Технология развития критического мышления презентация

МБОУ лицей архитектуры и дизайна №3 г.Пензы

ее,

правильно истолковывать.

39%

проблемы;
Регулятивные
- умение строить учебную деятельность (ставить цель, составлять план, прогнозировать результат и т.д.);
- способность к самообразованию;
Познавательные
- умение работать с информацией;
Коммуникативные
- умение сотрудничать и работать в группе;
- способность выстраивать конструктивные взаимоотношения с другими людьми.

Технология формирует УУД:

ANALYSIS (АНАЛИЗ) LEVEL 5* SYNTHESIS (СИНТЕЗ) LEVEL 6* EVALUATION (ОЦЕНКА)

ТАКСОНОМИЯ БЕНДЖАМИНА БЛУМА

термины, основные понятия и положения.
KEY WORDS
choose omit What
define recall when
find relate where
label select which
list show who
match spell why
name tell how

QUESTIONS
What is….? How is…?
Where is…? When did_________ happen?
How did_____ happen? How would you explain…?
Why did….? How would you describe…?
When did…? Can you recall…?
How would you show…? Can you select…?
Who were the main…? Can you list the three…?
Which one..? Who was…?

, перевода, интерпретации, описания и выделения основной идеи.
KEY WORDS
classify compare contrast
demonstrate explain extend
illustrate infer interpret
outline relate rephrase
show summarize translate

QUESTIONS
How would you classify the type of…? Which statements support…?
How would you compare…? Contrast…? What can you say about…?
Will you state or interpret in your own words…? What is meant…?
How would you rephrase the meaning…? How would you summarize…?
What facts or ideas show….? What is the main idea of…?
Can you explain what is happening…? Which is the best answer…?

и принципами в новых ситуациях (умение применять отобранные факты, данные в новых ситуациях с целью поддержать или опровергнуть позицию автора).
KEY WORDS
apply build choose
construct develop experiment with
identify interview make use of
model organize plan
select solve utilize
QUESTIONS
How would you use…? What other way would you plan to…?
What examples can you find to…? Can you make use of the facts to…?
How would you organize___to show…? What facts would you select to show…?
How would you show your understanding of…? What would result if…?
What approach would you use to…?
How would you solve_____ using what you’ve learned…?
How would you apply what you learned to develop…?
What elements would you choose to change…?
What questions would you ask in an interview with…?

их значимость в целом (умение сравнивать основные мысли текста, прочитанные или услышанные, с известными из других источников, чтобы сделать необходимые выводы, заключения, значимые для подтверждения ранее сформулированной гипотезы или предположения; умение вникать в глубь проблемы).
KEY WORDS
analyze assumption categorize classify
compare conclusion contrast discover
dissect distinguish divide examine
function inference inspect list
motive relationships simplify survey
take part in test for theme
QUESTIONS
What are the parts or features of…? How is______ related to…?
Why do you think…? What is the theme…?
What motive is there…? Can you list the parts…?
What inference can you make…? What conclusions can you draw…?
How would you classify…? How would you categorize….?
Can you identify the different parts….? What evidence can you find...?
What is the relationship between…? What is the function of…?
Can you make a distinction between…? What ideas justify…?

в новое знание (умение обобщать отобранные данные, развивать логику обшей аргументации, основанной на отобранных и предварительно проанализированных данных с целью формулировки окончательного заключения).
KEY WORDS
adapt build change choose
combine compile compose construct
create delete design develop
discuss elaborate estimate formulate
happen imagine improve invent
make up maximize minimize modify
original originate plan predict
propose solution solve suppose
QUESTIONS
What changes would you make to solve…? How would you improve…?
How would you adapt____to create a different…? What would happen if…?
How could you change (modify) the plot (plan)…? Can you invent…?
What could be done to minimize (maximize)…? How would you test…?
What could be combined to improve (to change)…? What facts can you compile..?
Can you construct a model that would change…? Can you elaborate on the reason.?
Suppose you could______ what would you do…? Can you propose an alternative…?

обосновании на основе полученной информации (умение определить надежность, достоверность фактов и данных, отобранных, чтобы доказать собственную точку зрения и принять решение).
KEY WORDS
agree appraise assess award
choose compare conclude criticize
decide deduct defend determine
disprove dispute estimate evaluate
explain interpret judge justify
mark measure perceive prove
rate recommend rule on select
support value criteria importance
QUESTIONS
Do you agree with the actions…? With the outcome…?
What is your opinion of….? How would you prove…? Disprove…?
Can you assess the value or importance of…? Would it be better if…?
Why did they (the characters) choose…? What would you recommend…?
What would you cite to defend the actions…? How would you rate the …?
How would you evaluate …? How could you determine…?
What choice would you have made …? What would you select…?

ANALYSIS (АНАЛИЗ) LEVEL 5* SYNTHESIS (СИНТЕЗ) LEVEL 6* EVALUATION (ОЦЕНКА)

ТАКСОНОМИЯ БЕНДЖАМИНА БЛУМА

фаза: Осмысление содержания (Realization of meаning)
(получение новой информации)

3 фаза: Рефлексия (Reflection)
(осмысление, рождение нового знания)

Технологические этапы урока: