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Letting Go of the Lecture: Stimulating Critical Thinking Through Discussion Cynthia Benn Tweedell, Ph.D. VP Quality Enhancement and Institutional Research.

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Presentation on theme: "Letting Go of the Lecture: Stimulating Critical Thinking Through Discussion Cynthia Benn Tweedell, Ph.D. VP Quality Enhancement and Institutional Research."— Presentation transcript:

1 Letting Go of the Lecture: Stimulating Critical Thinking Through Discussion Cynthia Benn Tweedell, Ph.D. VP Quality Enhancement and Institutional Research NOTE: Please be sure your speakers are on!

2 The Challenge A few students dominate discussion Unprepared Silence Apathy Rude to one another Keeping on topic Productive discussion

3 Tips to Preparing Students for Discussion Start class with a short quiz on reading Start class with a “5-minute write” on a topic related to the reading Give out a “reading guide” with possible discussion questions Have students generate discussion questions

4 Tips to Get Discussion Started Brief, thought-provoking video Common experience, lab, demonstration, activity Stir up controversy Problem or case study

5 Asking Good Questions Ask question, then have a minute of silence before opening the discussion Start with factual questions, then move to deeper, interpretive questions Application questions connect their experience to the subject matter

6 Tips for Keeping the Discussion Productive LISTEN, listen! Ask for clarification, reaction from others Call on people by name Record answers on whiteboard (affirms the respondent)

7 Tips to Involve Non- Participants Allow students to think and/or write down ideas before calling on them. Reward infrequent contributors with a smile or other affirmation Call on them when you know they know the answer

8 Technique #1 Learning Through Discussion 1. Students read assignment 2. Write five discussion questions 3. Discuss for 10-20 minutes Leader: take notes, moderate Evaluator: observe and score

9 Guidelines for Scoring: 0 - Student did not participate in discussion and had no questions. 1 - Student participated but did not have discussion questions. OR Student was silent but had discussion questions. 2 - Student participated a little and had discussion questions. May not be very thoroughly prepared. Contributed only occasionally. Did not interact with others or respond to their ideas. May have got the discussion off track. May have arrived late or left early. 3 - Student made frequent, significant contributions and responded to the ideas of others. Keeps group on task, using time well, hearing from all members.

10 Advantages of Learning Through Discussion Community building Empowering Student leadership Team building Students better prepared Students more involved Better quality discussions

11 New Role for Instructor Control process not content Choose diverse, balanced groups Select stimulating readings Suggest directions for discussion

12 How Would This Work Online? Students post questions by day 4 Respond to two other students’ questions by day 6

13 Technique #2 Bono’s Six Thinking Strategies Each student is assigned a role White hat: neutral and objective, concerned with facts and figures Red hat: emotional view Black hat: cautious and careful, pointing out weaknesses in an idea Yellow hat: positive, hopeful thinking Green hat: creativity, new ideas Blue hat: controlled and organized

14 Tips for Discussions that Stimulate Critical Thinking Call on students to summarize what another student says (active listening) Ask for concrete examples of a complex theory Be quick to listen and slow to speak (James 1:19) Answer all questions with a question

15 Everyone should be quick to listen, slow to speak and slow to become angry. James 1:19


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