What Activities and Assignments Promote Critical Thinking?
Learn to create a discipline-specific strategy to grow your students’ critical thinking skills, identify critical thinking content, and adapt your courses accordingly. This program will give you a clearer and deeper understanding of critical thinking and how to teach it in your courses.
Learn how and where to inject critical thinking into your courses
Critical thinking skills are important components of learning in nearly every discipline. College students expect to hone these skills so they’re ready for the workforce or graduate school.
Yet instructors often find it difficult to figure out how to teach critical thinking. They might think they are teaching it when, in reality, they are not. The fragmented literature compounds the challenge by failing to explain how to teach it—what activities to do in class and what types of assignments to give.
What Activities and Assignments Promote Critical Thinking? distills from the literature principles for teaching critical thinking, and identifies the type of content thatis suitable, possible critical thinking learning outcomes, and specific activities and assignments that foster critical thinking.
Linda B. Nilson, founding director of the Office of Teaching Effectiveness and Innovation at Clemson University and a faculty development director for more than 25 years, provides questions designed to help you create a core strategy to grow your students’ critical thinking skills, identify critical thinking content, and adapt your courses accordingly.
Choose this Magna 20-Minute Mentor to gain a clearer and deeper understanding of critical thinking and practical strategies in order to teach it in your courses.
This program is also available in the Critical Thinking Skills 4 Pack.
Product Code: PM15KA
What Activities and Assignments Promote Critical Thinking? clarifies which course content is best for developing your students’ critical thinking skills. This Magna 20-Minute Mentor gives you both strategic and practical advice on how to adjust new or existing courses to encompass critical thinking. You will learn:
- Which courses are best for teaching critical thinking
- The different critical thinking perspectives and the common threads among them
- Characteristics of good student learning outcomes
- Discipline-specific critical thinking skills and outcomes
- Why you should focus your teaching on those outcomes
- Five basic principles for teaching critical thinking
The presentation covers specific critical thinking content, activities, and assignments, as well as two strategies for advancing critical thinking skills.
After viewing this 20-Minute Mentor, you will be able to:
- Explain what critical thinking is (and is not) for practical teaching purposes
- Identify the course content suitable for teaching critical thinking
- Write assessable critical thinking student learning outcomes appropriate to your discipline
- Select and adapt strategies for teaching your students how to develop their critical thinking skills
- Create discipline-related and effective content, assignments, and activities related to critical thinking
- Use the presenter’s questions and sample documents to self-assess course content and adapt discipline-related learning outcomes for your courses
- Identify and avoid the mistakes commonly made by instructors trying to teach critical thinking
In 20 minutes, learn to adjust your courses so that you teach critical thinking to your students.
Linda B. Nilson, PhD, recently retired as the founding director of the Office of Teaching Effectiveness and Innovation (OTEI) at Clemson University. She has written several books, including Specifications Grading: Restoring Rigor, Motivating Students, and Saving Faculty Time (Stylus, 2015), Creating Self-Regulated Learners: Strategies to Strengthen Students' Self-Awareness and Learning Skills (Stylus, 2013), Teaching at Its Best: A Research-Based Resource for College Instructors, now in its 4th edition (Jossey-Bass, 2016), and The Graphic Syllabus and the Outcomes Map: Communicating Your Course (Jossey-Bass, 2007). She also co-edited Enhancing Learning with Laptops in the Classroom (Jossey-Bass, 2005) and Vols. 25–28 of To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development (Anker, 2007, 2008; Jossey-Bass, 2009, 2010), which is the major publication of the Professional and Organizational Development Network in Higher Education.
Dr. Nilson has also published many articles and book chapters and has presented keynote speeches and workshops at conferences, colleges, and universities nationally and internationally on dozens of topics related to teaching effectiveness, assessment, scholarly productivity, and academic career matters. Her most recent articles address the instability of faculty development careers, the validity problems with student ratings, and how to measure student learning for faculty evaluation.
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