Lecture
From: Zagashev I. O., Zair-Bek S. I., Mushtavinskaya I. V. Teach children to think critically. 2nd Edition. - SPb: "Delta Alliance" sovm. with the publishing house "Rech", 2003. - p. 54-72.
I would rather know some questions than all the answers.
James tarber
One wise person somehow compared a question mark with a hook, on which ideas are caught. We are throwing this hook and waiting for some time - what if we catch something? The art of asking questions in past times has received close attention. In various religious schools, the level of development of the adept was determined largely by how well he knows how to ask.
A good question is always interesting to answer. “If you were the ruler of the medieval city, what laws would you issue, how would you strengthen and protect the fortress?” It’s more interesting to answer these questions than to such as: “What is the management system of a medieval city?” Without ever looking at the textbook stories, the child can imagine himself in the place of the ruler, the navigator, the traveler. Why? Because it's interesting! Later, he himself would like to compare his fantasies with the corresponding chapters of the textbook. When you solve a crossword puzzle, do you want to compare your assumptions with the correct answers?
It is always more pleasant to answer questions when you are sure that the answer does not threaten you personally. At school, many children are accustomed to the fact that if the teacher asks about something, then he already knows the answer. And God forbid the student will answer something wrong!
Remember how you yourself sat at the school desk and, without blinking, were watching the teacher's fountain pen sliding through the cool journal. Here she stopped! You still do not believe your ears, but your body itself is rising from behind the desk, only the teacher said your name. “Tell us about the development of the productive forces in Germany in the middle of the XIX century! And we will listen! ”- fragments of phrases, pictures from the textbook rush into my memory, and then you put everything you remember on the subject into words. This time it cost. You sit down at the place. But they could not remember.
It is clear that such questions do not contribute to the awakening of interest in learning.
Each type of question actualizes, involves some aspect of thinking in the work. Teachers and psychologists for a long time sought to create a classification of all questions. It was necessary for practical purposes. Knowing that each type of question involves one of the aspects of thinking, we will be able to consciously manage both our thinking and the thinking of our students in order to realize their intellectual potential to the full.
We decided to use the classification of questions of the American psychologist Benjamin Bloom, slightly modifying and simplifying it.
So, there are six types of questions, six big “hooks” that you can catch a great many ideas for.
(there is a larger picture).
Questions that require knowledge of factual material from us and are focused on the work of memory are called SIMPLE. Many teachers use this type of questions to assess students' knowledge, and parents do the same. If the child does not respond, he is supposed to portray the feeling of guilt on his face and say something to justify himself.
It is a well-known fact that more than ninety percent of all the information we own now, which many teachers have gotten out of their students, will be forgotten in a few years (and sometimes hours), will disappear into oblivion. “How else then test the knowledge of students?” - you ask. In addition to using simple questions, there are other ways. For example, we can once again emphasize that if a student can explain what he learned to someone else, the learning process was effective.
When you go on a trip, you do not take with you everything that you can carry. Those who do this condemn themselves to torment. Of course, you are trying to take only the most necessary. The same can be said about the baggage of knowledge. It is very interesting to know how tall the Pillar of Alexandria is in St. Petersburg, but this information can, if desired, be obtained from reference books. Therefore, it is more important to know not the answer to the questions “what?”, “How much?”, “Who?”, But the answer to the question “where can I find out?”. Arthur Schopenhauer wrote: “Assuming that a person can remember everything is the same thing as assuming that he can keep in his body everything that he once ate.”
However, simple questions need to be used in order to engage in the work the side of thinking that is responsible for factual information. Suppose the children heard the word "consilium" from you. They learned it for the next lesson. You checked how they remember the definition. Are you sure that they will remember the definition in a year, in two years? (“I told you two years ago what a consultation is, but you don’t remember!”).
1. Ask the guys what they think the word means (57 :)
(Do not evaluate the answers immediately - collect all the options and thank each student, even if he says perfect nonsense).
2. Ask where you can find out the meaning of this word. Sample answers:
- Ask friends, teachers or parents.
- Learn in reference books (in which and where are they located?).
- Learn from a specialist.
- Take advantage of the Internet.
3. Have the children give examples of phrases containing the word.
So, simple questions are questions whose answers require knowledge of factual information. If knowledge is not used, it is quickly forgotten, so it’s wiser to remember where you can get the necessary information, and not to memorize mechanically. Largely due to the illiterate use of simple questions in the classroom, learning turns into a game “I am good (read:“ I know the answer ”), you — bad (read:“ you do not know the answer ”)”.
We suggest you perform the following exercise, which can be called "DON'T KNOW - NOT SHAME!". Suppose you have met the word "bastonada" somewhere.
1. Give 2-3 possible definitions of the word "bastonad"
[.............................................
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2. What concept do you associate with this word?
[.............................................
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3. From what sources can we learn the meaning of this word?
[.............................................
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4. What professions can people know the meaning of this word?
[.............................................
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5. Tell me, what ways can you get (reach, reach) sources of knowledge about the word "bastonad"?
[.............................................
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By answering all these questions, you can forget about this word with a clear conscience. Why constantly carry with you what you can, if desired, take from other sources. If you think that an educated person should resemble a huge closet with a lot of drawers where a variety of information is stored, continue to use simple questions in their traditional application. (59 :)
A stranger's soul is darkness.
Popular wisdom
In psychology, there is such a term - verbalization. It is used when talking about one of the techniques of active listening. In passive listening, a person seeks (as a rule, unconsciously) to “fit” the perceived information to fit his idea of the subject under discussion. Active listening differs from passive in a number of ways.
First, with active listening, a person aims to establish psychological contact with the interlocutor. Listening, he tries to understand the peculiar language with which his vis-a-vis expresses his thoughts. With some commonality, the image of the world for each person is individual. One psychologist said: "We all look at what is happening around us from the angle of our problems." There is a great deal of truth in these words.
Secondly, the active listener seeks to find a common ground between his point of view and the statements of the interlocutor, while the passive listener focuses on differences, on controversial points. We all know from personal experience that the second way is much more familiar and easier.
Thirdly, while listening actively, the person provides the interlocutor with feedback. It usually begins with the words "As I understand it ...", "Did I understand you correctly, that ...", "That is, you say that ...", "I understood what you said about ... " etc. Such questions are called clarifying or verbalization. We kind of say: "I think I understood you ... Can I say how I understood it, and you check?"
Those who begin to use clarifying questions for the first time usually make the following mistakes:
• Repeat this in too much detail and verbatim.
Consider an example:
A 6th grade student answers the teacher's question about parsing a word by composition: “Parsing a word by composition is (60 :) highlighting the parts that make up the word. Analyzing it, we need to say about its parts. " In this example, the meaning of the second sentence is not clear. The teacher wanted to clarify: “Do I understand you, Katya, that the analysis of a word according to its composition is a selection of the parts that make up the word, and we need to say something about its parts?”
Too detailed clarification may cause a different reaction. Someone will fear: “I said something wrong, but I don’t know what,” but someone’s annoyance: “You need to listen more carefully !!!” In this case, you should clarify: “So you say that when parsing you need to specify some parts? ”. Now the student will understand where his words caused some confusion.
• Some ask not clarifying, but leading questions. They are also called formative.
In literature class, the student decided to substantiate her opinion that Ilya Oblomov is a man of genius. The teacher obviously didn’t like this point of view, but having recently completed an active listening training, she decided to apply clarifying questions: “Do you really think that?”.
Usually after such "clarifying" introductions follows: "But do not you think that ...". Similar in form to specifying, these questions are not in their essence. Moreover, they cause real harm to the development of students' thinking. Having become accustomed to experiencing pressure in a controversy, young people will be doomed to misunderstanding in many life situations.
• Some ask for clarification of what is completely incomprehensible to them.
What a sin to conceal, there are such situations when we absolutely do not understand what we are told. It also happens that we, thinking, miss what was said. Accidentally "grabbing" a piece of information, some people ask him a clarifying question. This is a waste of time. If you did not understand what you were told, then you either didn’t want to say anything, or you should ask to repeat what was said again. (61 :)
• Some use negative facial expressions and gestures.
Specifying, we show interest to the point of view of another person, emphasize its value to us. If we use clarifying questions, but it’s written on our face that we don’t like everything the interlocutor says, our specifications are worthless. They will be perceived as critical attacks. Scientists have long determined that, communicating with people, we tend to trust ninety percent of non-verbal manifestations: facial expressions, gestures, intonation, loudness of voice, etc. And only the remaining ten percent fall on words.
Clarifying questions are necessary for the child to develop the ability to express their thoughts. Specifying, we summarize what we heard and return our understanding of the information received to the interlocutor. The student will learn how he has just expressed his idea. He clarifies what has been said, thereby improving his verbal and cognitive abilities.
Showing positive attention, we encourage students and children to think further.
- Do I understand you like Oblomov?
- Yes, I like Oblomov.
- What do you like about him?
- His style.
- Style?
- I like his freedom from the hard, corrupt world. Let him die, but his death was also part of his style.
- Thank you. That is, freedom from something not inherent in him you liked in Oblomov?
- Yes.
We have just presented a possible use of clarifying questions. They helped the student to shape their thoughts and understand that in Oblomov she did not like genius, but freedom from something not inherent to him. It is clear that one could continue to continue to use clarifications, but it is not recommended to delay them when working with an entire class. It should be remembered that the others, too, are thinking and experiencing a thirst for self-expression at this time. (62 :)
Why use clarifying questions (tick):
To show positive attention of the teacher □
To provide the student with the necessary feedback □
To prepare for the works □
For self-control □
To develop the will □
To develop thinking □
[.................
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If you are not sure whether you ticked the tick correctly, re-read the subchapter again. (63 :)
When everyone thinks the same, then nobody thinks.
From notebook
Some philosophers believe that the essence of human perception consists in the constant interpretation of what is happening [ A very strange phrase, since the fundamental principle of subjective interpretation was revealed by social psychology almost half a century ago. - E.V. ]. What we perceive we explain to ourselves before that. It just happens so fast that sometimes we don’t have time to realize this.
Encouraging students to interpret, we teach them the skills of understanding the causes of certain actions or opinions.
Consider an example of the use of "explanatory" questions in a psychology class in the fifth grade (subject: "Human actions"). To develop the ability of children to understand their actions, the teacher decided to discuss the tale of Little Red Riding Hood. Children are told that in this fairy tale a lot of incomprehensible. And now everyone will become investigators for a while - as in a detective story. You need to learn all the "clues". The most astute detective will receive a prize.
Teacher:
- So, guys, we all remember the tale of Little Red Riding Hood. Who will tell us how it all began?
Class:
- Once upon a time there was Little Red Riding Hood, and she had a grandmother ... Mom sent Little Riding Hood to her grandmother - to carry the cakes.
Teacher:
- Why was it necessary to carry the pies?
Class:
- To make Grandma enjoyable ...
- No, the grandmother was sick there, and my mother asked me to visit her grandmother and bring her pies to her, so that she would recover ...
Teacher:
“ Why couldn't Mama herself go with Little Red Riding Hood?”
Class:
- She was also sick ... (64 :)
- No, healthy, just had to follow the house.
“ So Little Red Riding Hood could follow the house ...”
- And she was still small ...
- And to go to the forest - rather big ?! To the wolves !!!
Teacher:
- Insightful detectives do not argue! All versions needed ...
Class:
“ She just wanted to get rid of Riding Hood!”
Teacher:
- Why?
Class: And she bothered her!
Teacher:
- Thanks for all the versions ...
Class:
- Mom wanted Little Wolf to eat Wolf! (noise in the classroom begins).
Teacher:
- So, Little Cap entered the forest. Who remembers what happens next? ...
All “controversial” moments of a fairy tale are discussed in a similar way. Children interpret the actions of fabulous characters. The more incomprehensible the passage, the more interpretations it evokes (and the fairy tales like “Little Red Riding Hood” are good!).
It is possible to begin to use questions-interpretations from the first class, but they have the greatest relevance, starting from the fifth class and older. Explaining the behavior of characters in fairy tales or other works, children develop variability of thinking, as well as the ability to understand the causes of their own actions.
Some teachers believe that this type of questions is most appropriate to use in literature or psychology classes. At the very least, in biology and geography lessons (“If you were a bird living in central Russia, where would you fly for the winter?”). Of course, by and large, this is the case. Nevertheless, on other subjects, as well as everywhere where a certain motive can be distinguished (to solve a problem, an example, etc.), questions-interpretations can be used. (“Why do I personally need to know the law of gravity?”). (65 :)
1. Ask them when you yourself are interested to hear the answers.
2. After your student's question and answer, pause.
3. In the course of one discussion, it is not necessary to ask more than four questions-interpretations.
4. At one time, do not listen to more than two or three versions of answers. Do not release all the steam at once - leave for later.
Practice asking questions and interpretations on the following topics:
First, identify the most memorable moments and the most incomprehensible, from the point of view of motivation, actions. Then ask them a couple of questions-interpretations.
Why are you reading this book?
[.............................................
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How many differences between “good” and “bad”?
Question
Мы очень часто забываем, что в наших мыслительных процессах эмоции занимают далеко не последнее место. Мы склонны сначала формировать эмоциональное отношение к какому-то явлению или предмету обсуждения, а затем уже осмысливать его рационально: приводить аргументы «за» и «против», анализировать и т. д.
Иногда наше эмоциональное отношение к человеку, информация о нем складываются на основе неосознаваемых нами частностей. Например, если слово «алгебра» связано у вас с чем-то негативным, то человек, его использующий, может невольно вызвать у вас неприязнь. И наоборот, если информация, которую вы слышите, связана в вашей душе с чем-то приятным и близким, тогда, вероятнее всего, вы будете испытывать доверие к новым знаниям. Порой эти эмоциональные «ключики» к вашему доверию скрыты даже от вас самих.
Поэтому очень важно с детского возраста учить детей отдавать себе отчет в тех эмоциях, которые оказывают влияние на мышление. И осуществлять это призваны так называемые оценочные вопросы. Речь идет о типе вопросов, которые вовлекают в работу эмоциональную сторону мышления. Осознавая свое отношение к тем или иным людям, событиям, фактам и даже формулам, мы извлекаем на поверхность образы, которые оказывают на наше мышление значительное влияние, но в существовании которых мы не отдавали раньше себе отчета.
Иногда для развития способности к осознанию эмоциональной стороны мышления педагоги и психологи используют упражнение «горячий стул». It consists in the following.At some point, the host stops the lesson and asks one of the participants to express their emotions on this or that occasion. “How do you feel about this passage?”, “How do you feel about this hero?”, “How do you feel when you solve this problem?”, Etc. (67 :)
It seems to us that special exercises should be administered very dosage. Such procedures break a lesson and, if used improperly, can reduce class activity. Here, a lot depends on the teacher's intuition, his pedagogical experience. Reasonable use of evaluation questions during the lesson preserves the integrity of the lesson.
When to use evaluation questions
• When you hear that a student expresses to the neighbor on the desk his displeasure or pleasure from what happened in the classroom.
• Когда вы видите, что мимика и жесты учеников говорят об их желании что-то изменить в уроке (речь идёт о мимике скуки, раздражения, возбуждения и т. д.).
Рекомендации по использованию оценочных вопросов
1. Иногда учителя используют оценочные вопросы в пиковые моменты ученической активности. Этого не стоит делать. Активность не снизится, но её знак может поменяться с плюса на минус.
На уроке истории по теме «Революция 1917-го года» в классе разгорелась продуктивная дискуссия между сторонниками монархии, приверженцами капиталистического пути и теми, кто симпатизировал социалистическому направлению. Учительница решила использовать оценочные вопросы для того, чтобы ученики почувствовали настроение людей прошлого. Разумеется, это было необходимо сделать, но не в самый разгар спора. Получилось, что дети «свернулись»: продуктивная активность — поиск аргументов, активное слушание, групповая дискуссия — переросла в раздражение и неконструктивные перепалки. Если бы эти взаимные упреки возникли сами собой, тогда использование оценочных вопросов было бы уместным.
2. Нужно уметь распознавать невербальные сигналы, говорящие о чувствах учеников. Затем с помощью оценочных вопросов помочь детям осознать свои чувства. (68:)
3. Не следует задавать формирующие оценочные вопросы. Например: «Вам, ребята, вообще-то нравится изучать тригонометрию?». Цель вопросов-оценок состоит в осознании уже сформированных эмоциональных отношений, но не в формировании их. Вспомните, что вы испытывали, когда у вас спрашивали: «Что вам понравилось вчера на концерте больше всего?», а вам происшедшее вчера было безразлично.
4. Ответы на оценочные вопросы должны быть интересны лично вам. Мы уже не раз говорили о необходимости положительного внимания. Как вы прекрасно понимаете, сложнее проявлять внимание к тому, что не затрагивает вашу душу.
5. It is not necessary (especially in elementary school) for the teacher to be the first to answer the evaluation question he has raised. Sometimes pauses frighten teachers, and they themselves begin to answer, guided by the principle: "No question should be left unanswered." Most often, a prolonged pause indicates that the question was asked is not entirely appropriate.
6. No need to abuse appraisal issues. Even adults can be hard to talk about their emotions.
Exercise "Evaluation questions-1"
1. Remember when you last experienced an emotional lift (severe irritation, a flash of anger, joyful excitement).
[.............................................
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2. What was this emotion associated with?
[.............................................] (69: )
3. Describe your feelings as accurately as possible.
4. Какие оценочные вопросы вы могли бы задать человеку, испытывавшему подобные чувства?
Упражнение «Оценочные вопросы - 2»
1. Назовите свою любимую книгу (фильм, театральную постановку). (70:)
2. Если бы вы были преподавателем, который дает урок по теме, связанной с этим произведением, какие бы оценочные вопросы и в какие моменты изложения вы бы задали?
[.............................................
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Это совершенно неважно. И именно поэтому так интересно.
Агата Кристи
Anyone who believes that creativity - the inheritance of the elect, is very mistaken. As a rule, people tend to think what to do means to be able to draw well, sing, dance, play the piano or build castles. Creativity is a special mindset. You can harp Italian melodies on the harp with absolute precision, but at the same time be a completely uncreative person. But if you come up with the newest way of tying shoelaces or brewing tea, there is no doubt in your creative abilities.
Look at the following list of qualities and put a tick next to those that, in your opinion, are associated with creative thinking:
Возможно, вы допишете ещё несколько особенностей творческого ума. (72:)
Те из вас, кто отметил «критичность», «логичность мышления», «умение вести споры» и «навык игры на пианино», к сожалению, имеют несколько смутное представление о сущности творческого мышления. Конечно, при определенных условиях творческий человек может обладать и подобными качествами, но они не являются необходимыми. Остальные характеристики непосредственно связаны именно с ним.
Когда ученик преобразует, видоизменяет учебный материал, он тем самым присваивает его. Вопросы, которые направлены на развитие творческого мышления, называют творческими.
«Если бы какой-то природный катаклизм погубил войска Чингисхана, как бы выглядела современная карта мира?»
“What would our country look like if, in October 1917, the Great October Revolution failed?”
“What would you feel in Tatyana Larina’s place?”
“How would the rules of the Russian language change if there were no prepositions?”
“How would people perform calculations if there were no fractions?” (“What would change in people's lives?”)
“If Mendeleev had not seen the Periodic System of chemical elements in a dream, what would have changed in this science?”
By asking creative questions, we change the course of the lesson. The fact is that fantasy, by definition, is not right or wrong - everyone is free to invent everything he wants. Encouraging children to play this kind of imagination, we automatically find ourselves on an equal footing. Their fantasies have exactly the same value as yours! Of course, in your subject area you are an expert (because an “adult”), but in the world of assumptions and fictions, everyone is an expert himself.
Some teachers do not like to ask creative questions. “How then to stop this stream of fantasies?”, “And if they make up something utterly uncomfortable - dissuade them later!” - such fears, of course, do occur. Unfortunately (and perhaps fortunately?), There is no risk and there can be no creativity. The choice - to risk or not - is always yours!
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Interrogation: Questions as Tools for Thinking and Problem Solving
Terms: Interrogation: Questions as Tools for Thinking and Problem Solving