Hi Khalid,
I like how you get input from your students first and then show them so that they will have something to think about and retain.
Patricia Scales
1.Discus/explain the urinary analysis findings of (a)glyosuria (excessive sugar in urine) and (b)ketonuria (excessive ketones in the urine)in the diabetic patient.
2.Explain the clinical manifestations of jaundice in liver disease.
In a physics course, I sometimes ask students what to expect in some situations. Then I demonstrate what really happens. This helps them to re-evaluate their concepts.
Hi Jamie,
I love it! This is a great way to generate fun and excitement as well. What a creative way to promote analytical thinking.
Patricia Scales
I will give them a question from the book and have the students answer it. Then I will have them close the books and then role play the question based on what they read being the answer.
Hi Clayton,
This is certainly a clever way to test a student's analytical skills. It also amazes me how students interpret the same thing differently.
Patricia Scales
I like to give students written dialogues to analyze. In small groups, students must identify the different viewpoints of each participant in the dialogue.
Hi Melissa,
I love it! This is learning at its best. Students love it when they have scenarios that they will encounter in the workplace.
Patricia Scales
In Dental Materials class I will present a situation, such as: if the decay is this deep and the dentist wants to use this material to fill the cavity, what supplemental materials should be placed in order to get the best results for the patient? There are supplemental materials that can only be used under certain filling materials, therefore, they have to put themselves in the position of the Dr. to figure out which materials would be best for certain situations. By doing this, they can figure out why the dentist makes the decisions he/she makes and it helps them understand why they are doing what they are doing, instead of just going through the motions.
Hi, Sally! That is a great strategy - having students dissect what went wrong with previous patient cases. Medical care has to be individualized - none of us will be exactly like the textbook examples or even other patients with the same ailment. Nurses have to be able to think on their feet and properly analyze every situation based on its own merits in order to provide the proper medical care.
Thanks!
Nursing students must pass the state NCLEX exam in order to be able to enter the profession. NCLEX does not test specific knowledge like facts and figures, but rather the student's ability to analyze the medical situation properly in order to provide the correct solution. Therefore, I have implemented problem sets that go beyond simple math problems (like adding 2 fractions) in order to push the students into analytical thinking mode. Most students simply hate being pushed out of their comfort zones in the beginning, but eventually they begin to understand the necessity of being able to correct analyze and solve a problem. Future patients do not come along in strict textbook fashion and the students must be prepared for anything!
Hi Carrie,
Students normally grasp when they can discuss the advantages and disadvantages. Tangible learning is interesting and exciting to students. You do a fine job getting your students involved critically and analytically.
Patricia Scales
Hi Vicki,
Super way to promote what students will encounter in the real world. Students need to know how to think critically as well analytically.
Patricia Scales
Hello Patricia,
Very creative approaches to analytical thinking activities list here, especially in the cooking classes. I try to incorporate analytical thinking in my textiles class by discussing fiber properties and then asking students to determine the pros and cons of using that particular fiber for various garments (with differing target markets and pricing). Another activity I use is to complete a felting demonstration in class after we discuss wool. They need to determine why the raw wool felted and how this new fabric can be used.
Thank you.
I teach cardiovascular ultrasound and every day is lecture and lab. In lecture I propose a problem or a disease process and have an open discussion on possible solutions or diagnosis. Then we move to the ultrasound lab and prove through trial and error, or directed examination to understand the disease process or diagnosis. Even though the students are imaging each other and no one has pathology, they are required to implement the same protocol as used on someone who does have the disease. Analytical and critical thinking come into play as they have to put the pieces together in their mind and apply it to their scanning, even in the absence of the actual disease.
Hi Wook,
You are right! It is a a good way to keep students on their toes.
Patricia Scales
Throughout a lecture, it is always beneficial to ask questions to students. This confirms checking for learning in addition to having students keep up with the material and answer questions.
Hi Chris,
I like how you purposely do things to have your students figure out what's wrong to promote analytical/critical thinking. Students need to know how to troubleshoot before they enter the workforce.
Patricia Scales
For my system interface class, I first spend time on how our studio is interconnected and demonstrate the signal flow of it. I then "sabotage" some of the components (i.e unplug a cable, leave a switch engaged, change I/O setup, ect...) and have the student utilize analytical thinking to figure out where in the signal flow and why, the audio is not passing correctly.
I teach in a medical billing and coding program so analytical thinking is an integral part of every lesson. As students get better at assigning diagnosis and procedure codes they are asked to extract information from case studies. This involves analyzing the report and determining the correct diagnosis and procedure codes.
