In my experience, giving my students examples of real life cases help them to start the process of thinking, asking them questions like " what will you do if you experience this?", like scenarios, this cases or scenarios let them start thinking in different solutions, different ways to get a solution. For me they can start developing this skills of critical thinking by doing this.
Larry,
Like the example you use. This is a graphic way for the students to see in their minds how the current is flowing and what slows it down or stops it. Then they can go from there with their trouble shooting and successful problem solving.
Gary
Gary Meers, Ed.D.
I too teach automotive electrical. One of my favorite tools to get students to think their way through a problem is by comparison. I often use traffic flow on the freeway with the lanes as paths, the vehicles as electrons, etc. They are usually able to see the correlation and solve the problem in this manner.
Richard,
Good caution in relation to questioning and what it may get you. It did make Socrates famous even if the end result wasn't that great. If we can help our students to develop the ability to think through situations and look for alternatives and not be overwhelmed by verbage, such as ads then we will have a great service for them.
Gary
Gary Meers, Ed.D.
Empowerment. Having the sense that one has the right to question statements and preconceptions. After some time this will become automatic, but you have to understand that it is also very threatening to those who don't routinely think in ways that can make them uncomfortable. But once you get there you cannot go back (which I suppose is one reason why governments want young people as soldiers).
While you cannot "teach" this you can certainly lead by example--questioning, showing inconsistencies, and the like. On harmless things like TV ads people will laugh and get it, and perhaps then they can be lead to more serious topics, like political lies. But just remember what happened to Socrates when he did that.
Kleinkauf,
This is such a great example of how critical thinking is developed. They have to develop self discipline to the point they will give up on the quick and easy run to the solution process and start to think through exactly what the problem is and how to solve it.
Gary
Gary Meers, Ed.D.
In the course which I am currently teaching, critical thinking skills are the foundation to understanding why the actions and movements are the way they are. Every actions and movements are guidelines which can not be crossed. I find that some students want to create their own rules and over look the rules and guideline set forth and over look the logic behind it all.
When the student finally lets go of his or her own set of rules,a light bulb moment happens and so the skill is performed in the correct way.
Betty,
This is such a valuable exercise for your students to complete. I like the way that your students work through a problem and then share their results. This gives them some many different perspectives that I know when they face a situation or problem in the workplace they are going to be able to come up with a solution that right on target.
Gary
Gary Meers, Ed.D.
I feel by generating new and different ideas and approaches to problems, along with comparing, contrasting information our students will have a much brighter future.
I think individuals need practice. With my students, I give each a problem without much detail. They are required to analyze the problem, give possible solutions, give advantages and disadvantages, and then choose the best solution. After they complete the assignment, I have the students with the same problem group and discuss their answers. As a class, we discuss the situations and ask questions about certain solutions, etc. This exercise helps them understand the importance of how things can be misinterpreted when not investigated. They see how each person made certain assumptions, etc.
Kenneth,
Your last sentence really puts this all together for your students. They need to be able to work through these steps if they are going to develop critical thinking skills that will lead them to problem solving success.
Gary
Gary Meers, Ed.D.
Individuals can development their critical thinking skills by engaging with information through asking questions (Why is this important? Does it make sense? How can I define or explain it? Then searching for answers to those questions by analyzing and evaluating information without bias. It often involves comparing, contrasting, and cause-and-effect thinking.
Gary,
This is a common challenge I think many of us instructors face in trying to help our students to develop critical thinking skills. It takes some time and effort to find the appropriate case studies and class activities that will slow them down and get them to think in steps as they move toward a solution. Not easily done but when they start to see the value of this approach it is a light bulb moment in class.
Gary
Gary Meers, Ed.D.
One thing I see some students trying to do is looking at the whole problem at once and getting overwhelmed by it. One of the key things I try to do is show them how to break the problem down in to pieces, evaluate each piece one at a time, and work the problem one step at a time instead of all the step at one time. Doing this helps them see the problem isn't as big as it seems. Again though it takes time and some don't want to take the time to do it or I have found some are just afraid of being wrong even though it is training and being wrong is ok, they try and get others to do it for them and never learn to do it themselves.
Barbara,
I agree with you about the need to referring back to knowledge and then bringing it forward as it applies to the current topic being studied. This is how the connection will be made in the memory back and stored for use at a future time.
Gary
Gary Meers, Ed.D.
I have the benefit of teaching a variety of courses as well, in a Dental Hygiene program. I love to refer back to previous courses to expand the knowledge base ( connect the dots) so they can see how each course prepares them for further learning. I also believe that each time we recall information we are building neuropathways, which develops better recall. After students take the licensing exams many have emailed to tell me they could hear me explaining the answer while breaking down the questions.
Mardi,
I don't have a specific answer to your question because I am still working through the question myself. My students are like yours in that they want to learn a formula or recipe that does not ask them to think but gives them the steps to solve a problem. I use a lot of case studies to get them to slow down, think about and then offer solutions. We discuss the proposed solutions in relation to the problem and why they will or won't work. The case studies have helped a lot but I am still working on other activities I can use to get them to do reflective thinking.
Gary
Gary Meers, Ed.D.
Betty,
Your last sentence is how individuals needs to see situations and then come up with solutions. You are right if there was only one way of exercising then there would only need to be one type of exercise machine. There are most often a variety of ways to approach and solve a problem if you spend time thinking about the options available.
Gary
Gary Meers, Ed.D.
In my clinical classes I find that many students want to be "spoon-fed" the answers; which is a disservice to everyone. I set up my clinical area with specific scenarios from which my students can apply critical thinking skills. For example I was teaching about administering nitroglycerin to a patient who comes into the MD office for a routine exam and all the sudden complains of chest pain. My question to my students is what do you do first? Most will answer let the MD know; which is a good answer; but not the best answer. The best answer is to get a set of vital signs and then tell the MD with all the information.
It amazes me that so many students cannot seem to get this; although I have explained it at length; the rationale. I wonder if they trully don't get it; or they don't want to get it and be spoon-fed the answers.
I love seeing the "ah-ha" moment when they do get the connection. But how do I become better at getting more of my students to that point? I realize we live in a fast-paced world; but sometimes they just need to slow-down and think.
Your thoughts and advise would be greatly appreciated.
Being into exercise, there are a lot of different ways for an individual to get into shape. Whether it be a program such as P90X, CrossFit, or anything of that nature, you will always have individuals who try to tell you what is the BEST form of exercise for them.
In my opinion, individuals should scope out a vast variety of options and then stick with what works best for them. Thinking for one's self and discovering the best option for the individual is a great way to critically think for themselves.
