Rustamova shaxnoza ilxomovna shaping creative and critical thinking skills through the english literature

Phase 7. Reflection phase. Ask students to describe in their journal to include any changes in thinking that occur as a result it's a dialogue. They could also explain why they are now thinking different. If they haven't changed their mindset, they can discuss why there was no change. Encourage students to point even small changes in their structure. Finally, students are needed. Describe any errors in reasoning and why they might have occurred did these things. Students should give a brief oral presentation of what they have learned statement. The teacher calls the students to tell the class what you learned from the discussion on the story characters, author's writing technique or prediction other students created. The teacher should emphasize anything important observations that students can make. A student might say because for example, he now understood the character of Madame Loisel better.
The teacher can question and say such statements character development considerations. This lesson shows the importance of using dialectics, point-counterpoint method. By provoking different thoughts, the teacher is able to conduct a targeted class discussion encourages participation. Students are allowed to draw on their own draw conclusions and explain and defend them. Through dialogue, students often face their own mistakes encourages reflection and corrections in one's judgments. Students who initially did not understand the finer points in the reading assignment is an opportunity to see how others think came out. Reasoning is not "right" or "wrong". As mentioned, students begin to focus on the main thing: sound arguments based on evidence and logical reasoning. Students who cannot fulfill their predictions cannot feel "stupid" if they are encouraged to change their given opinions some new evidence they haven't considered. A teacher is needed point out that smart change is smart. Who wants to be tried by a jury that does not consider new evidence can prove someone's innocence? Need a United Congress? Do states pass laws without thorough discussion? In such a class, students will also have the opportunity to learn by observing many effective critical thinking models. For example, a student can go to a supporting or narrative text to challenge the argument. This student behavior sets a good example for all to see. A teacher can encourage such behavior without actually giving it A formal lesson by asking students to prove their arguments by providing evidence from the text. The traditional way of asking questions and asking for answers at the end of a reading assignment is an acceptable way to revise a lesson. However, the model is described A dialogic approach is used here, which allows students to be observed themselves as both reviewers and readers. When confronted obvious errors in reasoning, interpretation, or understanding; students are given opportunities to check their thinking and improving strategies. Next time the students will be asked predicting behavior; they are unlikely to make the same mistakes they did in previous attempts. If they make the same mistakes, they encourage me to change my mind once again.