Hi Alise,
When students put their brains together it is amazing what they can come up with to impress the instructor. Most of our students are very intelligent.
Patricia Scales
In the massage therapy program, we have to figure out how to treat a muscle via massage applications, stretching techniques, reciprical inhibition, etc. Analyzing which method will best treat the muscle is a big part of a treatment plan of attack, so to speak. So we brainstorm on different methods to get to the root of the issue.
Hi Steph,
This activity really is very practical. Students love it when we make learning apply to the real world. I am sure your students gain a lot from this activity.
Patricia
In my composition class, when discussing audience, I give students magazine advertisements and ask them to decide who might the audience be, what arguments would be most effective for them, and whether or not the ad was successful based on their discussion.
Hi Richard,
This is a great way to show the officers that they still have much to learn about planning. At my institution we give a lot of challening placement tests to show students that they may not know as much as they think they do about a particular subject. The placement tests really humble a lot of students.
Patricia
Hi Dana,
Nice icebreaker too! Students really get to thinking if they are trying to analyze Einstien's riddles.
Patricia
For making students analize I use riddles like Einstiens Riddle. This gets them started critacally thinking then we can delve into the main course work. It seems to help.
I teach a course to mid-career European military officers on operational planning. The challenge is that these learners have been planners since they began their careers so they come in with the pre-conceived notion that they already know planning. When we force them to consider planning on a grander scale, however, to include the non-military aspects of the problem, then they realize how unprepared they are. To get them through the course we help them break the process down into component steps and then again into elements of each step. Each day is a lecture-discussion followed by hours of small group work (seminar of ~12, broken down again into 4 smaller, sub-groups). Each day they present the results of their work to the instructor or to the other seminar. Interesting conversations and internatioal dynamics as we overhear their impressions in the break room at the end of the day. All overwhelmingly positive.
Hi Carol,
It is vitally important for students to understand the "why" of everything they learn in college. Once students understand the "why" they have more clarity and a better understanding, which makes sense to them.
Patricia
I teach pattern making and apparel production, so I always ask the student why they have to do things a certain way to provide for the correct fit of a garment. Why does it have to be done this way in order for it to hang correctly, fit over the bust, hip etc. It gets them to stop pull back from the concentration of just looking at what they are doing immediately in front of them and see the "bigger picture" so to speak of how what they are doing fits the human form.
Hi Jennifer,
I can see how this is a great way to begin gainful discussion. Students need to know howto improvise/make substitutions.
Patricia
I've had a similar class/group comparison discussion with cakes and their ingredients, methods, resulting textures and therefore suitability to different pastry applications. It opens up discussion about how to change formulas or make substitutions to alter results.
Hi Sara,
I can see how this can actually be liked by students as well. This activity is very pratical and students must utilize their analytical skills.
Patricia
I teach accounting classes. My favorite analytical activity is called how to improve a company's financial ratios. I use groups of students of 3 or 4 students per group. I usually have them focus on the balance sheet first.
Step 1: Students pick a company (publicly traded) of their choice.
Step 2: Students are given a handout of the financial ratios to calculate.
Step 3: Students are to determine if the ratio is favorable or not and why.
Step 4: Students are to determine how the company can improve the ratio.
Each group will give a presentation of their findings.
The instructor needs to monitor the progress of each of the groups.
I have started a chocolate tasting in my classes. Students taste as many as 15 chocolates and must write up their feelings and opinions about each, regarding color, texture, taste, etc. I don't tell them until AFTER that they have engagede in a analytical thinking and judgments. The chocolate takes the "sting" out of this assignment.
In teaching Business,I give the students a group of companies. They then select a company & analyze their financials...sales, income , market share,P/E ratio etc.
After this analysis, they conclude whether or not to buy shares in the company.
Hi Nicholas,
Fun! Students enjoy using the sense of taste when it comes to learning. Side-by-side comparison requires deep thought as well.
Patricia
One application of analytical thinking that I use in class involves side by side comparisons of Swiss,Italian and 5 different French buttercremes. Students taste, and as a group analyze and disscuse the ingredients and how they affect the final product.
Hi Kathi,
Today's generation students do not know how to effectively utilize the library as a valuable resource. Institutions should have time set aside by the librarian to fully show every new student that enrolls how to effectively utilize the various resources the library has to offer.
Patricia
I also think we have to make sure they have the tools to complete research. The Library use has to be taught all over again. Most of my students do not know how to use one.
