Learn To Think Critically

Learn To Think Critically-40
This might involve giving them readings with opposing points of view, or readings that contain some dubious information alongside readings that are factually accurate.In class, ask students to compare the content/points of view in the materials.Make them aware of how scholarly journals and conference papers differ from textbooks and popular media.

Another approach is to divide the class into debate teams where each team must argue first one side of the issue, and then the other side.

Throughout the course, different teams could present their debate on different topics.

Use “What If” scenarios to get students thinking critically.

For example, "What if you could redesign the Canadian Charter of Rights and Freedoms? How would you ensure that some groups are not left out? What principles would you use to guide your framework? Use the board/whiteboard to record pros and cons as students debate the topic.

Stress that you will not just be covering the basic elements of the material in class, but also will be discussing with them what the material is about and common assumptions or fallacies about the topic that they noticed.

Incorporate peer group discussion into the course, where groups are challenged to come up with lists of the assumptions or fallacies that they noticed in their readings or in the concepts covered.

If there is one thing that we know for sure, it is that thinking skills, general or otherwise, can’t be learned if they’re not taught in as overt a manner as other content in college courses”.

How does one go about incorporating critical thinking into university curricula and courses?

There is a fairly large body of literature about critical thinking in higher education, much of it without any real suggestions as to how to actually teach it.

This is partly because teaching critical thinking may depend somewhat on the nature of the discipline and the size of the course, although studies in physics and biology have shown that even students in very large first-year courses can benefit from small pedagogical changes to incorporate more critical thinking and interactivity (Cowan et al., 2014).

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