what would happen if?
It seems to me that we have lost the art of “what would happen if†you know those people that never left anything alone always trying something crazy or different. It would appear that those are the ones with the most critical thinking skills because they have the most life experience in doing just that critical thinking. I love when a student asks that question I get excited and I say “I don’t know lets find out†this really gets them going and the flood gates open.
Steven,
You make a very good point about keeping the fact finding and discussions on point. Without directions it is easy to lose the entire class because a rabbit hole was found and entered with no idea of how to get back out of it and back on topic.
Gary
Gary Meers, Ed.D.
I believe that a certain amount of "what would happen if" is O.K. but there still must be a controlling element to avoid running down any and every "rabbit hole" you identify. You can always return to secondary or tertiary findings at a later time.
Best practice is to have the students answer their own questions; they have the information--they just need to access it. At that point, Joshua, you are correct-it is our repsonsibility to confirm and backup their information!
Rosa,
Good analysis of how many adult learners see problem solving. They do want a formula to follow rather than thinking through and using their life experiences to propose solutions and solve problems.
Gary
Gary Meers, Ed.D.
I have been very lucky to experience teaching middle schoolers and adults. As I am able to observe both age groups, I realized that adults want to be spoon-fed answers to the curiosities no less that the younger students.
For that reason, I have put into practice all the informative questions. The students have realized that I am not there to just lecture, but to facilitate their journey into owning their education.
Mr Martin, you nailed it square on the head, when one asks "what would happen if?", one might start thinking of the possible outcomes before doing the actual experiment. They would have to do critical thinking before hand. What a great exercise!
Ray,
You make a good point about helping students to seek information, analyze it, and then select possible solutions. They need to be able to see the value of using a format to work through to gain success.
Gary
Gary Meers, Ed.D.
I beleive the what would happen if question is good as long as it does not prohibit an individual to make a choice or follow a direction because they get caught up in trying to find the best answer. It is best to have multiple points, however not so many that one gets confused.
A majority of my students will ask that infamous question, usually when we are in lab. So I have the students answer there own questions. After getting feedback from different sources then I would add my input.
Richard,
Good point and one that gets me going at times. It is a effort to expand the thought process of students and get them to think about "take ways" from the course rather than as you mention what kind of grade can I get so I can move on. It is a tough road but one we need to continue to follow with our students.
Gary
Gary Meers, Ed.D.
I think that's a really good idea to get the students thinking. I'm going to try and employ that from now on. I only wish there was more critical thinking lessons going on in high-school classrooms. As an adult educator, I see all the time students only wanting to know what is required just to pass the class. I think (hope) that they come away from the class having learned something the didn't know at the start. It's just that initial "how do I get through this?" instead of "how much can I learn here?" that gets frustrating. But again, thanks for the tip on the "what if?".
Andrew,
I think you are right about having lost the "what would happen" part of your coping skills. Having alternatives helps us to be able to work through the different situations that come up where we are called upon to be a part of the solution rather that advance the continuation of the problem.
Gary
Gary Meers, Ed.D.
