Педагогические науки/ 5. Современные методы преподавания

Fokina O. S.

The Branch of The Tyumen State University, Kogalym, Russia

THE RWCT METHOD IN TEACHING STUDENTS THE ENGLISH LANGUAGE

Due to the usage of modern teaching methods we can easily solve a number of pedagogical problems which face pedagogical staff nowadays. There are lots of teaching methods in pedagogics, but not all of them can be useful in teaching students the English language. The question is how to find the most effective one remains a topical problem of pedagogical societies.

A great variety of methods is used at schools, colleges or universities. New methods help to develop many students’ skills and abilities.

We consider that the attention should be drawn to critical thinking as it is one of the most important abilities for the brain development.

According to Richard Paul, critical thinking is that mode of thinking – about subject, content, or problem – in which the thinker improves the quality of his or her thinking by skillfully taking charge of the the structuries inherent in thinking and imposing intellectual standards upon them. Critical thinking is, in short, self-directed, self-disciplined, self-monitored, and self-corrective thinking. It entails effective communication and problem solving abilities [1 ].

In our understanding, the aim of a teacher is to help a student to develop his or her abilities and become a good critical thinker.

A well cultivated critical thinker:

- raises vital questions and problems, formulating them clearly and precisely;

- gathers and assesses relevant information, using abstract ideas to interpret it effectively, comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards;

- thinks openmindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences;

- communicates effectively with others in figuring out solutions to complex problems [1].

To reach all these we suggest using the teaching method “RWCT - Reading and Writing for Critical Thinking”.

We should realise that to develop as thinkers, students must pass through three stages of development in critical thinking: “Evocation Stage”, “Realization of Meaning” (“Understanding”) and “Stage of Reflection”. Various methods and techniques should be used at any stage in the process of teaching English [2].

“Evocation Stage” is the first opening stage of learning. The function of the stage is motivating. During this stage teachers try to draw students’ attention and interest to the topic under discussion as the evocation part of this method is to provoke students’ interest in solving problems. This stage is characterized by preparation for students’ thinking activity.

At this stage teachers can use such methods as: “Brainstorming”, “Mind-up”, “Five-leave clover”, “Key words”, “Clustering”, “Table”, “Free writing”, “Bingo”, “Predictions” and others.

Creating pedagogical conditions for understanding and realization is the main task of the next stage “Realization of Meaning” or “Understanding”. The main idea is to maintain students’ interest. It must be mentioned that teachers have the smallest extent of influence on students at the stage of understanding.

As for students, they think critically about what they learn trying to understand, compare and analize the given information. Students go through this phase with the full inner engagement.

The following methods and techniques are typical of this stage: “INSERT”, “Mixed-up sentences”, “Free writing”, “Jigsaw1” and “Jigsaw2”, “Clustering”, “Enhanced lecture” and others.

“Stage of Reflection” is considered to be the third and final step in the process of critical thinking development. It is a systematic process of critical analysis and reflection. The function of the third stage (Stage of Reflection) is communicative. This stage has an informational function. All tasks and exercises are based on communication. At this stage students are encouraged to use their knowledge and are expected to express the ideas in their own words, not to repeat somebody’s thoughts. They communicate, discuss, comment, analyze, speak their minds, prove the ideas and express their points of view using acquired knowledge and experience.

The following methods and techniques can be used at the Stage of Reflection: “Brainstorming”, “Press-conference”, “Mind-up”, “Clustering”, “Joint discussion”, “Discussion web (based on giving arguments pro and con)”, “Shared inquiry”, 10 min essay, “Academic debate”, “Three-step interview”.

Summerizing the information, we can conclude that Reading and Writing for Critical Thinking method can be an effective one in teaching students the English language. It should be mentioned that using this technology has a number of advantages: students’ attendence is better; they show more enthusiasm for learning English, enjoy the lessons and derive pleasure. The chief advantage of the RWCT method is its simplicity and availability.

As a result, students’ knowledge improves and they demonstrate better development of skills and abilities (intellectual abilities and communication skills in particular). All these form their intellectual-communicative competence for students’ future career.

REFERENCES:

1. Richard Paul and Linda Elder, The Miniature Guide to Critical Thinking Concepts and Tools, Foundation for Critical Thincing Press, 2008

2. Заир-Бек, С.И., Муштавинская, И.В. Развитие критического мышления на уроке: Пособие для учителя. — М.: Просвещение, 2004, - 175с.