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

2.2. Enhancing Critical Thinking using the Dialogue Teaching Model, Open-ended response and Metacognition
Many traditional approaches to teaching literature depend on give lectures and ask sharp or leading questions that require right answers. While such lessons have their value, they are not engage students in serious and thoughtful discussions of literature. Such methods may be useful for repetition of material, but not enough to develop critical thinking.
The dialogue learning model develops in eight stages. This allows students to respond to literature at their own level understanding, allowing students to interpret reading on your own. Using a conversational approach, the teacher students make judgments or decisions about reading that they must explain and defend during class discussion. Discussion allows students to check the correctness of their decisions by comparing their own arguments with others. In a later phase in the lesson, students reflect on the strengths and weaknesses their interpretations. The teacher helps the learning process guiding discussion and helping students explore their own thinking.
The concept of conversational learning is a key to the conversational learning model presented here. Literature teaching means engaging students in the process through a dialogue activity that consists of five main steps:

1. 
   encouraging students to respond to their reading in some important open manner,
   
2. 
   comparison
   
3. 
   independent judgment reflecting after considering what said others to
   
4. 
   revise or support their answers from other points of view and
   
5. 
   demonstrate their understanding of a literary work through a written or oral assignment.
   

Unfortunately, it is obvious that today students do not use a critical and creative approach to solving problems at all levels of education, while an ideal lesson is one in which assignments provoke students think logically, analyze what is read, compare it with alternative, question and evaluate.
Of course, the above types of tasks require a lot of dedication from the teacher himself, since it is much easier for him to give facts to students for memorization and then evaluate their memory through traditional tests. There is also a series of characteristics of the interactive learning model that is compatible with critical thinking and literary criticism. The features described below are presented as general theoretical goals.
Communicative activity should begin with an open question or task. It should not require a "correct" answer. Robert Sternberg points out that students should be given questions to which there is no single correct answer, because real life problems usually do not have a clear structure.
Sternberg and Louis Speer recently identified three main learning styles. Didactic style describes the presentation of information that creates a knowledge base. The second method, based on facts, is to ask students questions about the material already learned. This method is useful for reviewing and consolidating previously learned material. The third method, the dialogic style, involves reasoning based on reasoning. Such questions are usually open-ended, and students must make decisions by answering their own questions. Of these three methods, dialogic learning best promotes critical thinking. Who to answer questions that require reasoned judgments or decisions requires critical thinking. The other two methods have their value and their place in teaching, but are valuable for a dialogic style that involves students in the practice of critical thinking [50; 264]
Richard Paul advocates a dialogic teaching method. He argued that dialectical knowledge improves learning by confronting students with problems from multiple perspectives. This should not be confused with the "everything goes" approach where all opinions are equal. The dialectical approach seeks rational reasoning based on the principles of critical thinking. Paul also argues that true life decisions require the practice of dialectical or dialogic thinking. In other words, students must learn to make inclusive decisions that contradict views through intelligent forms of debate, as they should in the real world. Barry Bayer's critical thinking awareness of the need to evaluate information as a preparation for this willingness to try different ideas and fairly consider them from different points of view.
Dialogue exercises should have the purpose of the lesson, to encourage the interpretation of reading. They can be discussed later, evaluated and revised. This is not a pursuit of knowledge that begins and ends when students are asked to draw an informed conclusion.
Communication activities should include the improvement of thinking skills and abilities. During such a lesson, the thought processes and attitudes of students should be studied. As the students describe and discuss the reasons behind reading their responses, the teacher leads the comments and discussion questions.
For example, if a student draws a conclusion, the teacher marks it as such and asks the student what the conclusion was based on. The conclusion can be assessed later by questions. “Does anyone understand how Sally came to that conclusion?
By identifying mental processes, the teacher can better help students understand new concepts. Students can also learn to watch their thoughts: "I'm not sure I have enough evidence to support my conclusion." This is what Costa and Marzano call the process of metacognition.
The teacher should also ask students to clarify their position in order to express their position or what someone else has said. Decisiveness helps students look at their own thinking, identify mistakes, correct themselves, and rethink their thoughts. This practice is especially good in English classes because it helps students think and speak in an impromptu way. Paraphrasing makes students better listeners and better critics of their thoughts. Perform authorized speaking work, students must listen well. Listening skills are important in both an English language education program and a critical language thinking program.
The way the discussion is conducted can also be helpful to the students. A teacher can promote good critical thinking by making thoughtful statements about what is going on in the debate.
"Is this a reliable source you use?"
"I think we're getting off topic now. Let's move on
Here we are talking about the main thing.”
"It's always good to look for an alternative instead of being limited."
In this part of the lesson, you need to review your thoughts by comparing it with what you hear from your classmates.
These questions are based on Ennis's thirteen critical character questions. Educated Teacher Ennis's thirteen skills of critical thinking make every discussion an opportunity to effectively teach both a clear approach to attitude and analysis. By guiding, asking questions, naming, and questioning students, the teacher can clarify and explain this in class discussions, helping students become better listeners, speakers, and critical thinkers. Stories can be used to teach students certain thinking skills. A lesson from a literary point of view, i.e. there will be a lesson about influencing one's interpretation of events and ideas. Then this concept will reappear during the school year. Another example of cultivating critical thinking through literature could be a lesson in plot building or character motivation. These items can be used to teach students about cause and effect. Here you can select, insert, improve and strengthen a set of thinking skills and predispositions. Sometimes history should be taught as part of the English curriculum, but the teacher cannot find any specific potential targets for critical thinking. This is not a lesson, it is not used to improve students' thinking and critical thinking of their knowledge. You can use class discussions to do this.
Classroom discussions as part of a conversational activity offer many spontaneous opportunities for teaching thinking skills. The teacher must identify, explain and question the thought processes of the students. “Karen summarizes. Is there enough evidence to support this? Do you conclude that all the characters have the same responsibility?" After some discussion, the teacher may say, "Is there any reason to believe?" Should Karen be generalized with reservations? Can we make a less general and more specific statement by changing the word, any suggestions?"