Questioning vs coverage model of teaching
I find questioning an extremely important aspect of the critical thinking process, but at times feel I am in a battle in utilizing this in an excelerated program. I try to combat this by providing reading material to get the information to the students, so that I can use "lecture time" to do less "lecturing" & more questioning & reasoning .....
Clifton,
Good way to provide support to your students and help keep them focused on their professional growth.
Gary
Gary Meers, Ed.D.
I agree. I provide students with informational sheets that I have produced, which often times use acronyms to help.
Deborah,
You field is one of many different situations and possible outcomes, yet requires the following of certain procedures. You are helping your students to understand how to approach critical thinking and problem solving in different ways so they will not be overwhelmed when they are in the field.
Gary
Gary Meers, Ed.D.
I thought provoking questions. Thats why I give different situations with the same basic outcome as examples to remind them not everything is black and white. Something I have to repeat within the medical profession
James,
This is a method of instruction that has been used for thousands of years and yet is a relevant today as it was then. Questioning, reflecting and then problem solving is what helps us all to be better critical thinkers.
Gary
Gary Meers, Ed.D.
Asking thought provoking questions is one of my favorite teaching tools. Fortunately, the nature of my classroom (which includes some 4 hour modules) allows time and room for discussion.
I have found that well-presented questions are very effective in stimulating discussion. It is an excellent exercise in helping students develop and strengthen their critical thinking skills. I notice my students are much more engaged when they have an opportunity to interact and explore ideas.
Kim,
I have used this method and I think you are going to be very happy with the results. Students as you know really like doing case studies and because they are talked about immediately after break they will be very engaged because they get to discuss them while all of the information is on their minds.
Gary
Gary Meers, Ed.D.
I also have an abundance of material that must be covered in a very short period of time, with almost no time between classes for reading and contemplation. I am always looking for ways to develop critical thinking skills. I will be adding "breaktime questions" next module. Before students go on break I will present a question or case study that will, hopefully, relate the material to their future career. Upon their return, we can take @ 5 minutes to discuss their answers. If I plan really well, maybe I can use their question/answers to launch the next topic.
Rey,
Yes, acronyms can be great cognitive organizers. Excellent approach.
Dr. S. David Vaillancourt
I agree. I provide students with informational sheets that I have produced, which often times use acronyms to help. Acronyms seem to help the students recall information when questioned.
Benny,
Well stated. Keep up the great work, Ann.
Dr. S. David Vaillancourt
Hi Ann. I'd like to congratulate you on your great teaching technique. In a normal class with lectures, occasional quizzes and exams, students may find class time to be a waste of time. Sometimes, students may neglect to do assigned 'background' reading material prior to the lecture, thinking that the information given in lecture will suffice. If they have read the material, some students may find lecture time to be boring. This is when some type of interactive activity that engages students to critically think can benefit. Your way of allowing them to work alone or in groups is beneficial as well, since it gives them the autonomy students desire. This, along with your active presence in the classroom to answer questions or concerns, gives them a sense of security as well as confidence to apply their knowledge.
Ann,
Excellent follow-through on your part to 'guide' the students to fully engage. Nice job.
Dr. S. David Vaillancourt
I agree! There seems to never be enough time to present material and then actually DISCUSS it. I also assign 'background' reading material, but have found that case studies help a LOT in forcing them to 1)Acutally DO these readings and 2) think critically. I'll assign readings on the diseases of the urinary system, for example, for the same day that I give the presentation on this. Then I'll assign a case study (on a real case of an animal that has a UTI or renal failure or something related). This makes students read and analyze, judge, decide and think. They can work alone or in groups- it saves me class time and accomplishes the same thing!
Vikky,
Very good approach. Adult learners need to be presented with information, but it is critical to provide them opportunities to use the information. Nice job.
Dr. S. David Vaillancourt
