Recently, at the campus, we have added new courses. This has been fun for me and yet a huge challenge! My new class has no pre-reqs. and I have to be able to convey a very in-depth concept to students that have never experienced the topic! (The class is about how emotional issues-anger could be expressed in the muscular or structure of the client's body and how that relates to massage therapy.) One way to help explain this structural difference is by having the students create the armoring/structure with clay on the skeletons. This helps them to physcially be able to feel the difference.
After discussing new information, I use case studies and simulations in most of my classes. Students are challanged to understand what they have learned in a real world example. Many cases have twists and turns that help students understanding of the material at a deeper level.
In my critical thinking class the material in the text tends to overwhelm students. I lecture on the material for about 10-20 minutes and then assign them debates on an issue that they select. Some of my past debates have been: sex education in school, legalize marijuana, and abortion. Students are given a list of requirements and rules to respect others during the debate.
Hi Ward,
Culinary students must be quick to think on their feet! The questions that you presented had me thinking. It is good how you make these questions real to the profession.
Patricia
It is very important to use this type of thinking in a Culinary school. a student must take action immediately many times. What do you do if the oven is too hot. What happens when the oil is too hot. or the pan too hot. What it if the customer changes thier mind. Critical thinking is the crux of cooking. What is the best course of action? you don't want to make 2 mistakes in a row.
Hi Ramon,
This is a great way to allow students to utilize their analytical and critical thinking skills. I really like how you let your students use technology to assist them. Our students are very technological driven, and we should include as much technology in the curriculum as possible.
Patricia
Hi Carla,
I do this too! Students love role playing, and they learn a lot from this effective teaching method. I call mine constructive feedback instead of constructive criticism to create more of a positive atmoshpere.
Patricia
I have the students role play the interviewing process with one palying the employer and the other prospective employee . The other student watch and provide constructive cristism. It has improved their interviewing skills tremdously.
I have my photography students look up the work of others online, then we analyze and reverse engineer it to see what they would have to do to somewhat replicate the work. It is as much analytical in the breakdown as Critical is trying to decide what the reasons for the decisions were. I present photography to them as a combination of Art and Science, the Art takes critical thinking while the science takes analytical thinking.
Hi Tracy,
I like the idea! This is a great way to test your students knowledge base on common ailments and diseases. I am sure your students have mega fun doing this exercise. Fun while learing is loved by students.
Patricia
Hi Kristopher,
Students like it when they can utilize technology to assist them in a corse. So many of our students are techological driven, and they like learning this way. Discussion is always a good way to bring about more interaction.
Patricia
I often use small groups to look at various resources, topics, or websites, and evaluate them based on the criteria the lectures or book. Then each group explains their findings to the class and discussion follows. It leaves plenty of opportunities for more questions and thinking.
As a fun and interactive activity, I tape an "ailment" on each students' back. They have to circle the room and ask "yes" or "no" questions of each other and try to find out what their ailment is. This requires the students to have a basic knowledge of signs/symptoms of a wide variety of common ailments and diseases.
Hi Paula,
You can try simulations, role playing, student, group teaching, guided notes, and PowerPoint presentations.
Patricia
I teach first year nursing students and primarily use case studies for critical thinking. I feel as though I am in a rut. I have a lot of material to cover and often revert back to lecturing just so that I can cover it all. I would like to introduce some more active learning techniques but find it difficult with so much concrete material (ie pathopysiology of systems). We are a new program with new teachers so I am not the only one with this issue. Any suggestions?
One class I facilitate is Anatomy and Physiology. The human body is so complex. It is imperative that students understand the interconnectedness of all the body systems, and how they work together.
I have the students form groups of three's and I give them 3 different systems (i.e cardiovascular, respiratory, and neurological). I have them devise a medical case scenario involving a disorder, condition, accident, etc. that happened to their patient. From the different scenarios, the other students in the group must devise a list to explain why one system failed or compensated during the situation. Also, they must write a question that they have about the case. I review their questions, and instead of giving them the answers, I ask questions that guide them in the direction they should be going.
The students usually find this exercise pretty rewarding because 1)it allows them to use critical thinking skills and 2)be creative when devising their scenarios.
Hi Patricio,
Ensuring that students are engaged makes for an interesting lesson. Students like to be fully involved and having fun while learning. Students really do feel accountable when they are responsible for small group assignments. They feel as though they have a sense of purpose.
Patricia
Hi Charlene,
I like how you put the responsibility on the student so that they feel more as to be held accountable. I am sure you have a goal in mind for each student as well.
Patricia
Hi Paula,
These are great questions to force your students to utilize their thinking cap. Students have to give these questions much thought.
Patricia
I don't teach in a traditional classroom setting so I incorporate critical thinking exercises into my time with my students by asking them to describe what they have observed, relate their observations to the team's plan, and think of ways that they can contribute to the team goals.
