Antoine,
It always is surprising that students do not really know what it means to critically think. We need to teach them!
Renee Shaffer
I would explain what the term critical thinking is and practice with case studies to teach critical thinking. Case studies require critical thinking as the scenario often time require one address issues, make an informed decision and problem solve.
I agree, I feel that if the student is "bought in" to an assignment will succeed, one of our jobs as educators is to "sell" the assignment to them
Ronald,
Wow that is a loaded question but one that makes them think!
Renee Shaffer
My first plan of action would be to find a problem that is not in the book, that is relevant to the students, and that is interesting as well as current. I teach economics and one example is midway through the course I ask my students how would they improve the local economy?
As a nurse in the most critical areas of my life, The emergency room, the delivery room, the operating room. I have had to use the critical thinking every day of my professional career. The most important thing I think of is... if it feel's wrong it probably is wrong. Be smart and think things through, do not be a quick decision maker except when it counts. Grab the kid from the fire, make sure they don't fall of the cliff, save your money, .... Be smart and think through things when you are able to do so.
According to John Dewey Critical thinking is the active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and further conclusions to which it tends constitutes reflective thought. Ways to get our student to think critically is to ask them to dig deeper and think beyond reciting back information.
Stephen,
This is definitely a skill set that employers are asking for in their employees. So, it is a great thing for them to practice in your courses.
Renee Shaffer
I like to present my students with a hypothetical scenario involving some of the required material for the week, and then ask them to parse out the different outcomes they might expect during live chat. It really incites the students to "think on their feet"
Cheers,
Steve
Kristina,
It would also be wise to educate the students as to what exactly is critical thinking. I am finding more and more students have literally no idea what that really means.
Renee Shaffer
I would think of the appropriate forum first, perhaps the discussion board to generate as much discussion as possible.
My first plan of action in making a critical thinking assignment would be to figure out how the assignment could seamlessly weave the content together without the assignment appearing formal.
Nathan,
Also, be sure to incloude explicit instructions on how to do critical thinking assignments. Often times, no one has actually shown/modeled/explained to students what that means.
Renee Shaffer
First plan of action would be as follows.
Identify the objective of the assignment. What do we want them to learn.
Then we would identify how we will measure the results.
From there we will determine what tools need to be used if any to ensure the problem is solved within industry standards.
Using that as a baseline I would figure out what the actual critical thinking assignment would be.
Preparing an assignment that truly resonates with the students and is structured in a way to encourage critical thinking.
I agree. Also, using examples and videos help to provide guidance.
When I have to create critical thinking activities I like to pose the question so that students have to provide open ended answers as well as explain why they answered the question the way they did. I then in follow up questions I pose the more critical thinking open ended follow-up questions.
Shawn,
Relevancy is a mainstay point of working with the Digital Learner.
Renee Shaffer
To consider a real-world problem related to the course content that is relevant to the students. Determining a problem to solve is important for engaging students, and the problem must be challenging, somewhat complex, and interesting to the students. Often these types of problems aren't easy to find. Once found, the instructor can develop rubrics, assessments, discussion questions, etc.
I would come up with a scenario/case study for the students to have to come up with certain criteria and work through to come up with the outcome. Then I would have the students present their case study.
