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

3.3 Types of teaching strategies. Those ways enhance critical thinking
Traditionally, students are taught to follow directions rather than ask questions. Student becomes a habitual recipient of this information and does not learn to ask questions and find guilt in what is offered as knowledge. This does not prepare students well for real life a situation of competing advocacy offering a point of view and asking people choose wisely between them. Thus, in life it may be difficult for them to do what they rarely taught to do in school. According to Vygotsky, students are able to performing at a higher intellectual level when asked to work in collaborative situations than with individual work. Group diversity in terms of knowledge and experience has a positive effect on the learning process.
Bruner states that collaborative learning methods improve problem-solving strategies because learners face different interpretations of this situation and mutual support. The system allows the student to acquire both external knowledge and critical thinking skills and their transformation into tools of intellectual activity. Thus this module prepares future teachers to be more critical learners than mere recipients’ information.
Students can also be asked role play by writing about a story from a specific point of view, differs from that of the actual narrator, or readers may actually play the role of the narrator. I call this answer a change in frame of reference because it requires students to look at a situation in a story or poem from another point of view. The resulting dialogue is used to compare the answers point of these comparisons are to see which makes sense from a perspective how well students understand people who are different from them. Students may be asked to write, for example, a teenager in the story of from a parent's point of view for students to get a better understanding of adult concerns. The dialogue that results from comparing such answers should encourage students to consider what different parents think and feel why do they think so. Such a lesson can help students a deeper understanding of their relationship with parents and other adults. This approach can be used to discuss a variety of topics types of stories and poems related to differences among people: young and old, male and female, accuser and accused. A response within the context is particularly appropriate to teach a theme or conflict in literature. A story like Twain's Huckleberry Finn might have that answer used to draw out the differences in perspective between slave and the slave owner, a theme developed in the novel considerable force. Students can also deepen in such a discussion their knowledge of history. Alternative response to conflict. Students can also be asked to play a role, a character that played some important role decision, moral or otherwise. This answer requires a student agree or disagree with the hero's decision. A student is needed think of alternatives as well. Moral themes or simple good sense can be discussed using this method. This answer is inspired by the definitions of "rational" and "conflict".
Strategies by Hall and Davis and Story of Of Mice and Men by John Steinbeck [21] makes it easy to use a conflicting alternative answer. Students may be asked to agree or disagree with their decision George Milton, the protagonist. George lived his best life my friend, a mentally disabled man named Lenny Small, appears condemned to a certain and gruesome death at the hands of a lynch mob. A confrontational response is appropriate discuss any story in which a character is important decision Discussions may follow this answer several benefits. Students learn to consider alternatives of making decisions. They reveal the motives of the characters and in some cases, the author's view of life can be questioned. Teachers who use the dialogic teaching model do not need to limit themselves. These three answer methods themselves. Teachers are encouraged developing new ones. Not all literary works are unique response methods are described here. Some of these should be taught. A different way or a new answer can be developed to solve the problem. Any response method should have two main goals: to encourage discussion and consideration of the open question some aspects of assigned reading. Types of teaching strategies that can enhance critical thinking.
A variety of teaching strategies can help develop critical thinking. Appropriate strategies for developing critical thinking can connect school subjects and topics with the practical situations that students encounter every day so that they can connect what they have learned with what they have experienced. Through educational strategies, students should be encouraged to understand, explore, analyze and synthesize problems or difficulties. Teachers must also master the subject organization and construction of learning practices. Alternative education active learning, collaborative learning, discussion, role play, problem-based learning, questioning and writing can stimulate students' critical thinking processes. Active learning is a learner-centered approach. Bonwell and Eison states that “active learning can be defined as anything that involves students doing things and thinking about what they are doing” [6; 36].
In use this approach facilitates activities where teachers allow students to take responsibility for their own work their actions and thinking during the learning process. There are no students Understanding and actively learning what they would learn if they did not experience it themselves it provides opportunities. However, Neimi doubts the goals Active learning is easily achieved when students are in charge of their own learning. In addition, students must have the self-discipline to achieve their educational goals and time given by teachers/Therefore, teachers should know how to choose and facilitating strategies to help students acquire knowledge and skills. With active learning, students are more self-directed in acquiring knowledge and skills and If they know how to use the approach correctly, they will learn independently.
Cooperative learning is a strategy that allows small groups of students to share thoughts, ideas, skills and experiences to improve the learning process. It encourages get students actively involved in learning what they are learning by asking questions taking notes and expressing ideas rather than memorizing theories and facts. There is evidence that cooperative learning is a form of active learning because it is a learner-centered approach. However, Keyser stated that ˮcooperative learning can encourage active participation, but active learning is not collaborative”
Hijzen, Boekaerts, and Vedder) agreed cooperative learning "does not automatically create a learning environment" (p. 674) because not every student is bound to give the same answer and task given by their teachers. Slavin (1996) suggests that teachers should reward everyone achievements in the task, but not rewards for the whole collaborative learning group because teachers need to monitor students' learning and personal development separately.
Students learn more successfully by actively analyzing, discussing, and applying content in meaningful ways rather than by passively gripping information therefore, students benefit when instructors utilize instructional strategies that promote active engagement.
Bonwell and Eison define active learning as “anything that involves students doing things and thinking about the things they are doing”. Meyers and Jones define active learning as anything that “provides opportunities for students to talk and listen, read, write”. To enhance the critical thinking of the students the teachers may adopt the techniques of debate and discussion.
Debate has also been proven to be an effective strategy for improving students' critical thinking reasoning because it involves arguments and research. In the discussion, students actively absorb information, evaluate their own work, value the point of view of others; and communicate their thoughts and opinions to their peers using reliable sources. At the same time, the debate helps to develop students' oral communication skills. In addition, students should develop research skills in finding evidence. Supporting one's arguments in oral and written presentations. Some possible downsides to the debate are concerns of unequal participation and struggle to overcome the nervousness of the participants during the process leading up to it poor delivery. For these reasons, curriculum debates should be used often because there is a positive benefit to boosting students' self-confidence and becoming critical thinkers.
Role play promotes critical thinking because “students work together to a potentially real situation”. Role-playing activity, students tend to accept the views of others. Students can choose a role or be assigned a role. By playing a different role than themselves, the students must adjust their judgments and contextual perspectives to take into account the other's they are rare.
Students recognize their knowledge potential in verbalizing their understanding through role play. These Simulation-based scenario activities can increase group participation and acceptance ideas and opinions of others to solve problems. Educates role playing Students should actively participate in question-and-answer and debriefing sessions. Consequently, role play expands students' knowledge and improves their attitudes and skills.
Problem Based Learning (PBL) Problem-based learning (PBL) is a student-centered approach popularized by the medical field. PBL is a learning technique that “is well positioned to help students become active learners because it involves learning real-world problems and makes students accountable for their learning". Student-centered learning encourages students to think critically, and teachers it can alleviate difficulties. Barrows argued that PBL can be improved students' critical thinking and problem-solving skills by creating problems for students exploring solutions in small groups using teacher-facilitated learning. Hung PBL begins when a problem is identified and students learn to become better investigators because PBL provides important steps to solve problems. Thus, practical learning activity PBL [7;15].
Conversely, PBL can be successful if students already know "how to use appropriate metacognitive and thinking strategies" in learning. Successful implementation of PBL is possible in a variety of situations context and curriculum because PBL is an independent process. Ask a question while making questioning a part of the culture of teaching and learning process; teachers should begin by asking students questions. Socratic questioning is an example of a critical thinking strategy that helps people expresses their opinions survey.
Questioning strategies encourage students to share engagement in classroom activities and deepening their understanding. People ask questions when faced with uncertainty. Can show the level of questions people ask their ability to evaluate their own learning. However, it is not It is easy to encourage people to ask questions for fear of being perceived as rough. Asking questions gives students an opportunity to fill in their gaps learning Students can be questioned when they are learning or seeking new knowledge explanations and allows students to gather in-depth and rich information.
This strategy meets the criteria for critical thinking to be in practice. Critical thinking involves processes of inquiry and questioning strategies for teaching critical thinking. Writing Strong critical thinking and writing skills are a good combination to improve students' critical thinking skills. Critical thinking makes students literate and have the advantage of being able to express their thoughts in writing at the same time improving thinking skills. Through writing, critical thinking empirical evidence and logical reasoning are expected to develop understanding of the components of critical thinking are important for demonstrating critical thinking by writing. Teachers should provide the correct ground rules and guiding rubric critical thinking in writing. Suitable for use across writing sciences. Students' self-regulation and self-management skills are also improved through writing. Thus, writing enhances learning by including learning to write (WTL) such as journal entries and reading responses, formal assignments, persuasive writing, essay tests and reports. Teachers can relate to the effort and time required for critical assessment reasoning among a large number of student papers. Students can resist using writing skills if they don't believe they are written important for understanding concepts.
Teachers should be actively updated the topics of the written assignments correspond to the changes in the professional fields. Teachers play a supporting role by ensuring that students learn through writing specific instructions, rubrics, questions, and explanations. Green and Klug suggested that students collaborate in writing in small groups they share ideas and suggestions, review the work of their peers. In short, writing provides many opportunities for students to become critical thinkers.
There are different methods for determining the level of critical thinking. All of them serve to assess the qualities of thinking - the ability analyze and compare, the ability to make logical constructions, ease emergence of associations. At the ascertaining stage (September 2015), students were asked to write a test to determine initial level of critical thinking. For this, we were a test was chosen to assess the critical thinking of primary school students, which tests the following skills: the ability to find missing information, the ability to make and evaluate logical inferences, the ability to evaluate sequences of inferences, the ability to reflectively evaluate the content of the text, the ability to find the main information against the background of redundant. In addition, students also it was proposed to write the Lippmann test "Logical patterns", since critical thinking includes operations logical thinking.