Multidisciplinary development of sustainable education Fatma Khanim Bunyatova

Format 2: Lessons for demonstration
The purpose of this format of monitoring was to observe the use of psycho-pedagogical tools aimed at the development of thinking in the teaching process and to compare the results on the basis of cognitive development paradigms. The hearings were conducted in each of the four classes with a developed listening scheme that included questions and points indicating the “teaching and learning” indicator.

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   Results of the hearings:
   

PC- Pilot Class and PHEC-Pilot Healthy Education Class

1) PC and PHEC teachers participating in the project conducted classes with F. Bunyatova's constructive learning technology [7]. In constructive learning, the students at the center of the lesson were involved in cooperative collaboration and intellectual activity. After the students' level of understanding of the topic was revealed in these 4 activity activities, this meaning was transformed into new knowledge with the teacher's logical foundations and the addition of a new element of knowledge. This transformation is related to past and future knowledge. After consolidating the acquired knowledge, the work of how to reflect it in thinking takes place in activities 3 and 4.

2) Students used the knowledge and skills they acquired to answer the teacher's rationale and thought-provoking questions. In this process of acquiring cognitive knowledge, students who reasoned and answered the logical questions posed by the teacher demonstrated the ways in which new knowledge is formed by performing logical operations on knowledge. These actions are considered as an indicator of high thinking skills.

3) In the process of constructive teaching, the teacher asked a question in the role of managing learning, and when he received a question, he did not answer it himself. The question was discussed in teams and the answer was brought to the class discussion. It was clear during the discussion whether the answer was correct. Incorrect answers were not corrected by the teacher. This correction was made by the students themselves, who thought about the teacher's new question, which was a little closer to the answer, with a logical justification.

4) Knowledge was reflected in 5 parameters:
1. Specificity of the acquired knowledge;
2. Their application;
3. Tasks involving logical operations on knowledge;
4. Creative tasks;
5. "Animation" of new knowledge, ie personification of knowledge based on internal visions.In this animation, the students demonstrated their new knowledge in a thoughtful way, giving them an emotional color, talking to living and non-living images and explaining them in a new way.
6. Since most of the questions and assignments asked during the lessons were thought-provoking, the students came to a mental conclusion in the cooperative as a cooperative mental activity.

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