THE THREE-PHASE VOR MODEL (CHALLENGE - COMPREHENSION - REFLECTION) AS A TECHNOLOGY FOR DEVELOPING CRITICAL THINKING IN A UNIVERSITY COURSE: GOALS, TASKS, AND TOOLS FOR APPLICATION

• Rano Sadykovna Yankina

  Associate Professor, Department of Pedagogy,Andijan State University Andijan, Republic of Uzbekistan.

  Author

The thesis presents an operational specification of the three-phase VOR model (Challenge - Comprehension - Reflection) for developing students’ critical thinking in a “General Pedagogy” class. The aim is to align each phase’s goals with a set of guiding teacher questions, concrete techniques, and observable, assessable learning results. The model is implemented in an 80-minute session: “Challenge” ≈15, “Comprehension” ≈45, “Reflection” ≈20; if necessary, a two-phase configuration with micro-reflection is possible. Formative assessment based on learning artifacts (INSERT sheet, cluster/map, table, mini-essay) and a brief public defense is substantiated. The communicative and value-laden nature of critical thinking is emphasized as the core of an innovative pedagogical technology. The practical effect is an increase in the share of active learning formats, reduced anxiety, strengthened reflection, and the transfer of methods across topics and courses.

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