Ellen,
This is an excellent approach to get the students to work through the process. Do you have any particular type/topics of research that work best for you and your students? Thank you for sharing.
Dr. S. David Vaillancourt
I assist students with research in the library. I believe one of the best ways an instructor can assist a student with developing analytical skills is through the research process. If done correctly, I think research and writing a research paper helps a student analyze and solve and evaluate a problem.
Vikky,
This practical application of the scientific method is a great example of developing analytical skills with your student. Very nice. Thank you for sharing.
Dr. S. David Vaillancourt
As an instructor of veterinary medicine, my students are learning to use their analytical skills whenever presented with a case study or a patient.
"What is the history of the problem? How long has it existed?" "What are the symptoms of the problem?" This use routinely used when taking a patient history from the owner.
"What are the causes of the problem?" Tho they are not legally allowed to provide a diagnosis, I have them think of the diseases that may be considered, due to the information provided from the history & exam findings.
"What are the effects of the problem?" We discuss the probable outcomes, if the issue is not resolved.
"What resources are available for dealing with the problem?" We discuss what diagnostic or theraputic plan the veterinarian may decide upon.
"What are the limitations for dealing with or solving the problem?" We discuss the financial or emotional limitations of the owner, or the behavioral limitations of the patient that may make treatment difficult or impossible.
Michael,
Your approach is very sound. There are many fields in which case study activity is extremely valuable as a teaching tool. Nice job. Thanks for sharing.
Dr. S. David Vaillancourt
John,
Role-playing is a great strategy for allowing students to get a "feeling" for how it may be in the real-life scenario. Nice job. Thanks for sharing.
Dr. S. David Vaillancourt
In my field Case studies would be the best way to analyze solutions to problems that they may face out in the field. Because everyone is different coming up with a solution for that person would be different from another person in the same situation.
In my Medical Law & Ethics class we create legal and company teams. Some stuedents take the part of legal representation some the employees of the accused firm. We act out scenarios of sexual harassament and discrimination to name a few.
Faith,
Like you, I find Mr. Turner's setback and subsequent response to be a good example to all. Thanks for the post.
Dr. S. David Vaillancourt
I like to use mindmapping to generate ideas and the second step of the linear steps of taking one action and analysis of it to complete the sequence. I am freshly stimulated by the Master Class statements of Ted Turner ( on OWN) where he related that he made a business merger deal with AOL that cost him 80% of his fortune. Even with his years of success, he made a bad decision. He decided not to remain defeated, but to continue to embrace life in a positive way.
Dani,
I wholeheartedly agree with your approach to open discussions and encouraging everyone to participate. However, emphasizing there are no right or wrong answers may be counterproductive when it comes to developing analytical skills. Analyses are often implemented in order to find an objective solution within a complex set of circumstances. There may be instances where philosophical analyses may not be looking for a right or wrong answer, so I would agree in that setting.
Dr. S. David Vaillancourt
By having open discussions with students about the given problem, emphasizing there are no right or wrong answers, to encourage everyone to participate.
Juan,
This is another opportunity where role-based teams may enhance the learning situation. It sounds like a very effective exercise. Thanks for sharing.
Dr. S. David Vaillancourt
Case studies. In particular for military strategic decision making classes. I have my students present detailed case studies on particular campaign or even historic geopolitical decisions made in the past and how they would apply to a modern problem.
Joel,
It is definitely a challenge. In the late 80s I did use some of Robert Slavin's materials and processes in my classrooms. As with most tools, it took sometime for me to refine my implementation to work as prescribed by Dr. Slavin. However, this in class 'try' in cooperative learning instruction was challenging, but I think overall it was successful.
Dr. S. David Vaillancourt
Cannot say I have ever had much success at this exactly, but has anyone tried "Tell me the PROCESS you would use to determine xxxxx."? I am guessing that we would have some students still tell us WHAT they decided - they are so pre-programmed to give an answer. The general feeling is that spending time of defining a process is really just wasting time ...
Any 'real world' tries at this??
Robert,
This is also a very good approach. Developing the ability to defend ideas and solutions requires analysis.
Dr. S. David Vaillancourt
I ask them to come up with several ideas and solutions and be able to defend each.
Janet,
Reality is sometimes stranger than fiction, but when helping someone solve real problems is usually the best example to follow. Yes, we must also protect the innocent. ;-]
Dr. S. David Vaillancourt
Dr. Vaillancourt,
Like yi liu, I am a believer in real life examples for discussions related to analytical skills. Where/when it has been viable, students have provided situations straight from their lives (buying cars, houses etc and even deciding where to spend holiday meals). The best outcomes have almost always been directly related to discussions of actual events. (When called for, names and speciic data were changed.)
