Developing Critical Thinking Skills
As an insructor this is probably our biggest challenge. I try to come up with office scenarios that have happened in order to get them to think about what they would do in that moment. They tend not to believe us when we tell them attention to details. They also think that everything coming from the computer is gospel. I will continue to give scenarios and point out areas where they might have choosen a different way to look a the information
Rebecca,
I use them a lot in my classes as well. They are as you have experienced a valuable teaching/learning tool for the students to work through.
Gary
Gary Meers, Ed.D.
I think my students feel the same way and slowing down is very important. However I am so limited in classroom time that it is sometimes difficult to prioritize the time and include critical thinking activities that I know will benefit the students more than lecturing.
I use case studies as well where there might be many possible solutions/outcomes so I can open up the discussion of which may be best and why.
Edward,
Yes it is great to observe student growth. They have come so far and often do not realize it. Before they know it they have developed their critical thinking skills and are using them daily with positive results.
Gary
Gary Meers, Ed.D.
I teach in a health related program--respiratory therapy --and find that "clinical cases" provide a sense of reality to what they are studying. What is amazing is to watch the students learn how to think clinically over the term and develop their critical thinking skills.
What are some ways individuals can develop their critical thinking skills?
Theresa,
I think this is a great approach. I do the same thing after I have shared a topic or concept. They get to use their newly acquired knowledge to problem solve and that really gets them involved in discussion and critical thinking.
Gary
Gary Meers, Ed.D.
I give my students 3x5 cards with real life scenerios as a class activity. This helps them use/develop their critical thinking skills. It also assists them in preparing for the "unexpected" on their externship.
Ron,
That is definitely a way to get them to think critically about what you are saying. Keep it fun. Nice going.
Dr. S. David Vaillancourt
I like playing devils advocate during a lecture when I see most of the class is nodding in agreement. I ask them are they agreeing just because I said so or have they concluded that they also agree? Fun times!
Marie-Anne,
Very good. This looks like a great way of starting each class with the foundation of interactivity.
Dr. S. David Vaillancourt
I agree with Judy. I encourage my students to read my lectures before class so they can challenge any ideas or information that we might encounter. It's a great way to start discussion and not simply have straight lectures. Students are able to participate and thus absorb the information easier.
Lois,
Your "out loud" collaborative approach sounds fantastic. Congratultions on your increased pass rates.
Dr. S. David Vaillancourt
My students sit for the National Certification Exam in Surgical Technology (CST). I've come to realize that all the students have the knowledge to pass the exam however, the major problems are in how the students are reading the questions. I have the students self-analyze outloud as to how they reasoned to the answer, whether it be right or wrong. As a class we discuss improvements to reasoning; indicate "trigger" words; answer questions by process of elimination of the answers in a true/false fashion----whatever it takes. This has helped train our students to become critical thinkers. This training starts day one. I am happy to say our certification pass rates have tripled and quadrupled since we began addressing critical thinking head-on!!!
Paul,
That is a very useful implementation of the higher end of critical thinking. Thank you for sharing.
Dr. S. David Vaillancourt
Listening and watching media such as TV commercials and radio commercials. You view them from a point of view where you try and determine the commercials target audience, there message, their slant and if the advertisement is truthful or false. I enjoy deconstructing TV commercials. This allows me to see what companies have good and great messages. It also keeps my mind sharp to how marketer mislead us in advertising products and services.
Joseph,
Your explanation is excellent. The continuous re-evaluation (and subsequent improvement) is one of the marks of professional excellence. Best wishes to you on your adventures.
Dr. S. David Vaillancourt
Thank you for your critique. I agree with you wholeheartedly, concerning the fact that it may not be one of the objects in a specific, however, it is almost-always productive, in that it allows for a constant re-evaluation of our opinions, goals, objections, and our overall view of who we are. The critical-thinking process also allows us to see ourselves, as we really are, character-wise, and begin to make changes to the things we don't like about ourselves. In the classroom/career context, it allows students to evaluate "Where they came from" - and what's needed to get them to "Where they want to go." Since I have yet to finish ED116, I'm still quite a bit behind in reference to your experience & training. I'm sure there's still "More than meets the eye" to come. Thanks
Joseph,
Your observations are very thought provoking and valid. Thank you for sharing your insights. I would venture to say that there are many kinds of training and education. Some have specific and direct objectives of Critical Thinking and others are are less direct, while others are designed for providing information and reflection. The role of assessment is to determine if the objectives have been attained. However, critical thinking may not be one of the objects within a specific. The objectives for any one course may include only some of the components of critical thinking that will later be used in the overall process.
Dr. S. David Vaillancourt
