Methods of critical thinking technology in primary school

Is more effective thinking possible? Yes, it, like other qualities and qualities of the mind, can be developed. In this case, we mean the ability to think. Especially for this, critical thinking technology is used in primary school. What is it? What is her purpose? What are the features of the implementation?

The goal of critical thinking technology

It is to help develop the thinking skills of students who will be useful to them not only in school, but also in life. So, the ability to make informed decisions develops, to analyze various aspects of phenomena and processes, to work with the available information. In short, the technology of critical thinking in the school makes it possible to implement an integrated approach in the upbringing and education of children. An important advantage is the presence of control by the student. Based on its goals, it can influence the direction of development and the end result.

Stages

It is recommended to use three stages of teaching the method:

1. Call. On this issue, it is necessary to force the student to ask himself what exactly he knows.
2. Comprehension. At this stage the student, under the guidance of the teacher (often also with the help of fellow students in the class) answers the questions that were put in the first stage.
3. Reflection. The child reflects and summarizes the knowledge that is relevant to this problem.

And now let's look at the techniques of critical thinking technology. It should be noted that there are significantly more of them, and in spite of the amount of information considered, this collection can still be supplemented.

Reading - summation in pairs

This technique can equally well be used to explain a new material or to consolidate what has been learned. It is best to apply this method in the third or fourth grade. Children are offered several different texts on the same topic. After reading on a large sheet, you need to record a brief summary. Then before the whole class it is necessary to reproduce the text, based on their notes. Other students are allowed to ask clarifying questions. After each text it is necessary to make a collective conclusion about what is their main idea and who has learned from them. This technology of critical thinking through reading and writing allows you to develop analytical skills and memory.

Five

The name of this method is determined by the number of stages in it. What can be the use of critical thinking technology of this type? Here is a strategy that can be embodied in reading. We analyze the theme of Russian folk tales:

1. We describe with the help of adjectives: magic, everyday.
2. Expression in one word: a fairy tale.
3. We describe the actions that we have to do: read, retell, teach, remember.
4. The phrase by which the pupil's attitude to the topic can be expressed: a fairy tale is a lie, but in it a hint.
5. We choose a synonym: fiction, fantasy.

Reading with stops

The use of critical thinking technology in this case is recommended in the presence of narrative text. So, it is initially necessary to offer students by its name to determine what will be discussed. During the lesson, the text should be read in parts. After each fragment, the students should be asked to make assumptions about how the plot will develop in the future. The teacher must select the optimal places for a stop. This technology of critical thinking in primary school contributes to the fact that the students develop attentive attitude to the statements of other people and the possibility of rejecting what he himself offered without various contradictions (if a weak argument is chosen, for example).

Do you believe that ...

This is an exclusively creative technique. The class must be divided into two teams. The first must make some assumptions, in which fantasy is intertwined with reality. And the second team analyzes the data provided. For example, the first team tells the following story: "We left the school, saw a large sheet of oak, we sat down on it and flew up, we were accompanied by geese in the flight, we fell down at the edge of the forest, there were many mushrooms, we collected them all." The second team analyzes: leaving school is possible. Oak is real. Flight is impossible (and why). About the edges and mushrooms - the truth.

Working with the questionnaire

This method is desirable to use when introducing new material, when it will be necessary to conduct independent work with the textbook. Children are asked questions about the text they need answers to. And they can be given not only in a direct, but also in an indirect form, which will stimulate analysis and reasoning and force them to rely on their own experience. When the work is done, it is necessary to check the accuracy and correctness of the answers that were found.

I know, I know, I want to know

This technique is suitable for the stages of explaining and fixing the material. So, its meaning is to compile a table that has two columns: the first records what the children knew about something, and in the second - the information obtained in the framework of the lesson. It can be supplemented with those data about which there is a desire to learn. When using this technique, you need to be prepared to go beyond the lesson and encourage children themselves to look for information that has no answers or time.

Brainstorm

Allows you to activate thinking while solving problems and form the possibility of saying "unusual" thoughts. In this method, there is no separation of answers into correct and incorrect answers. Any thought can be expressed as a student, which can be a way out of the situation or lead to it.

Corners

Used to compose character characteristics of an arbitrary literary text. The class should be divided into two groups. The first will prepare information about the positive characteristics. At the same time, the text and their life experience are used to prove that this is so. Another group prepares information about negative qualities. Everything again must be confirmed by the text. Apply this technique is recommended when the work is fully read. At the end of the discussion, a joint conclusion should be drawn. This method will teach children dialogue and a culture of communication.

Writing of creative works

This method is used to fix the material passed. For example, children can be invited to write a continuation of the text that they liked. You can also write a verse based on the work.

Create a questionnaire

This method can be accessed when the topic (or their group) is studied. Children are encouraged to prepare questions on the literature themselves using the training texts. They then need to be identified in groups and hold competitions. In each of them a "connoisseur" is chosen - the one who answered the questions best. And in the end a competition is organized between the winners.

Logical chain

This technique helps to prepare for retelling the texts. After the specific text has been read, the students are offered all the events that were in it, to build in a logical sequence. This method is designed for general class work.

Bunch

This method of critical thinking is used in literary reading. It is necessary to select the semantic units of the text, and then graphically arrange them in a certain order. And the end result should look like a bunch. An important advantage of this method is that it can be practically in any part of the lesson: strategy, challenge, reflection or reflection. And how is this graphic method of systematization and material processing carried out? First, you need to select the center. The theme is entered into it. From it go rays. In their quality, there are large semantic units. And already from them go the learned concepts and terms. Because of this, some people call the constructed drawing a model of the sun. You can gradually develop the work. So, the first few lessons for students can be given blanks, where the main topics and, possibly, the rays will be determined. All the rest will need to be completed by the students. Over time, the task can become more complicated, and 2-3 times the process will be more technological, and it can be taken to a new level. But much depends on the teacher. So, it is necessary to evaluate the text with which the work will be conducted. Work on the issues of separation into small and large semantic units. It will also be necessary to take an active part in the processes themselves during their allocation, when the student's doubts need to be resolved. Also in the quality of complication an additional technique is used, the essence of which is that it is necessary to explain the connections that have arisen.