Critical thinking challenges
Myself and another instructor were chatting about some challenges when utilizing critical thinking in the classroom. We've found that when we implement critical thinking exercises in the classroom, the students have difficulty realizing that they are actually learning the material as well (they are so used too powerpoint / lecture style learning).
Ensuring that we review the achieved objectives at the end of each class can often help alleviate this issue.
Jeannie,
Yes they are and this makes the task of helping them to develop their critical thinking skills a task. They need to develop the ability and skill to research out information, form perspective solutions and then select the one solution they think will solve the problem. Once they start to see how this method works for them they start to get excited. In Winnie the Pooh book Winnie says to his friends over and over "Think, think, think" when they face a problem in One Hundred Acre Woods. I think this same application needs to be made by our students today.
Gary
Gary Meers, Ed.D.
Critical thinking is a challenge for younger students because they are used to the internet to get answers fast.
Deborah,
Like the way you are helping to make your content come alive for your students. You are letting them learn in alternative ways and helping them break their dependency on PPt's. They need to be able to "think" "think" "think" as Pooh from Winne the Pooh says about how to be successful.
Gary
Gary Meers, Ed.D.
I agree students are use to being "spoon fed". But recently I have been diagraming on the board and writing key phases and emphasizing vocab words and my students are requesting that format when I am introducing a new chapter. They create their own outline/notes...what a concept! (insert sarcasm)I love it! Passing up on PPt's is refreshing to both of us.
PS:some students still request the PPt and I do make it available to them. (However, just a handful)
Yonne,
That reflective time can make a big difference, Very good.
Dr. S. David Vaillancourt
I have found that even with PowerPoint, students are unable to understand what is being said. I ask questions and give them time to think about it and they usually respond with a pretty good answer.
Cindy,
My experience has demonstrated the SQ3R study method to be a very sound strategy for many students having difficulty - if they choose to do the work. I have heard that many opportunities are often disguised as hard work. ;-]
Dr. S. David Vaillancourt
The students want to be spoon fed. They want outlines,(if I study this will I get an A on the test)summary charts, powerpoints etc. Iasked them to read their book and make an index card and that was too much for them. They can read the book but they need to take the information from the book and apply it.
Cambria,
You are very correct. I often refer to the metacognitive activities as being 'extra' that can solidify the learning experience. Your summaries are a perfect example.
Dr. S. David Vaillancourt
I have the exact same issues with some of the course material I teach. I teach a survey style college prep course and the feedback I often get, from administration, is that we spend class time talking rather than doing worksheets or other tangible assignments. I have started summarizing at the end of a facilitated discussion the key points and writing keywords and ideas on the board to help reinforce that this was a learning experience even though it flowed like a conversation. Students don't often understand how much they are learning over the class period because they are actively engaged instead of learning and purging.
Katie,
Yes, keep the individual activities ejoyable and engaging can facilitate a lot of 'hidden' learning. Additionally, because the learning is attached to significanly positive emotional responses, future retrieval of the information is often much more robust. Very good point. Thank you for sharing your insights.
Dr. S. David Vaillancourt
