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Critical Thinking Discussion
Discussions can help learners improve their listeni
Critical Thinking Discussion
Discussions can help learners improve their listening skills by encouraging them to listen to their classmates’ ideas and react respectfully. Instructors will urge students to paraphrase and reply to what they’ve heard (Svinicki & McKeachie, 2014 p. 53). Learners can exhibit their attentiveness during discussions by responding with comments or questions.
Discussion can help with effective work and better learner morale methods. Compared to competing approaches, cooperative discussion techniques promote more productive work and higher morale (Haines & McKeachie, 1967 as cited by Svinicki & McKeachie, 2014)
Discussion may help with self-reflection and foster a willingness to disagree. Self-reflection causes better learning, and feeling freer to disagree could lead to better learning for students (p. 55)
Discussion can help facilitate cooperative learning and creates community. As the instructor creates a common issue amongst students such as campus experience or media news. This will enable students to feel confident in their participation while creating a stimulating and collaborative environment between learners.
Discussions can assist in resolving conflict and/or create space for conceptual conflict. Instructors shouldn’t be intimidated by conflict; instead, they should take advantage of this chance to clarify any misunderstandings about tasks and offer students a chance to explain their thoughts and preconceptions. Conflict may benefit discussion by encouraging students to consider the perspectives of others (Svinicki & McKeachie, 2014 p. 51). Allowing students time to analyze, grasp, and accept their ideas can assist in avoiding recurrent disputes. (p. 51)
Discussion Concepts
The techniques of discussion (Svinicki & McKeachie, 2014) explain how several of these techniques can drive thought deeper.
Discussion starting with questions – The objective of starting a conversation with a question is to promote students’ thinking and problem-solving (p. 43). There are various models for discussion questions:Factual questions are used to assess a student’s prior knowledge of a topic. For example, “before we begin our conversation, let us confirm that we agree on some of the main concepts from the article.” Students might start to offer comments for such facts based on their knowledge of the reading (p. 43).
Application and interpretation questions are used to help students comprehend what is being discussed. For example, “how does the concept that _____ apply to______? Others can then hear what is said in dive into a constructive discussion. (p. 43)
Connective and Casual Effect questions – include an effort to connect ideas or information that, on their own, would not appear linked (p. 43). For example, What are some of the potential reasons for this event occurring? A question like this, as the potential to lead students into new thinking.
Comparative questions – To assist students in identifying key comparison aspects, request comparisons between various theories, authors, studies, etc. (p. 43).
Evaluate questions – request that students evaluate the relative importance of the points being compared. For example, “which of the two authors provides more knowledge of the issue?”
Critical questions – challenge students to explore the legitimacy of an author’s arguments and criticize their conclusions (p. 44). For example, challenge the president’s argument that “we are in a recession.” Ask, “According to what circumstances could that possibly be true?” By offering a different perspective or conclusion, you might get students to begin critically assessing what they have to say. (p. 44)
Discussion starting with a controversy – Students are motivated to consider opposing viewpoints when a discussion is started by a controversy. This is an opportunity to establish a hypothetical circumstance in which students can express their opinions and have them considered (p. 42). The instructor plays the role of the devil’s advocate to motivate students to think actively rather than accept passive ideas (p. 42) One example from our reading is to challenge a student who disagrees to think differently by asking them to switch sides and explain the other point of view. This will assist students in being aware of the possibilities and benefits of diverse points of view (p. 42).
Discussion starting with a problem or case – The instructor can formulate an issue that is pertinent to the class and will help facilitate discussion. It will be crucial to provide students the chance to develop their own approach to solving the problem. Instead of trying to sell students a predetermined conclusion, instructors should listen attentively, be open-minded, and continually be interested in what comes next (p. 44). Even if students appear discouraged about answering a certain topic, the instructor can rephrase the question and assist them in their difficulty (p. 44).
HOTS
A well-developed leadership coaching (LC) discussion can help students build their higher-order thinking Skills (HOTS) in conflict resolution by providing an environment in which they evaluate information effectively. Students will have the chance to evaluate each other’s viewpoints as they are presented in a comprehensible manner (Svinicki & McKeachie, 2014). Leadership coaching creates the power of interaction and can identify areas of struggle for students. Leadership Coaching discussion is crucial for breaking down any barriers that students may be experiencing (p. 53). As well as develop a culture where students are encouraged to spend time learning from one another and create opportunities for:
Understanding how thoughts differ from one another’s and generate original solutions
Provide constructive criticism and address any underlying misunderstanding
Students can exhibit skills such as critical thinking, creative thinking, teamwork, and problem-solving and apply the best course of action for any potential circumstances (p. 309)
Reference
Svinicki, M., McKeachie, W. (2014). McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers. Belmont, CA: Cengage Learning.
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