Every day before I start class I take three different topics out of the lecture and before I start for the day I pose questions to the students and offer a free forum to discuss them. I think that this helps them to focus on what will be discussed but also when they are then presented with the information in the lecture, they can begin to start to look at it a different way based on the way fellow peers have given their opinions.
Habituate the use of a process and a model(s) applicable w/in the process. One we use is based on critical thinking concepts and tools developed by Paul & Elder. The routine application of the Universal Intellectual Standards they present can help "habituate" analysis, and therefore critical thinking. This may sound overly robotic but we're talking about the analysis level of learning here w/ critical thinking (breaking things down to understand the parts - - like cause and effect), so there kind of is a need for mechanics. Conversely, critical thinking's opposite, creative thinking, goes to a higher level of learning (synthesis to evaluation) and is less formulaic.
Dianne,
I use case studies and scenarios a lot in my courses for the reasons you list. They help students to stop, reflect and propose solutions to problems. They need to develop skills in this area as that is what they will be doing throughout their careers.
Gary
Gary Meers, Ed.D.
In developing critical thinking skills - a scenario is presented to the students. They are shown how to see the "big picture" but then challenged to see the puzzle pieces involved in that big picture. Group exercises are assigned for them to solve each piece of the puzzle, which then demonstrates how the pieces fit to solve the scenario.
Kimberly,
Like this approach. It is fun and challenging and I am sure you come up with a lot of different shapes. Gets everyone on the same page and thinking about what it takes to become a problem solver.
Gary
Gary Meers, Ed.D.
To teach critical thinking skills I start with a simple challenge question that gets their minds going for instance the 9 dot think outside the box question. Without lifting your pencil off the paper make 4 equal size lines connecting all of the dots Remember to think outside the box :)
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The above is a great ice breaker to start the class thinking. Next I ask a question of the students that I know that they have good understanding about. The students really get involved in the discussion because they are comfortable with the topic, but with any clinical thinking activity it is important to play devils advocate to elevate their thinking and challenge them to come at the topic from a different perspective. Different perspectives create different responses and conclusions creating an opportunity for successful learning. :)
this a great game to teach them how apply critical think with a game, they were not shown how to do this type of thinking in grade school it is needed in any repair service field,
Kimberly,
Your last sentence is something that we educators need to work with our students on. We need to help them see how to approach, analyze and the propose solutions without over thinking the problem to the point they become frozen which leads to know decision or solution at all.
Gary
Gary Meers, Ed.D.
In helping students develop critical thinking skills, I like giving them tools to organize their information, encouraging them to tap into their own knowledge base or experiences if applicable, and helping them be confident in analyzing their data. I find students doubting what they know and over thinking their problem, can be detrimental to the critical thinking process.
Steven,
Good way to help them take ownership for their educational growth. You are serving as a learning leader that guides and they provide the exchanges needed for personal growth. Good model to follow.
Gary
Gary Meers, Ed.D.
As an Instructor, one way I've found is to provide the right atmosphere and ask the right questions to initiate discussion and then back up to allow the freedom of the students to respond. I try to minimize my involvement to "course corrections" or avoiding dead-ends, so the progress of the class is heavily dependent on the students themselves.
Luisa,
I like this approach because it requires the students to become involved in the discussion and exploration of possible solutions. This is how they develop their critical thinking skills.
Gary
Gary Meers, Ed.D.
I feel one way to help students develop critical thinking skills is to not answer all questions directly. Help them formulate the answer by asking them questions that allow them to critically evaluate their knowledge base to form the answer. At times, I have to ask a series of leading questions for them to formulate a correct answer. For some students, this is a frustrating process, but is necessary for their own personal growth.
Karl,
You make a good point and that is why it is so important to provide numerous opportunities for the students to problem solve and do critical thinking. The more experience they have in the classroom the better prepared they are going to be in the workplace. I use a lot of case studies with my students to get them thinking about what they will be facing in the real world.
Gary
Gary Meers, Ed.D.
With a diverse classroom, it is essential to develop student ability to think critically about issues. If they can't think their way around issues that can come up within a diverse classroom, they will have a hard time in the proverbial real world.
John,
This is a great check for understanding to use as you start a new course. You are challenging your students to be thinkers in relation to what they know and how they can use this knowledge. This is a strategy that instructors in other fields could use as well. Thanks for sharing it with us.
Gary
Gary Meers, Ed.D.
In our advanced culinary arts class, I do re-test students on their first day in my class, using test questions from classes before my class. To challenge student ability to think own their own, I give them recipes with only the ingredients without sequential directions. They have to write their own steps of which ingredient is to be processed first. Some students do very well.
Michael,
Good point and a critical part of the reflective thinking process. All of us need to question when we are striving to come up with solutions to a problem.
Gary
Gary Meers, Ed.D.
Tom,
In our culture of having everything now it is tough for students to realize the value of what you are trying to teach them. If they will stop and reflect on the situation they will be able to formulate some possible outcomes that will work. Keep up this good effort as it will really help students with their careers in the future.
Gary
Gary Meers, Ed.D.
Very nice! As a culinary instructor, I also use this method. They have many recipes to cook, but having them analyze the recipes as a whole has become an effective way for our students to achieve success in the classroom (kitchen).
