Defining the real issue at hand
When I teach critical thinking as a part of my courses I have the biggest issues getting student to correctly define the issues. I appreciated the way this course broke it down into immediate issue and long term issues. So often when dealing with conflict there is a loss of focus on the actual issue rather than the supporting and resulting issues. I often try and have student break down a complex problem into smaller more manageable sections until they come to the root of the problem. This can be a lengthy process. Are there any suggestions to a more succinct way of accomplishing this same goal?
We are also going at a pretty fast pace in some of our classes, we demo the items the student is expected to produce to the exact some quality of product that we have been doing for some time, yes some students get it right the first time, but then there are others that need to practice it a few times before getting it right, unfortunately that is not always enough time in their production day to try making it again, and hopefully getting it right and learning from their mistakes.
Pandora,
I am very glad to know we are able to positively contribute to profressionals like you who are out there on the front lines with us. The classes provide a very supportive learning environment for some high level professionals in the education industry. I greatly appreciate your feedback.
Dr. S. David Vaillancourt
Defining the real issue at hand. I have taught this class for seven years. Like Ms Cappos I to find the students to have a problem in defining the issues and not understanding the purpose of the entire reasoning for critical thinking. The real problem is because of the acceleration of the course. They do not take time to concentrate on the curriculum. They learn about whats going to be on the exams and "dump" that and move on to the next, never concentrating on what the real purpose of the course is about. This is where intelligence plays a huge part in learning. This was a great source of knowledge. I use it not only in the classroom but also in the clinicals . All of your courses have been excellent although this one is the best.
Laurie,
I am very glad you found this course to be so helpful. Keeping that perspective within their focus on studies is a good reinforcement strategy. Thank you for sharing your insights.
Dr. S. David Vaillancourt
I have found the outline format is especially helpful when teaching my students also. Critical thinking in the profession for what I teach is a concept that is very difficult for my students to grasp. I utilize the word Citical Thinking in every lecture and lab and elaborate throughout the course and program(2 year AS in PTA). I find this prepares them not only for their state boards but also their career and life. It amazes me with every cohort I teach the amount of critical thinking that is absent today in our adult learners. I feel like these were taught to me by my parents and professors growing up. This has by far been one of the most exceptional courses taken with MK. Thank You for the opportunity
Cambria,
I have found that putting the definition of the issues into an outline (indented) format allows students to understand the relationship of the components within the issues. I don't know if this applies to the situations you are describing.
Dr. S. David Vaillancourt
