I teach clinical classes and I love to have the students volunteer stories of bad and good experiences that they have had with the current material. The other students always seem to be much more interested in learning how a situation was handled, and whether they think it was handled correctly, when it involves someone they know. I agree. The majority of learning takes place on a linear plane, so when they can connect the material to someone or something they care about it is much more memorable to them. I also have them do skills with certain scenarios so they can evaluate how they would handle the situation.
Hi Reza,
By making things basic for your students, I am sure they see how the topics relate personally as well as professionally.
Patricia
Hi Kathy,
I am sure your students enjoy this case study because it is so practical. Students tend to really like doing things that they will encounter in the real world. Super way to get them to think and apply what they have learned.
Patricia
I give my students a clinical case study in which they have to determine how and what the correct steps are that must be taken to properly assist the surgeon during the procedure. By giving them the patients medical history and any pre-existig condition, they can better determine what would be best suited for the individual patient.
Hi Don,
This is certainly a great approach to get students to really put some thought into what they are doing. I especially like how they are allowed to submit rough drafts for review/critique.
Patricia
I like to get the students involved in a scenario that requires them to think on their toes. Depending on the subject matter, it can go many directions. They will have to speak with patients using non verbal body language and proper communication. They would have to know how to use correct verbiage when dealing with a patient or a healthcare professional.
I would give them a scenario, then they would have to act out on what they would have done, then I reinforce what they have done with my feed back.
In a Creativity in Design class, we review the 6 basic steps within the design process. Students work through the first step by gathering 'hypothetical' client input, working in teams they decide which input is viable, they do background research, they brainstorm, they submit initial rough design ideas, receive critique, make changes/alterations, submit secondary design ideas, receive further critique, prepare a final presentation, and submit to client panel where their work is evaluated.
I ask my students about basic things and then ask them how is related to the topic itself.
In my subject of Anatomy and Physiology for instance, I ask the students to determine How and Why a particular hormone produces the effects it does. Other times I ask them to give a probable reason why a particular anatomical organ or tissue is designed the way it is. I want them to analyze why and how systems in the body work the way they do.
Activity: I ask students to "think like a surgeon" when they have to prioritize setting up their back table and Mayo stand in surgery. What will the surgeon want 1st, 2nd, etc.
I have my students work in assigned groups to discuss their thoughts on whatever subject we are discussing during a class. I also have them prepare a short presentation about their particular topic to share with the class. I find that having the students explain a concept to the rest of the class gives them a better understanding of what they are studying. I, of course, fill in gaps in the information and also offer alternative views and encourage the other students to share their views and feelings on the subject.
I have also given an assignment where the students are responsible for outlining the chapter or a particular section in the book and then the next class we have an open discussion about what was covered and what I think is important to remember and also what they thought was important, interesting or just new to them.
Thank you to all of the other participants for insight into what you are trying in your classrooms.
Hi Jodi,
Super list! I really like the way you have your students think out of the box to look at things from a different perspective. Great idea of breaking a habit for a day...it really gives you something to think about. All the ideas are fabulous, and you certainly had me thinking as I was reading the response. I can see how your students can really get into this.
Patricia
Hi Karen,
Older mature experienced students can certainly shed a lot of light when it comes to thinking critically. Younger students can really learn a lot from the older crowd.
Patricia
Hi Alan,
Students tend to really enjoy role playing. Role playing is a great critical thinking activity. Students show what they have learned in a very creative way through role playing.
Patricia
Role playing
Critical thinking
problem solving
I use the final project to build self-confidence as well allowing an opportunity for students to exhibit what they've learned. Re-visiting information causes the repetiveness needed to confirm their knowledge. I always require the final project to be done in presentation format, causing the shy ones to step out of their comfort zone.
HI Patricia, I like the "present a question" idea. I plan on using that method now. As we prepare students for the workplace, it is imperative that we supply them with critical thinking skills. Younger students being matched with older (mature) people is also a helpful way to give them a broader perspective.
I too engage students in small group projects and find the research activities allow them a great active learning experience. It is always best to assign the groups, as students naturally gravitate toward their friends. This method is also good for assimilating new students in to the fold of current students.
I teach critical thinking and some of the activities I do include such things as:
-Taking ordinary objects and having them come up with new ways of using the objects much like on "Whose Line Is It Anyway"
-looking at pictures in new ways - I use the old lady/young lady perspective drawing, the vase/two faces drawing and other similar pictures to have students look at things in new ways
- not just assuming what you see - I have students look at a slide that says "a bird in the the hand" and "paris in the the spring" and have them try to read what they see
- creatures of habit - three days during the week between class, I have students change one of heir habits for a full day such as if they always go the same way to school, choose another route or putting their keys in a different place and then writing about their experiences.
In Communication class, during small group communication, I have students take a box of straws, an egg and scotch tape and come up with aa structure that when it is dropped from a high level, it will not break
I also do problem solving hats where they each wear a different hat such as "positive benefits," "fact," "feeling" and so on and they come up with a current issue and can only play the role of the hat they are wearing to see how difficult it is not to put all the hats together.
These are just a few of the many ideas that I do to teach critical thinking skills.
Hi Latif,
What do you typically do to get students to utilize critical thinking in the various courses you teach? I like to present a question as to how a particular assignment will help them in the workplace.
Patricia
