Developing Analytical Skills
I think case studies work really well in this instance. I put students in small groups and have them work together to analyze a problem. That way they can look as a group and also see that others had different approaches. We then get a thorough assessment and can analyze solutions to the case. They get practice and can hone their skills without fear of judgement.
Robert,
This is a great way to use real case studies to support different approaches to problem solving. The results will be better analytical skills because the results of different historical decisions can be shared and exploration can be made into how their decisions were made.
Gary
Gary Meers, Ed.D.
As a History Teacher, I use historical decisions that either leaders of the U.S. or for example the U.S. Supreme Court faced. The students would not be privy to the decisions of these world leaders to eliminate bias in their decisions. The student would have available the nature of the problem and as many resources available within reason of the world leaders.
For the student to help develop Analytical Skills, they should be able to practice real problems that have resulted in real results. Having the historical results available, allows the student to compare their problems solving ability against those we assume have a vast knowledge and experience, over the average person. Perhaps, the students choice in the long run would prove to have been a better avenue.
Analytic Skills are a key factor to a successful life.
Courtney,
You are right about the need to account for group dynamics. They can support or distract the process so it is important for the learning leader to maintain control of these interactions. Thanks for bringing this point up.
Gary
Gary Meers, Ed.D.
Although, I agree that group work does aid in facilitating analytical skills,there are instances where it only confuses and distracts students from the actual lesson. Group dynamics are important to learn, however this must take place is a controlled learning environment. I see this not only in my classroom, but also in the classroom as a student myself.
Laurel,
Good strategy as well as a way to expand their skill development in this area.
Gary
Gary Meers, Ed.D.
I find that also having the students REVISE their work-or the work of someone else--is also very helpful in developing critical thinking skills. They can't wait for my corrections--they have to see the errors themselves.
In sonography, the developing of analytical skills is at the very essence of this modality. Students are encouraged to scan as many body habituses in clinical to gain exposure to the many and varied ways normal anatomy looks like with sonographic imaging. When a student does image pathology they are better equipped to not only identify it and describe it sonographically, but they can also rescan or focus the exam based off all the possible differential diagnosises it may present. Students build this analytical way of thinking by reviewing and quizzing over normal and abnormal ultrasound images. -Mike
Kim,
Go for it. Anyway we can help you in your teaching efforts we will do and the use of this material is one of those ways. I wish you much teaching success.
Gary
Gary Meers, Ed.D.
I have copied the "questions to ask when analyzing the problem" section. I hope that is OK, because I can see myself using these questions as tools to enhance their ability to identify the "problems" they may encounter with their clients. Using critical thinking skills, they can develop treatment plans to use. I believe being able to identify the core issue(s) can be the most difficult part of the process. If you get this part wrong...the rest of the process will be headed in the wrong direction and a lot of time and energy will be wasted.
Phyllis,
Great idea. Fresh arms create a new situation that presents new challenges to the students. This is what their training should be about.
Gary
Gary Meers, Ed.D.
I bring fresh arms to my phlebotomy labs for the students to stick. When they stick each other over and over they stop thinking. New material keeps them sharp. I will usually have them explain to me what they will do and why before I let them actually do the stick. They seem to like it and they thrive.
What are some ways you can facilitate the development of analytical skills in your students?
I have a large amount of visual aids to build off of. I use simular products to generate a flow of knowledge to one outcome. For example I teach a butchery class, I have many animals to fabricate and they all have the same basic bone structure. The names for each area are different from animal to animal but like i said, the stucture is the same. For the last animal to fabricate in the class I have the students use the carcass to map out each cut, section of all the animals we have done. The students then realize that they have learned and are able to fabricate it themselves. The final outcome is anatomy.
Asking open ended questions which help to facilitate thought and discussion.
Use discussion questions in homework assignments and test. This will help students to synthesize the material and demonstrate there knowledge of the subject.
Lois,
Excellent. Keep unlocking those doors. Thank you for your contribution,
Dr. S. David Vaillancourt
Role Playing and Case Studies relative to Health Care are wonderful ways to uncover and cultivate critical thinking/analytical skills. I also incorporate the "Critical Thinking Question of the Week" which does not involve healthcare. The question may be mathematical, geography, just about any subject which requires the students to sharpen their analytical skills. I have been pleasantly surprised to reach students by making the topic varied. It's like unlocking a door. With encouragement those students start to apply their analytical skills to the healthcare profession. In closing I believe some students feel they don't have enough knowledge; they are insecure. Through encouraging analytical thinking through general knowledge in addition to healthcare avenues brings greater class success.
Kathy,
Very nice. I like your technique. This is a great confidence builder.
Dr. S. David Vaillancourt
I use role play that involves my student with myself. The student ask a question of me and i respond with their questions back to them... This causes them to draw from their memory banks... Letting them see that they often know more than they thought...
LE,
Thnak you for your considered observations and recommendations. Very good.
Dr. S. David Vaillancourt
