Lessons using RCM technology
Topic: “About two thieves and a priest obsessed with gout” I. Novikov
“About two thieves and a priest obsessed with gout” I. Novikov
Authors: Uchuvatova T.V., Nizhny Novgorod
At the challenge stage, pair and group brainstorming techniques are used.
The work can be organized this way.
Teacher addresses the class: Let's remember what laughter can be like in literary works. Divide into pairs and write down everything you know about the nature of laughter as an artistic technique, about its types. Next comes a mutual exchange of ideas, writing them down on the board in the sequence in which they sound.
Humor is a funny, comic depiction of reality. Good laugh.
Irony is subtle mockery.
The challenge stage continues with the compilation of stories - forecasts based on keywords: two thieves; burning lamp; walking demon; great wings; pop who started walking on his own two feet . Students in pairs write the intended plot, remembering to use some kind of laughter as an artistic device.
The challenge stage ends with reading your own short stories.
Semantic stage. Students get acquainted with the story of Ivan Novikov.
A necessary note. Before reading, the teacher informs us that, unfortunately, we know almost nothing about this writer:
nor the date of his birth; no death; not even a middle name. But we know that in 1792 his book “The Adventures of Ivan the Living Son” was published, a collection of funny and wise short stories, one of which we will read. It's called "About Two Thieves and a Priest Possessed by Gout."
While reading, students keep a two-part journal.
At that time, the fire of the village priest was accidentally extinguished in the hut, the tinder was all gone, the flint was lost, and the knitting needles were not found, so he sent his sexton to the church so that he would shine a light from the burning lamp and bring it. The sexton, approaching the porch, as the night was very dark, he, not seeing anyone, but hearing the clicking of nuts, thought that, of course, some walking demon, having collected nuts in the forest, came late to the porch to have fun and hide from inclement weather, having listened for so long, he rushed to his abbot with good obscenities and, out of breath, said that the devil, sitting on the porch, was playing with nuts. The priest, not believing anything, scolding him a lot, sends another of his lads with him. so that they will certainly get fire. The sexton said with tears:
- Is it hard for you? Wait, I'll help; How much did you take and how much is left there?
The priest's servants, hearing the voice, became numb and, abandoning the stretcher with the priest, ran to the courtyard, and one, somehow tripping behind the gateway, cut his forehead, and the other also inadvertently broke his leg, and the father, perhaps pretending, did not go to the He was about five years old on his feet, he could barely gather his strength, and he also jumped up and ran with great difficulty, and the thief, following him, laughed:
But the priest, having reached the gate and crossed through the gateway, slammed the gate, and in a hoarse voice could hardly say:
The thief found out that it was a mistake; Having waited for another, he told this strange adventure; They laughed for a long time and went to their home with the spoils, and after that the priest, even during the day, when he came to the porch, protected himself with the sign of the cross, began to walk on his feet, and not on a stretcher, but at night he neither himself nor his subjects went to church to get the fire I didn’t dare send it.
Reflection stage. There is a correlation between the read fairy tale and the one that the students tried to recreate using the given words.
The work can be activated by asking: What thoughts arose in connection with the coincidence (discrepancy) of the real and imaginary versions?
The “joint search” discussion continues the reflection stage.
Questions for the “joint search” discussion:
What human qualities does I. Novikov ridicule? Why?
What negative traits destroy human character?
How can you prove this in text?
What artistic means does the author use to create his characters?
What folklore techniques can be found in the short story?
The work ends with writing a 10-minute paper on the topic: Do you think there is a positive hero in this story?
Two thieves, although they were not the first, and not the very last number in their craft, came to the village, as usual, looking around, where the gate was poorly locked, the wall was not high and the cages were not very strong, and saw that one peasant had found something similar with their desire: in one cage they saw sleeping sheep and calves, and in another there was something poured in bags; According to their intention, they believed that for one night it would be enough work to have some fun if they managed to get everything clean. Having waited until night time, they both went to work; the first one managed to take two bags of nuts; he brought them to the porch of the church, where they agreed to meet; Having untied one bag, waiting for his comrade, he began to crack nuts with his teeth at his leisure.
At that time, the fire of the village priest was accidentally extinguished in the hut, the tinder was all gone, the flint was lost, and the knitting needles were not found, so he sent his sexton to the church so that he would shine a light from the burning lamp and bring it. The sexton, approaching the porch, as the night was very dark, he, not seeing anyone, but hearing the clicking of nuts, thought that, of course, some walking demon, having collected nuts in the forest, came late to the porch to have fun and hide from inclement weather, having listened for so long, he rushed to his abbot with good obscenities and, out of breath, said that the devil, sitting on the porch, was playing with nuts. The priest, not believing anything, scolding him a lot, sends another of his lads with him. so that they will certainly get fire. The sexton said with tears:
“Evtyushka, sir, even from the first campaign my bones are cracking, like in a dungeon, and my veins are cramping like a fever.”
The priest, trying to get fire, drove them with a stick, ordering them to leave with prayer. The frightened sexton and the other, looking at him, having thrown off their boots, stepped out with quiet steps like cranes. Approaching the porch, they both heard that the thief was gnawing nuts, but meanwhile the sexton told the other that he supposedly saw Satan in the face: what caftan, mittens and hat he was wearing, and what kind of onuchi and bast shoes he had. For a long time they stood in great thought, not knowing what to start, and the thief, not paying attention to anything, crushed the nuts. The sexton took the farmhand by the hand, and quietly returned to the priest and told him that Satan, sitting, reaches his head to the roof of the porch and has great wings, iron claws on his feet and hands, and fiery sparks blazing from his eyes. The priest was not afraid of this prediction, because, remembering his parents from the evening, he had drunk a lot, then by midnight his head hurt and his stomach was burning, and without fire and keys it was impossible to find him, he ordered his stretcher to be brought, for he was, of course, from drinking water sick with gout. The priests, having put the father in them, tremblingly carried them to the church, but they relied on themselves; If the devil wants to feast on any of them, then the lame priest will get caught before them. As he approached the porch, the thief, hearing people walking carelessly, thought that it was his other comrade, and asked: “Is it hard for you?” Wait, I'll help; How much did you take and how much is left there?
The priest's servants, hearing the voice, became numb and, abandoning the stretcher with the priest, ran to the courtyard, and one, somehow tripping behind the gateway, cut his forehead, and the other also inadvertently broke his leg, and the father, perhaps pretending, did not go to the He was about five years old on his feet, he could barely gather his strength, and he also jumped up and ran with great difficulty, and the thief, following him, laughed:
Where the hell is you going and why are you afraid of me, because I’m the only one here.
But the priest, having reached the gate and crossed through the gateway, slammed the gate, and in a hoarse voice could hardly say:
-Curse the light in the name of God, amen, amen. crumble and disappear into the depths of the earth and the bottomless window.
The thief found out that it was a mistake; Having waited for another, he told this strange adventure; They laughed for a long time and went to their home with the spoils, and after that the priest, even during the day, when he came to the porch, protected himself with the sign of the cross, began to walk on his feet, and not on a stretcher, but at night he neither himself nor his subjects went to church to get the fire I didn’t dare send it.
13th ed. - M.: 2012. Part 1 - 256 p., Part 2 - 240 p.
The textbook is included in a set of books for grades 5–9, providing teaching according to the author’s program of literary education. It also includes Bookshelf reading books. The concept of literary education is based on the study of literature as an art form, comprehension of a literary work in the unity of content and form, and identification of the national identity of Russian literature. The textbook is intended for educational institutions with in-depth study of literature.
FIRST LESSON OF SKILLS
N. S. Gumilev. Captains 14
SECOND LESSON OF SKILLS
The world and man in foreign literature 22
“Discovery” of the world and man in Renaissance literature 22
M. de Cervantes Saavedra. Licentiate Vidrière. Translation by B. Krzhevsky 26
Depiction of man in the literature of European classicism of the 17th century 56
J. B. Moliere. Reluctant Marriage 60
Reading laboratory. How to learn to quote a work of fiction 84
The image of man in the literature of the European Enlightenment 87
D. Defoe. Robinson Crusoe 88
Reading laboratory. How to learn to understand the meaning of an artistic detail 92
Portrayal of the inconsistency of human character in literature 96
V. Irving. The legend of the Arab astrologer. Translation by A. Bobovich 99
J. X. von Zeidlitz. Night view. Translation by V. A. Zhukovsky 118
Airship. Translation by M. Yu. Lermontov 120
Heroic character in literature 123
J. London. Mexican. Translation by N. Man 126
R. Sheckley. The smell of thought. Translation by N. Evdokimova 153
THIRD LESSON OF SKILLS
World and man in medieval Russian literature 173
The Tale of the Shemyakin Court 174
Sagittarius and the peasant. Russian folk ballad 177
The World and Man in Russian Literature of the 18th-19th Centuries 180
I. Novikov. About two thieves and a priest obsessed with gout 181
A. A. Bestuzhev-Marlinsky. Evening at the bivouac. 184
O. M. Somov. Mermaid. Little Russian legend. 195
A. S. Pushkin. Gypsies 205
A. S. Pushkin. Peasant young lady 226
A. S. Pushkin. The Tale of the Golden Cockerel 247
I. S. Turgenev. Bezhin meadow. From “Notes of a Hunter” 60
Reading laboratory. How to learn to distinguish between the typical and the individual in a literary character 62
N. S. Leskov. Lefty. The Tale of Tula's Oblique Lefty and the Steel Flea 68
Reading laboratory. How to learn to characterize national literary characteristics 102
M. E. Saltykov-Shchedrin. The story of how one man fed two generals 107
ST. Aksakov. Essay on a winter day 116
N. A. Nekrasov. Schoolboy 120
L. N. Tolstoy. After the ball 123
F. M. Dostoevsky. Boy at Christ's Christmas tree 135
A.P. Chekhov. Chameleon 142
Reading laboratory. How to learn to understand a character's character by his speech 146
In the workshop of a word artist. Portrait in a literary work 149
Treasures of bookshelves 151
The World and Man in Russian Literature of the 20th Century 153
M. A. Bulgakov. Red Crown 155
Reading laboratory. How to learn to determine the artistic role of the interior 161
D. B. Kedrin. Pyramid 165
A. P. Platonov. Ivan the Great 169
N. A. Zabolotsky. In this birch grove 176
E. I. Nosov. Small Motherland 178
V. G. Rasputin. French lessons 181
F. A. Abramov. Golden hands 211
F. A. Abramov. When you act according to your conscience 212
Treasures of bookshelves 215
FOURTH LESSON OF SKILLS
A. S. Pushkin. Nanny 222
A. S. Pushkin. Anchar 222
E. A. Baratynsky. Confession 224
N. Baratashvili. “You are God's greatest miracle. » 226
A. S. Khomyakov. Russia 226
In the workshop of a word artist. Poetic mastery 227
136. “I burdened my heart with great tenderness...” I burdened my heart with great tenderness. He closed his eyes. A black tear rolled down from the sad face of the night. And again and again the intoxication swirls in my soul, in a foreign country. I dream of something unique, Coiling with music at the bottom. And there at the bottom - in
6. “Leads everything to the great execution...” Leads everything to the great execution, Then the great one, which brings us out of life’s fear of hydrophobia to the shore of sleep. And the shallow path of bodily wanderings And the furious flood of the spirit - All the lusts of damnation are crowned with corruption by the wise coffin. And in this miracle
V. Gusev FOLK SONGS AND DITS OF THE GREAT PATRIOTIC WAR The Great Patriotic War against the fascist invaders demonstrated the truly popular character of the socialist system in our country and caused a powerful upsurge of patriotic feelings among Soviet
The Tale of the Priest and his worker Balda Once upon a time there was a priest with a thick forehead. The priest went to the market to look at some goods. Balda walks towards him, not knowing where. “Why, dad, did you get up so early? What are you asking for?” The priest answered him: “I need a worker: a cook, a groom and a carpenter. A
The Legend of the Kingdom of Babylon Translation by N. Droblenkova This medieval Russian work dates back to the 11th century. Legendary tales about the journey to Babylon (which appears in them as the kingdom of snakes, as the defeated world of paganism, idolatry and evil) were widely
About two thieves and a priest obsessed with gout [100] Two thieves, although they were in their handicraft [101] not of the first, but not the very last number, came to the village, as usual, looking around, where the gates were poorly locked, the [ 102] is not tall and the cages[103] are not very strong, they noticed that
THE TALE OF THE NON-SET DAWN To the blast furnace workers of the Second Komsomol Furnace of Magnitka, who continue the glorious traditions of older generations and are blood-connected with those who, at the cost of their lives, established the power of free labor. Go out into the night - or open the window wide: Magnitka has illuminated the whole Earth.
"The True History of the Great Patriotic War." The ideological orientation of Beshanov’s “works,” which, according to the author, are supposedly completely detached from any ideology, is clear from the first words, from the first pages. No matter what the USSR, Stalin, Soviet generals do, they will be caught
6. Bertrand Blier. Prodigal son of a great culture “Get your handkerchiefs ready” “Too beautiful for you” “Get your handkerchiefs ready” “My type of man” “Stepfather” “Cold appetizers” “Waltzing” If the existential 60s in French cinema are Godard and Truffaut, and the baroque 80s - Besson and
From the series “Revolutions”. A legend about a village and an estate Above the river on a hill is the master's estate. On the other side there is a village. On the other side there are people overgrown with beards, people with half-animal paws, in sheepskin coats turned inside out; from the beard the word is incoherent, illegible; from the beard eyes
Spiritual exploration of the “Great Australian Desert” The artistic method of Patrick White A study of a society living in the “tinsel of abundance” (M. Clark), an open polemic with the so-called “Australian myth” about a prosperous country of a young healthy nation following the path
The list of books to read in the summer is a recommendation. The teacher’s task is to guide the teenager in choosing the right book. There are many good, interesting books, and this list is not a priori.
Summer reading list
20. “RAFT” strategy
Socio-game task: R(ol) A(audience) F(form) T(ema).
It is no coincidence that we took the famous words of William Shakespeare as the epigraph to the description of the strategy. The main task for those completing this socio-game task will be description, narration or reasoning on behalf of the selected character. The difficulty of the task will also be that this character must take into account the audience he is addressing.
So RAFT is R(ol) A(audience) F(form) T(ema).
We must start, of course, with the topic. Let's define its general name. For example: “Last bell celebration at my school.”
Now you can move on to choosing a role. This is a very important stage. We don’t just choose a role, but try to transform into the character, to feel it. Do not forget that you will have to look for that method of verbal influence that allows you to embody a given character and make it recognizable. Each character's speech is special, having its own vocabulary, its own structure. Think about who this hero could turn to? That is, choose an audience (addressee) and think about the form, that is, in what genre the hero could address the selected audience. For example,
Role - director, head teacher, teacher, parent, 10th grade student, graduate, 1st grade student, guest of honor, bell (bell), poster on the wall, cleaning lady, bow on a girl’s head, etc.
The audience is a friend, husband, dacha comrade, wife, head of the UNO, a random fellow traveler, some office supplies, etc.
Form - essay, monologue from a play, letter, story, feuilleton, suffering, ditties, memo, statement, etc.
Topic: Last bell celebration at my school.
1. Selection of topic, role, audience, form.
2. Discussion in a group, in a couple of selected parameters.
The task is to hear advice and suggestions that will help you transform yourself and find the storyline of the future text. What facts, details might interest the chosen hero at the last call celebration, what would he certainly want to talk about and how.
Within the allotted time, text is created that matches the selected parameters.
When the text is written down and the allotted time is over, you can help each other improve what you have written. The author can work independently if the text contains something secret.
5. Reading in the reading chair.
6. Work in groups.
After reading each other’s texts, it is necessary to highlight the main summary points. This is a form of monitoring. You can discuss these summary moments of the texts, the difference in the presentation of the same facts. Talk about the ambiguity of everything that is happening.
7. At this stage, you can reorganize the groups by combining them by genres used when writing the text. The subject of conversation in these groups will be the specifics of the genre, genre features and their observance in the texts. This stage, of course, may be missing.
This strategy develops a number of skills and abilities of students:
— readiness for improvisation;
- free interaction (communication in the language in which the interlocutor thinks);
- analysis of one’s actions and current events, awareness of one’s attitude to the world;
— forms an understanding of the specifics of the genre, teaches to understand artistic means.
It should also be noted that the 3rd person form helps to remove the fear of speaking independently.
For an attentive teacher, this is also a way to look closely at his students, since it is impossible to play “someone who you really are not.”
21. Technique “Confused logical chains”
1) Terms or a sequence of phenomena and processes are written on the board or cards, some of them with errors;
2) Groups are asked to correct errors or restore the order of recording.
22. Technique: “Six thinking hats.”
The class is divided into 6 groups:
1g. White hat – text, think in facts, numbers (no emotions).
2g. Yellow hat - identify the positive aspects of the phenomenon under consideration and argue for them (positive thinking).
3gr. Black hat - note the negative aspects of the phenomenon: identify difficulties, problems, shortcomings and the reasons causing them (negative).
4g. Red hat – connect your feelings and emotions with the phenomenon in question (emotional hat).
5g. Green hat - how to apply the method in a new situation, find new aspects in the phenomenon: Can apple trees grow on Mars? (creative thinking).
6g. Blue hat – summarize everything about the phenomenon under consideration (philosophical thinking). Can approach different groups and listen to what they have to say and synthesize all these views.
Self-analysis allows the student to repeat in more detail everything covered in the lesson and evaluate his success.
Students are asked to work on quote cards. Quotes are selected according to the principle of thesis - antithesis. Everyone expresses their point of view and defends it. For students with insufficient educational skills, it is possible to use a cube with faces:
Compare with something
Associate (what it looks like)
Analyze (what it consists of)
There is a return to the calling stage (discuss what coincided), a return to keywords, a return to inverted logical chains, etc.
25. Homework.
Students are invited to complete the work at home at their own discretion, choose any form and method of completion. A list of tasks is given, you can choose any one.
It is proposed to complete a task of a certain level of difficulty at the student’s choice. As a result, students evaluate their own capabilities in advance, and then check their level of self-esteem
Techniques for conducting reflection.
Reflection is carried out throughout the entire educational process, performing different functions at different stages. At the same time, as already noted, it is important that both students and the teacher are involved in the reflection process. As experience shows, if any of the subjects of the learning process do not participate in the reflection process, the entire mechanism of reflection turns out to be ineffective.
Reflection can be carried out orally or in writing. However, it has different semantic purposes.
Oral reflection has as its goal the publication of one’s own position and its correlation with the opinions of other people. Students often say that expressing their thoughts in the form of narrative, dialogue, or questions helps clarify some significant issues. Among the variety of oral reflection techniques (dialogue, cross-discussion or “Joint Search” discussion ), in this article we will present a description of one of them, most effectively used in working with teachers and students in the process of teaching practice.
This technique - “Double-row round table” - is aimed at exchanging opinions on the most pressing issue for the participants.
Double row round table.
During the “Double-Row Round Table”, the teacher forms two groups of participants. The first group forms the “inner” circle. Members of this group speak freely on the issue under discussion. At the same time, it is important that students do not criticize the point of view of others, but briefly and clearly express their own opinions. Participants in the second group (“outer circle”) record the statements of participants in the inner circle, preparing their comments and questions. Comments may relate to the essence of the issue being discussed, the process of discussion in the inner circle, patterns in the positions expressed, and possible reasons for such statements. Inner circle members must express their opinions clearly and concisely, linking them to previous statements. The teacher coordinates the work without interfering with the content of statements, directing the dialogue within the framework of the problem under discussion, recording different points of view. After finishing the work of the inner circle, the teacher invites the group forming the outer circle to take part in the discussion. Members of the outer circle work according to the rules described above. At the end of the work, the teacher asks the participants to formulate conclusions orally or in writing, after which he presents his remarks and comments.
However, most psychologists and teachers, including F. Kortachen, note that written reflection is the most important for personality development.
There are several most well-known forms of written reflection:
· Essay - as a work of small volume, revealing a specific topic and having an emphatically subjective interpretation, free composition, focus on colloquial speech, and a penchant for paradoxes (M.N. Epshtein “At the crossroads of image and concept”). Essay writing is designed to address the student's experience in all its contradictions on a particular issue.
· “Logbook” (eng. Log) - a form of recording information using keywords, graphic models, short sentences and conclusions, questions. The parts of the “logbook” set by the teacher that will be filled out by students may include: key concepts of the topic, connections that the student can make, important questions.
· Different types of diaries : regular, diary - art album, two-part diary (in one column - observed facts, quotes from statements, in the other - comments) and others. Unlike an essay and a “logbook,” a diary is kept over a long period of time and allows the student to carry out more thoughtful reflection, tracking both the immediate process and comparing their actions over time (“delayed” reflection).
· Written interview - a variant of group written reflection in the form of questions and answers from group members. This method allows you to conduct written reflection in a fairly short period of time for the purpose of mutual exchange of opinions.
· Poetic forms (for example, cinquain - pentaverse) are a method of creative reflection that allows you to evaluate the studied concept, process or phenomenon in an artistic form.
· Various portfolio options, which represent a set of works by students or students, link individual aspects of their activities into a more complete picture (K. Burke). I. Zagashev notes that the portfolio may include a set of assessment sheets, observation sheets, fragments of diaries, “flight magazines”, video clips, projects and plans for performances. A portfolio is more than just a folder of student work; it is a preplanned, individualized selection of student achievement (Hamm & Adams, 1991).
Here is an example of portfolios compiled by teachers at experimental schools:
1. Description of the methodological topic on which the teacher works.
2. A diary describing the experimental lessons conducted using reflective learning technologies.
3. Essay about students.
4. “Logbook”, which records the lesson conducted using reflective learning technology.
5. Plans for educational and problem-based seminars on the topic of OER held at school.
6. A study devoted to a review of literature on a methodological topic.
7. Formulation and justification of future work goals.
Accustoming students to writing essays, diaries, and compiling portfolios seems to be quite a difficult task. Based on an analysis of research on this issue, we can identify the basic rules for teaching written reflection:
1. Regular opportunity to write.
2. Choosing an interesting topic for writing.
3. Availability of samples.
4. Readership. Students must understand that the text they write is in demand by others.
5. The habit of ruling. Understanding the fact that any text can be corrected by the writer himself at any time.
6. Help from friends. The ability to share what you write. (C. Temple, J. Steele, K. Meredith)
Critical thinking technology teaches:
1. Work independently.
2. Ask questions.
3. Listen to other people's opinions.
4. Have your own opinion and defend it.
5. Is critical of the opinions of opponents.
6. Reflect on your activities
Vagapova D. X. Rhetoric in intellectual games and trainings. - M., 1998. - P. 411.
if students work with sources in which
there are different points of view on a particular problem;
if a practical problem is being discussed,
not having an unambiguous solution (expressed in the result
if during the discussion of a problem happens once
dividing students according to ways and means of solving it.
To organize a productive discussion that promotes the development of critical thinking, it is important to remember certain conditions and rules. Many researchers emphasize that in a discussion, a specific psychological factor is communication with equally informed partners - members of the group, in contrast to communication with a more informed partner - the teacher. This liberates the intellectual capabilities of students, dramatically reducing communication barriers and increasing productivity.
the ability to make a justified compromise;
desire for constant correction of point of view;
the ability to recognize the opponent’s correct arguments;
ability to “hold a position”;
ability to detect changes in oppo’s behavior in a timely manner
nenta, understand what caused them;
assertiveness (the ability to express one’s point of view without
fear, pressure, knowing what needs to be said);
empathy (understanding the emotional state of another
On the one hand, a clearly conducted productive discussion is the result of the formation of critical thinking among its participants; on the other hand, the process of discussion is a process of its development. Let us note that a feature of organizing a discussion within the framework of the technology for developing critical thinking through reading and writing is reflection on the text read. In this regard, L. Rosenblatt and D. Bleich note that an important condition for developing an understanding of the material being studied is
Statement. This is a way to react, to acknowledge
understanding or expressing bewilderment about what was said.
Affirmative phrases sound less harsh than questions, and
therefore they often encourage you to respond more freely
telling The teacher may say: “As far as I understand,
you speak . ", or "This reminds me of what was said earlier",
or “You claim that . but your friend just said
Questions. Students will be very enthusiastic about
judge your own questions, not the teacher’s questions. That's why
it is better for the teacher to provoke students to these
Signals. Since the teacher's comment began
the situation turns out to be too weighty, it is better to manage the dis
discussion using gestures and signals and not saying anything
speak out loud. A puzzled look, an expression of approval
interest, raising your hand can become such sig
Silence. When a question is asked, it is important to allow time for
What can be considered a positive result of the discussion? Of course, the solution to the problem, most teachers think. Indeed, an important characteristic of performance can be considered the achievement by schoolchildren of a result, which is determined by the teacher as a standard. An educational problem may already have been solved in science, but students
ability to negotiate in a group during preparation and you
the ability to build your arguments taking into account opinions that
may either coincide with the point of view expressed, or
to be different from her;
— respect for the participants in the discussion, for their judgments.
So, educational discussion in development technology mode
Vilo? What do you remember? Why?
What thoughts did you have in connection with this, remembering
What feelings, sensations, associations did you have?
in connection with this memorable passage?
Obviously, this approach to learning new information can give rise to many new questions, sometimes not connected to each other by logical connections. In this case, we resort to the “joint search” discussion described in the work of J. Shoulder. So, students think through their questions, and then the class or group chooses one that will be the starting point for the discussion. The most problematic one will be successful, which will also connect the read text with personal experience, allowing you to perceive it as food for thought about yourself, your loved ones, and acquaintances. The teacher can, having prepared his questions in advance, also propose them to the general list from which to choose. It is advisable that this first (but not the only) question of the discussion be written on the board.
What does the image in the text mean?
What does this image mean to you personally?
What does this image mean to a person in general?
If the answer to the first question can be found in the text, then two