Critical Thinking: Strategies for Improving Student Learning, Part III

Autor/inn/en	Elder, Linda; Paul, Richard
Titel	Critical Thinking: Strategies for Improving Student Learning, Part III
Quelle	In: Journal of Developmental Education, 32 (2009) 3, S.40 (1 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0894-3907
Schlagwörter	Educational Strategies; Critical Thinking; Teaching Methods; Learning; Instructional Effectiveness; Teaching Models + Suchen Sie Ihr Suchwort? Lehrstrategie; Kritisches Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Lernen; Unterrichtserfolg; Lehrmodell
Abstract	In the last two columns we emphasized the importance of teaching so that students learn to think within and take command of content. We discussed the need to design instructional strategies for fostering deep learning, offering seven strategies as examples. In this column, we provide five additional strategies. As we maintain in all of our columns, teaching for thinking through content is an art, not a science. Te strategies we offer suggest some possible ways for helping students think through the logic of the subject with skill and discipline. Accordingly, any of these strategies should be contextualized and tested in the classroom and hence modified where necessary. What works with one group of students contextualized in one way may not work well with another group contextualized in another way. Most importantly, to be effective every instructional strategy should embed critical thinking concepts and principles in it. Each strategy should be based on the guiding thought that the only way to learn content deeply and truly is to think it into your thinking, to connect it with other important ideas, and to apply it to everyday life issues and problems (Paul & Elder, 2006). The ultimate goal is for students to learn how to transform their thinking as they learn within subjects and disciplines, to integrate ideas within and among disciplines, and to learn the intellectual skills they need to reason through complex problems in all domains of human thought. What follows are specific suggestions for teaching in this manner. [For Part II, see EJ868666.] (As Provided).
Anmerkungen	National Center for Developmental Education. Appalachian State University, P.O. Box 32098, Boone, NC 28608-2098. Tel: 828-262-3057; Fax: 828-262-7183; Web site: http://www.ncde.appstate.edu/publications.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10