The use of real world examples from my own experiences have played a big role in helping my student's understand the reasoning behind a decision and then to consider alternatives by asking "what if" questions.
Carol,
Real-life, scenario-based instruction is a powerful reinforcement for higher-level thinking and application of learned knowledge and skills. Very good.
Dr. S. David Vaillancourt
Application of real life situations has been the best tool for me in showing students how to think thru the critical thinking process. Students do not seem to think that when they do any home decision making that they are using critical thinking techniques. Students have been using the what to do when you come across a fire as an experience in critical thinking. It really is but they do not call it that! I found that by debriefing different clinical situations that the students are able to see different reliable approaches to problem solving techniques or differences in how a procedure or problem could have been done.
Natalie,
Yes, you are very correct about the everyday usage. As educators, using the student's current level of critical thinking and expanding on that each student is a primary goal. Good point.
Dr. S. David Vaillancourt
when teaching in the classroom, I always come up with practical and situations from previous student encounters and how they solved the problem. I attempt to instill the students that even if they think they don't understand Critical thinking, that they use it in much of their own life situations. Such as, car will not start but must attend class, they think of alternate methods of getting there. Call a friend, take a bus. As simple as it may seem, all of life's decisions are made one way or another by using even the simplest level of critical thinking.
Robert,
The points of reference for guidance to keep them focused is very good.Thank you for your contribution.
Dr. S. David Vaillancourt
I agree with Dr. Vaillancourt. You have covered them all. I, myself, in teaching a History of Graphic Design class, have the students role play people from a particular era. (real-life scenarios) I also give them points of reference information for the class, to help them think about the logical progression of events that occurred from one era to the next. I then question them on how those events affect us today on decisions of design
Katie,
The mthods you identified are some of the best. Anything I can think of would easily be classified as one of the ones you mentioned. The specifics of the individual lesson would be where further improvement would probably be the better opportunity. Thanks for sharing.
Dr. S. David Vaillancourt
