the lesson. I select riddles such that they already contain a problematic question: “Why… ..?”, “How ……?”, “Why… ..?”, Which are high-order questions. Such questions require students to be able to expand, evaluate and analyze information based on the given examples from real life. To answer such questions, students show the knowledge that they received earlier and try to confirm what was said with examples from life, make assumptions, systematize information before learning new material, and ask questions that they wanted to get an answer to. This contributes to the development of speech, helps to express their thoughts in a logical sequence. I suggest high-level questions to give students the opportunity to develop and expand their thinking. As I listen to their responses, I try to focus the attention of students on important facts. Summarizing, students provide full meaningful answers.

Using the existing knowledge, students easily fill in the cells of the cluster, answering the question posed. During such work, I noticed that joint conversation is of great benefit, namely, it allows students to express their understanding of the topic, helps to realize that they all have different ideas, thoughts, contributes to the argumentation of their ideas, helps me, as a teacher, to understand what stage students are in the learning process. Thus, the previously acquired knowledge is brought to the level of awareness. Now they can become the basis for the assimilation of new knowledge, which gives students the opportunity to more effectively connect new information with previously known and consciously, critically approach the understanding of new information.

At the stage of reflection in my lessons, I use the strategy “INSERT"(Reading with notes). This work is aimed at maintaining interest in the topic while working directly with new information, gradually moving from the knowledge of the "old" to the "new".

In the lessons of literary reading and knowledge of the world, I offer students at the stage of comprehension reading the text with a stop. Children work with a familiar text, which was previously divided into parts, for each of them questions have already been formulated (simple facts, reproduction of information), clarifying, explaining (why?), Creative ones. In these lessons, as I learn new material, I pose high-order questions to the students before reading the text. At the first stage, students restore their own knowledge on the topic of the lesson, write down the questions of interest to them in a table. Everything that the students knew before is recorded in the I KNOW column for general attention and correction and without assessment. After reading the text, I propose to write down in the “LEARNED” column those facts that the students did not hear about, but, while working with the text, they learned. This work allows you to broaden your horizons, to comprehend the information received. After completing this work, the groups share their innovations, answer the questions given at the end of the text, compare the answers of their group with the answers of other groups, analyze their knowledge with the information given in the text. During the study of the topic, the third column is filled, i.e. answers to the questions posed, new information on the topic. When summarizing, I propose a strategy "Interrogation", in which students act as a student and teacher, pose open and closed questions. This work in pairs provided an opportunity for poorly motivated students to develop the ability to ask high-order questions and give a complete answer. I draw a conclusion for myself that the guys like this kind of work. When carrying out practical work on understanding the world, I use research conversations. During such work, each child offers information, expresses the results of his observations, ask each other questions, compare their results of the experiments with the results of participants in other groups, analyze, generalize, draw conclusions and come to a common opinion. When involving students in a research conversation, I use work in groups in which the participants have common problem, create joint understanding, exchange opinions, discuss and evaluate each other's ideas, create collective knowledge and understanding, namely, think together, think aloud: hypothesize and reason. Thus, at the stage of comprehension, when students come into contact with new information, reading the text, they learn to keep track of their understanding and not ignore the gaps, but write down in the form of questions what they did not understand for clarification in the future. Everyone speaks about what landmarks helped him in this. I try to teach children this kind of introspection. Further processing and consolidation of knowledge occurs in other forms of work: pair, group and individual work... There are two elements in group work: individual search and exchange of ideas, moreover, personal search necessarily precedes the exchange of opinions. It should be admitted that the students did not immediately understand and were imbued with the ideas of the new technology. They are accustomed to traditionally gaining knowledge from the teacher's explanations. But gradually they began to show interest in this work. Students take responsibility for their own learning.

At the stage of reflection, I very often use the "Free Writing", "Author's Chair" method. For several minutes, students try to reflect their own thoughts on the material studied in an essay. I offer students creative work to reflect the application of the acquired knowledge, skills and abilities. Each group, using additional resources, creates mini-projects that contribute to the development creativity, imagination, fantasy, aesthetic taste. Also, for reflection, I use games "What do you think ... ..?", "True - false", which allow me to see how much I have learned the new material.

Thus, another criterion for the effectiveness of the innovation process is being implemented. I try to contribute to the formation of a personality capable of continuous learning and self-education. The main goal of critical thinking is to develop intellectual abilities a student, allowing him to study independently, will lead to the following results, namely: high motivation of students, an increase in thinking capabilities, flexibility of thinking, his switching from one type to another; to develop the ability to independently design, build concepts and operate with them; to the development of the ability to transfer copyright information to others, subject it to correction, understand and accept the point of view of another person; to the development of skills to analyze the information received.

The use of the technology "Critical thinking" in the classroom activates the thinking of students, encourages participation in discussion, allows you to stimulate personal transformation, develops the ability to reflect on existing beliefs, as well as new information, respectfully respond to different opinions, develops the ability to ask your own questions, formulate and express their own opinions, think critically and flexibly.

I, as a teacher, observing the students and comparing their work in the first and fourth lessons, made a conclusion for myself:

Students began to work better in a group and in pairs, which allowed them to distribute responsibilities among members in a group, to identify leadership qualities;

Clearly and clearly learn to ask questions about the new material read;

They learn to analyze their work, express their thoughts more boldly, draw conclusions, confirming with examples from life.

In this regard, the speech became more saturated, the vocabulary was enriched. This technology contributes to the development of thinking skills.

Earlier, when I planned lessons, I paid more attention to the information that I myself prepared, selected and based on this information, further practical work... And now I plan the lessons so that they reflect the methods of critical thinking: the use of questions of low and high order, filling out the "ZUH" table, using a cluster, writing an essay and much more. By using strategies and critical thinking techniques in my lessons, I saw the productivity of the students. Indeed, in the process of completing these tasks using these methods, such goals are achieved as the ability to express one's thoughts clearly, confidently; the ability to work and collaborate in a group, the ability to develop their own opinions based on the knowledge gained, the ability to engage in their own learning. I cannot say that all my goals have been achieved 100%, but I can confidently say that I saw a shift in the course of the lesson. Students developed a keen interest in the subject. Applying the technology of critical thinking in my lessons, I can only list positive sides for the reason that it was precisely the techniques and methods of critical thinking that helped to decorate my lessons, develop the thinking of students, while an interest arose when working with text, the ability to work in a group with various sources of information appeared. The main feature of critical thinking is that students learn to work independently with the text, do the basic and comprehend their work, gain knowledge through dialogical learning, which in parallel helps to develop speech and enrich students with communication and reflection. Our task is to teach the child to speak competently, to develop the presence of spatial thinking, to systematically develop thinking in all lessons, to explore and develop creative talents. Critical thinking enables a child to learn about the world around him, to operate with the knowledge gained based on examples from life and is an active function of the intellect.

Using the technology "Critical Thinking" in your lessons, in my opinion, is an important step and the most relevant today. Thanks to the active implementation of this technology in the learning process, we will achieve the main thing - the development of students' thinking skills, which are necessary not only in study, but also in everyday life.

Summing up my lessons, I can say with confidence that the main activity in the lesson was the activity of the students, and the teacher acts as a coordinator of the activities of the students. In the future, my students and I will continue to practice the skill of clearly formulating the goals and objectives of the upcoming work, and making joint problem solving.

References

Teacher's Guide, 2012, p. 154-155.

RKMCHP ("school" "critical thinking")

1. Zagashev I.O., Zair-Bek S.I. Critical thinking: development technology. - SPb: Alliance-Delta, 2003 .-- 284 p.

   Zagashev I.O., Zair-Bek S.I., Mushtavinskaya I.V. We teach children to think critically. Ed. 2nd. - SPb: "Delta Alliance" joint venture with the publishing house "Rech", 2003. - 192 p.

   Nizovskaya I. A. Dictionary of the program "Development of critical thinking through reading and writing": Study guide. - Bishkek: OFTSIR, 2003 .-- 148 p.

   / Under total. ed. L. I. Semina. - M .: Bonfi, 2002. - (Tolerance: uniting efforts). - T. 1. / Comp. E. A. Genike, E. A. Trifonova. - 239 p .: tab.