critical thinking when there are multiple variables.
Student's are much more responsive when the road to the answer is a definitive path and result. In the health field there are a multitude of variables and results change case by case. This can sometimes frustrate students. Are there ways to explain the the critical thinking needed for this type of learning? How do I keep the exasperated student calm and focussed?
Hi John,
I simply tell them that this is just an example/guide and that I want them to be even more creative than this particular person. I stress to them to let their imagination flow and take the example to an entirely different level. This talk works with most students, and they do there very best to be different.
Patricia Scales
Patricia,
Thank you! When sharing examples, how do you avoid them just replicating the example? I guess what I'm trying to figure out is how do to avoid "stifling" creativity in the students answers or responses? (My course deals with planning and involves getting students to think creatively and challenge existing assumptions.) I know this is not a simple question to even ask, I'm just looking for ideas - thanks in advance!
Hi John,
I share examples with my students on assignments/projects to provide clarity so that I get better quality of work.
Patricia Scales
How do you avoid (or should you avoid) giving/showing students "what right looks like" before allowing them time to work through learning how to do this on their own? A critique we often receive is "well if you would have given us an example of what right looks like" we could have solved this sooner and gone further. (Specific context here in teaching a course on planning at mid-echelon levels.)
In my profession as an automotive instructor, I explain to my students/technicians that critical thinking is a skill that is just as important as turning a wrench. When trying to figure out a particular problem, knowledge of the subject matter, in this case, an automotive system, is crucial if they are to properly diagnose and repair the vehicle. This knowledge encompasses a wide variety of variables; the system's physical layout, its interactions with other systems via electronic control modules, how circuit faults affect the operation of the system, how the electronic modules control system function, etc. Having a commanding knowledge of these variables seems daunting, but I find that the basic understanding is already held by my students from their previous training. I reinforce concepts by walking them through a diagnostic example, explaining how a certain computer input results in a particular computer output that alters system function. I also ask questions during the exercise that requires them to use their existing knowledge, then I build another level on top of that. Their mental light bulbs come on, their level of knowledge and comprehension increases and their confidence grows.
I recommend trying to reframe how they see the situation. Rather than being frustrated by the variables, encourage your students to be grateful for them. It is the variables that keep things interesting. Imagine how dull things would be if every time symptom A presented itself, the response (take two of these and call me in the morning) and the outcome were always the same.
Hi Sherry,
Let them know on Day 1 that there are many variables and results are on a case- by-case basis, however you will do your very best to share with them as many variations as you can.
Patricia Scales
