Critical Thinking components Connecting discussion to common experiences can lea

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Critical Thinking components
Connecting discussion to common experiences can lea

Critical Thinking components
Connecting discussion to common experiences can lead to students to form their personal opinions with their own life to the materials being discussed.By using an everyday experience, McKeachie discusses how participants become more willing to speak. When the topic is something that everyone is familiar with, people are not afraid that they may have missed a book reading or discussion. This takes away the pressure of feeling unprepared.
Discussion can bring up unexpressed questions that students have about materials. It can also bring to light their personal beliefs.When a class is working through posed questions, discussion paths can change. By exploring each new question, it allows students to draw from their own personal beliefs, or question ideas that may have been previously learned.
Discussion improves conversation skills- students are learning how to move forward when someone opposes or challenges their own thoughts.Having people oppose your views, or ideas may be difficult. By using discussion in the classroom, it permits for students to hear contradictory views. They may be challenged, and their teacher will help facilitate the conversation which allows students to hear the view, and either reframe what they said or move forward while considering a different point of view.
Discussion can create a greater sense of community through learning in the classroom.In class, a student doesn’t always know how their peers feel about a given topic. Having a discussion allows students to share their own viewpoints without feeling judged. By sharing, it may open the door to making a new friend or study partner by knowing you have the similar beliefs.
Starting a discussion with questions can encourage students look deeper for many reasons. If a discussion is started right away, a student may get overwhelmed or have their thoughts overtaken by their classmate’s discourse. The practice of prompting a new discussion with a question and then allowing students time to think or write, brings out their instantaneous ideas. As they continue to wait, they think of more ideas or questions in the silence. This allows them time to get their thoughts on paper without forgetting them. This can also take away a fear of embarrassment by not having an immediate opinion.
Discussions that are prompted by controversial topics, a problem or a case may be difficult for students who are fearful to speak up. As a teacher facilitates the discussion, it will allow students to not only think of their own vision on how to address a problem, but also allows them to appreciate how others would handle a problematic situation. “Problem solving skills have the potential to impact individuals more immediately and often with ramifications for the future” (Murawski, 2014). By informing students that there is no wrong way to address this task, it allows them to combine multiple ideas and transform them into a new plan to tackle a problem. Conflict also offers an opportunity for more active thinking as opposed to passive thinking which is an integral part of improving overall communication skills (Svinicki & McKeachie, 2014, p. 44).
High order thinking skills can be beneficial for many reasons. High order thinking skills help you address more complex problems in a creative way. This will relate to my topic of Trauma Focused Cognitive Behavioral Therapy for children because children are typically not as rigid as adults. While traditional CBT is effective, there will be times that a therapist will need to be creative to connect with a client. Once a solution is found, a therapist may apply that new idea to prevent another troublesome situation to happen again. According to Svinicki & McKeachie (2013), analyzing and evaluating information requires students to use critical thinking skills such as comparing and contrasting, drawing conclusions, and making judgments based on evidence. This is important because in the case of TF- CBT the students will need to learn different techniques to re-acclimate the client with different aspects of their trauma to de-sensitize them. To do so, they will have to use their investigating skills to choose the best course of action to do so.
References
McKeachie, W., & Svinicki, M. (2013). McKeachie’s Teaching Tips (14th ed.). Cengage Learning
US.
Murawski, L. (2014). Critical Thinking in the Classroom…and Beyond. Journal of Learning in Higher Education, 10(1), 25–30. Retrieved from https://files.eric.ed.gov/fulltext/EJ1143316.pdf.

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