Chris,
Your indication of constant problem-solving in different scenarios makes sense. This seems like, as you say, "a step toward becoming a better critical thinker" at the foundation level. Thank you for sharing your insights.
Dr. S. David Vaillancourt
Chris,
Very good. Requiring students to delineate their thinking process in a visual format is an excellent method for enhancing the process within each student and, of course, being able to assess the process. Nicely done.
Dr. S. David Vaillancourt
Generally speaking, improving communication skills,working logic problems, crossword puzzles, magic squares or various other mental activities will improve a person's ability to solve problems;therefore a step toward becoming a better critical thinker.
I am not an advocate of multiple choice or fill in the blank tests as a usual medium of assessment,especially in a Math class. I always tell students (after we practice,practice, practice) that if they can show, demonstrate or explain their procedure, then they can apply what they've learned to other sets of information. It's just basic Bloom's Taxonomy
which, even though they may never have heard of,they need to experience in order to "bump up" their thinking skills a notch!
Cecilia,
In today's society of "image is everything" attitude, truth can be a difficult thing to obtain. Critical Thinking is often a valuable tool, but sometimes not enough. Thank you for sharing.
Dr. S. David Vaillancourt
Cecilia,
Yes, another support to your perspective is that lawyers almost never ask a question (in court) because they need to the answer, it is almost always to make a particular point. The courtroom (in today's reality) is much more like a stage for each side to present their bias story than it is for an investigation of the truth. Good points.
Dr. S. David Vaillancourt
Cecilia,
Your process of taking time is an important one. Thought is a physiological proces and thus takes time. Quick decisions are sometimes referred to as "half-baked" for the very reason you indicate. Nice job.
Dr. S. David Vaillancourt
I have learned the hard way not to take everything at face value; for example, someone telling me a tall tale, me taking it as fact and then repeating it, and then being thought of as a LIAR! Sometimes I catch myself in the middle of questionable story, and I stop myself: "--wait a minute..." If I'm going to tell a lie, I want it to be voluntary, and not something silly I'm passing on.
Someone once pointed out to me that it's not the truth that matters in a court room, but who you believe. That's why lawyers have to be persuasive, for forward their own hidden agendas and get their clients off, guilty or not.
I have the opposite issue; I take a long time to come up with a solution or decision on important issues. I often ask to "sleep on [a problem]." Sometimes I take several days; the decision/solution slowly dawns on me. This way I allow other parts of my intellect, like intuition, to inform my decision. The problem is it's a slow process, and my quick decision skills are not as developed.
Ellen,
You are correct that the affective domain has impact (positive and negative) on the cognitive functions for us all. The journal idea is terrific. Thanks.
Dr. S. David Vaillancourt
There are many times that I think emotional reactions to problems inhibit critical thinking or the development of critical thinking. I had an instructor that had students think of a question or comment to share with the class by the end of a lecture. In this way, our minds were always focused on thinking beyond the lecture and how it applies to overall issues or course content. Keeping a journal regarding a problem is also helpful. Working through the process of problem solving and keeping a record of details could help one develop critical thinking skills.
Luke,
Do you need evaluators for these formative and summative assessments in your classes? ;-]
This is a great way to demonstrate the power of Critical Thinking to your students. Thanks for sharing your insights.
Dr. S. David Vaillancourt
I have used a tactic to illicit critical thinking by giving my students a set of ingredients for a dish that arent in the recipe. They are then asked to apply all of them to the product. Most students look at the items and ponder their plan of attack. I give them resource books to research the ingredients and how to use them, and ask they give me a timeline of how they will assemble the dishes. This tends to be a great way to get the students to take a familiar task, say grilling a piece of meat, but instead of the usual chicken they have to research and see how this new ingredient will react to the technique. I reaffirm to the students what the outcome should be, they have to process the beginning through the end result using logic and good judgement.
Felix,
Both of these are good approach. Thanks for sharing.
Dr. S. David Vaillancourt
One of the ways taht I have found that indiividuals develop critical thinking is by expossure to situation taht required them to analyse and utilize logic sense to solve the situation. Another way is utilizing actual cases that explain step by step the logic process in lieu of solving a matter.
Beth,
Just like in real estate (location, location, location), inmost cognitive development situations a major component for success is practice, practice, practice. Very good point. This is not just for memorization and low level cognitive skills, but even for those in the upper echelons of Bloom's taxonomy. Very nice. Thanks.
Dr. S. David Vaillancourt
I think a great way for students to develop critical thinking skills is to practice. For example many of my students can recite back to me the book answer, but when I put them in a patient care situation gone wrong many of them struggle to tell me what is going on because there is not a cut and dry answer. These situations requires students to think outside the box to figure out what is going on with this patient.
William,
Yes, especially successful graduates are very effective in assisting students into the reality of a career they are pursuing. Nice job.
Dr. S. David Vaillancourt
Taking advantage of guest speakers (including successful graduates) from the real world; using case studies; reflecting on and discussing the significance of the hot issues of the day; and bringing the relevancy of current events into the classroom.
