For a more detailed discussion of the nature of CT measure, be sure to read my earlier post on critically thinking about measuring CT. Method of Delivery (Wood, Bruner & Ross, 1976), whereby they are guided didactically by their educator and also actively 'learn by doing'.
Research suggests that people learn more through active learning (e.g.
However, if you have a lecture hall filled with 300 students, open discourse is not likely to be feasible.
With a larger group, informally picking people out of the crowd and asking them what they think might work for you.
Be cognizant of the difference between being offensive and objective—and ensure your students know too!
CT should be engaged when you care about a topic; and when we care, emotion tends to get involved. Remember, if you want to teach CT, you need to think critically! Method of Assessment I once took over the teaching of a CT module in which the only method of assessment was the final exam, which, for the preceding three years consecutively, asked the same question: The question was hilariously ludicrous, given that it perpetuated the antithesis to CT—more or less inviting students to have memorised a definition. An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments. At least, unlike most standardised CT measures, it wasn’t a series of MCQs, where you can actually guess the right answer 20-25 percent of the time. If you feel that in this context, you might come across like you’re ‘putting people on the spot’, perhaps polling your students will work best. The evaluation of argument mapping as a learning tool. The point is that, regardless of what size your audience is, you need to keep everyone engaged! Teaching critical thinking in an introductory leadership course utilizing active learning strategies: A confirmatory study. Butchart, S., Bigelow, J., Oppy, G., Korb, K., & Gold, I. Improving critical thinking using web-based argument mapping exercises with automated feedback. In the , CT is taught independently of the specific subject matter content of the course. Promoting active learning using the results of physics education research. Comparing the four CT course types, results of a meta-analysis by Abrami et al. These findings suggest that making CT objectives and requirements clear to students may be a crucial aspect of course design aimed at increasing CT ability and that the enhancement of CT ability is greatly dependent upon how CT is taught (Abrami et al., 2008). Conceptualisation In one of my very first posts for this blog, Faking It, I discussed past issues in conceptualising CT. To teach CT, make sure you know what it is and what you’re teaching! Critical thinking and subject specificity: Clarification and needed research. to fellow university educators from a diverse range of disciplines—all with the common trait of recognising the importance of critical thinking (CT) as an important outcome of third-level education. I spoke for about three hours, across 90-plus slides, on a wide array of topics pertinent to CT. Should there be a three-strikes rule against pure discovery learning?