Pursuit. Critical reflection on what children have learned Evaluation of all conclusions Consideration and recognition

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, it is not. 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 a 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.

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 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 path 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:

1. 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.
2. Identify key points, assumptions, or hypotheses that structure the examination of the evidence or determine the later actions that underlie the arguments.
3. Analyze how these key components, visual and verbal 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. Establish links between the various sources that shape and support your ideas.
6. Assess the legitimacy and validity of your research evidence, and how the evidence supports or contradicts your assumptions and emerging ideas.
7. Apply the knowledge gained from interpreting the answers to the research questions.
8. 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 a 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.

1. The group receives a common task on the topic.
2. Each member of the group receives "his" object of study.
3. Collection of information about the object.
4. Sharing information in a group.
5. Highlighting the main part of the table for remembering.
6. Filling in the table.
7. Writing a collaborative study on a topic.
8. Research presentation.

Bloom Chamomile.

"Daisy" consists of six petals, each of which contains a certain type of question. Thus, six petals - six questions:

1. Simple questions - questions, answering which, you need to name some facts, remember and reproduce certain information: "What?", "When?", "Where?", "How?".
2. 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 for feedback on what they have just said. Sometimes they are asked in order to obtain information that is not in the message, but is implied.
3. 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.
4. 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 ...?".
5. 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.
6. 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 briefly summarize the educational material, information, which allows him 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, characteristic features of the phenomenon, the subject declared in the topic 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 jointly answer each problematic question without repeating themselves. 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-.

1. Derived from the English word Why - with which questions begin:
2. Why? For what? For what reason?…
3. Situation “Why?”, “Why?”, “Why?”,

"Yes, because..."

Techniques for developing forecasting skills

1. True and False Statements
2. At the beginning of the lesson, statements are given on a new topic, which you need to evaluate as true or false and justify your decisions.
3. At the stage of reflection, you can invite the guys to make statements themselves and exchange them to assess their correctness.

Coaching Plan
on the topic "Development of critical thinking"
Lesson Topic: Module Development of Critical Thinking

General goals: To create conditions for acquaintance with the concept of "critical thinking". 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 tasks; a list of basic critical thinking skills, which includes observation, interpretation, analysis, conclusions, evaluation, explanations, metacognition, what is Bloom's taxonomy.
They will form a positive attitude towards the development of students and the development of critical thinking, as thinking about thinking. Revise their pedagogical methods to encourage students to participate in group work and take into account alternative opinions and solutions, a willingness to imagine. Teachers will learn to distinguish and formulate higher and lower level questions.

Key Ideas:

Critical thinking can manifest itself whenever there is a process of reasoning, drawing 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 reasonable and reflective way.
Critical thinking often involves a willingness to imagine or consider alternative solutions, to introduce new or modified ways of thinking and acting; a commitment to organized social action and the development of critical thinking in others. The list of basic critical thinking skills includes observation, interpretation, analysis, inference, evaluation, explanation, metacognition.

Stages of the lesson Time

90 minutes Coach activities and participants activities

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 Marmosetki means.
Are you familiar with this word? Who is this? What is this? Where did you see? (speculation)
Once I was lucky with my parents to visit where I saw marmazettes. They were dark in color, with white, red, and silver-brown hues.
Has your opinion changed?
I was struck by their size (10-20 cm).
Is it a thing or a being?
I wanted to buy them, but I don't know where they are sold.
Can you advise where to buy them?
The journey through 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 don't fly, maybe they crawl.
Is it a human or an animal?
In Kazakhstan, I have not met them, but they can be seen in the zoo or in the circus.
Did you guess? Who is this? What is this?
They are somewhat similar to us humans.

- Young children ask a lot of questions, especially with the word "why". They learn 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 pattern. Some have their own vision of the surrounding space. An example is the drawings of a 14-year-old schoolgirl
Viewing drawings (slides) by CM

B) AOD: In the T-table (reception "Flight log") write down the definition of "What is KM?"
What definitions did you write down?
-Was it easy to articulate?
C) Determining your level of knowledge (reception "Man on a tree").
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 answered?
Studying theoretical questions 20 min Studying theoretical material - getting to know the information on the sheets.
1) Independently read the text individually, make notes in the margins in accordance with the "Insert" strategy
2) Discussion after completing tasks:
-What information was familiar to you?
-What information is new?
-What surprised you?
-What do you need to know more about?

Practical part 20 min Consolidation and deepening of the studied
1) Structure information about critical thinking in the proposed form:
1 group "Cluster"
Group 2 "Denotative graph"
Group 3 Table "Strength-weakness-risk - opportunities"
2) Protecting the work of the speaker. Information about the strategy used.
Warm up
3) Summing up (the answers to the questions are discussed in the group, then the general discussion):
What does it mean to be critical of something?
Why can't CM be identified with memorization or creative thinking?
- What algorithm should be used to form CM?
4) Highlighting the main aspects of critical thinking (according to D. Kluster) and the structure of the lesson using critical thinking techniques (slides)
Research talk:
Why is the development of memory not yet thinking?
Why is understanding one of the prerequisites for CT?
What is the difference between CM and other types of thinking?
-What intellectual skills help to form CM?
— What five aspects distinguish CM from other types? (according to D. Kluster
5) Reflection
-Write down the definition of KM in the T-table.
Compare your definition with what you wrote down. What are the similarities and differences?
What does it mean to "think critically"?
Reflection 15 min 6 de Bono hats.
Task: to represent the relationship to the KM module through the position of the "hat"
Reflection on learning
How has your understanding of critical thinking changed?
-What hindered you in the training?
Tree of our desires Technique "Five fingers"
Summing up personal growth - determining the location of the "Man on the tree"

DEVELOPMENT OF CRITICAL THINKING
The category "critical" used in the concept of "critical thinking" means the concentration of thinking on the process of solving an issue or problem. "Critical" in this context does not mean "disapproval" or "denial". Critical thinking can occur whenever there is a process of reasoning, drawing 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 reasonable and reflective way.
Critical thinking can be thought of as "thinking about thinking".
It involves the ability to reason on fundamental issues and reflect on practical experience. It is assumed that teachers, as subjects with a pedagogical education and improving their qualifications, have developed these skills and use them in practical work.
Critical thinking is a leading modern pedagogical concept relevant for the development of teaching and learning in Kazakhstan.
Critical thinking is a disciplinary approach to comprehending, evaluating, analyzing and synthesizing information obtained from observation, experience, reflection or reasoning, which can further serve as a basis for action. Critical thinking often involves a willingness to imagine or consider alternative solutions, to introduce new or modified ways of thinking and acting; a commitment to organized social action and the development of critical thinking in others.
The list of basic critical thinking skills includes observation, interpretation, analysis, conclusions, evaluations, explanations, metacognition.

At a basic level, the process of critical thinking involves:
. collection of relevant information;
. evaluation and critical analysis of evidence;
. reasonable conclusions and generalizations;
. correcting assumptions and hypotheses based on significant experience.
Along with more complex tasks, such as critical thinking in teaching and learning, it may involve recognizing unstated assumptions and values, problems and discovering effective means of 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 set up to use them in practice.

Critical thinking in relation to learners 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 learning and question the ideas of others.
Critical thinking skills include the following components:
. identification of problems and determination of real means of their solution;
. understanding the importance of priorities, hierarchy and sequence in solving problems;
. collection of relevant (relevant) information;
. setting contextual assumptions and priorities;
. understanding and using speech with clarity, clarity and objectivity;
. interpretation of data for the purpose of evaluating evidence and reasoning;
. establishing the presence (or absence) of a logical connection between sentences;
. drawing up conclusions and generalizations;
. examination of the obtained conclusions and generalizations;
. reconstruction of the original model of one's beliefs into a system of results of the acquired experience;
. formation of adequate judgments about specific things (phenomena, etc.) in the context of the realities of everyday life.
Critical thinking is a type of thinking that involves an analytical approach to comprehending, evaluating, and synthesizing information obtained as a result of observation, experience, reflection or reasoning, which can later serve as the basis for action.
The main characteristics of students' critical thinking:
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 conclusions; 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.
In general, critically thinking students
. are active, asking questions and analyzing evidence, consciously 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 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. The best way to do this is to encourage 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 the development of 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, 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 discussion with teachers and review and revision of temporary statements, children can be helped to build an understanding of their own learning processes, including:
. evaluation; . explanation; . metacognition.
Algorithm for the development of critical thinking
Steps children can take with outside help and the skills they will use in class work:
1. Review 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.
2. Identify key points, assumptions, or hypotheses that structure the examination of the evidence or determine the later actions that underlie the arguments.
3. Analyze how these key components, visual and verbal 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. Establish links between the various sources that shape and support your ideas.
6. Assess the validity and reliability of your research evidence, and how the evidence supports or contradicts your assumptions and emerging ideas.
7. Apply the knowledge gained from interpreting the answers to the research questions.
8. Argument the formulated conclusions and justify the relevance and significance.

Reception "Reading with INSERT marks"
This technique works at the stage of comprehension of the content.
I - interactive
N—noting marking
S—system system for
E - effective effective
R—reading and
T—thinking thoughts
This is marking text with icons as it is read.
 "V" - already knew
 "+" - new
 "-" - thought differently
 "?" I don't understand, I have questions
- After the first reading, students make notes in 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 "Logbook"
(filling in a table consisting of two columns: known information, new information)
What do I know about this topic? What did I learn from the text?

The Six Smart Hats Method
Method Essence
The method is used to activate various aspects of thinking for a more detailed discussion and improvement of general mental activity.
Method implementation algorithm
The six hats symbolize different aspects of thinking. Students are given a hat (real or fictitious), the color of which corresponds to a certain semantic load. Students need to carry out all mental operations (think, analyze, etc.) in a given context of the color of the hat. The purpose of using this method is to try to create an overall picture covering all aspects of a question or thought. The students of the class are divided into groups, each of which is given a hat of a certain color. The teacher is the initiator of the discussion.
Six Smart Hats (De Bono)
White hat: neutral position based on facts and objective information
Red hat: emotional position based on hunches, intuition, feelings
Black hat: critical, analytical position based on "negative" argumentation
Yellow hat: an optimistic position based on "positive" reasoning
Green hat: a creative position that reveals perspectives, opportunities, new ideas
Blue hat: a cold-blooded position that recognizes the priority of planned actions, clear organization, control and the obligation to make decisions
CLUSTER
Highlighting the semantic units of the text and graphic design in a certain order in the form of a bunch. Clusters - a graphic technique in the systematization of the material. Our thoughts are no longer piled up, but "piled up", that is, arranged in a certain order. The rules are very simple. We draw a model of the solar system: a 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, satellites have their own. Clusters help students when they run out of ideas during writing. The cluster system covers more information than you would get in a typical writing job.
Method "Strength-Weakness-Opportunity-Risk" (SSVR)
“Opportunities” and “risks” involve predicting potential consequences, while “strength” and “weakness” involve the formation of a list of positive and negative aspects, the actual state of the issue and the nature of previous actions.
Pupils are offered information for discussion or evaluation. Emerging ideas are recorded under the appropriate subheading (S-S-B-P).
The teacher is free 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 can ask the following questions:
What is the best? What is the worst? What can happen now? What can hinder future progress?
STRENGTH WEAKNESS

RISK OPPORTUNITY

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

Reflective teaching involves critical reflection on what students have learned. This requires researching, recording and evaluating the behaviors and critical thinking skills they display. These skills will be evident when performing tasks that require them to consider and discuss certain evidence. In this way, they learn, for example, about travel and transport (as it reflects the needs of people and concerns their lives), about continuity and change in certain historical periods, about the relationship between technology and the environment and its impact on socio-economic life. Any aspect of sociology or the humanities can also be discussed, such as childhood and family, cooking and food, clothing and shopping, leisure and sports, music and entertainment, and more. others

The main characteristics of students' critical thinking:

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 conclusions; 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.

In general, critical learners are active, asking questions and analyzing evidence, consciously applying strategies to determine meanings; they are skeptical about visual, oral and written evidence; open to new ideas and perspectives.

The following is a framework that can be used to reflect critically on one's own teaching and student learning:

1. Review the evidence you have obtained from observing student learning.

2. Be aware of the learning objectives that structure the assignments.

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

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

students.

5. Synthesize, combine these sources of information and your observations to reflect on the results of the activity, in general, on the scale of the whole class.

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