This week’s readings gave techniques that would be useful when introducing highe

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This week’s readings gave techniques that would be useful when introducing highe

This week’s readings gave techniques that would be useful when introducing higher-order thinking skills (HOTS) in discussions to students. According to Brookfield (2013), “discussion, not lecture, is the adult education teaching method used most uncritically.” The purpose of critical thinking is to get students to dig deeper when engaging in discussions with teachers and peers, rendering results that are deeper than superficial responses. This promotes active learning amongst students by giving them a “think and do” approach to learning.
There are various learning styles such as through audio (listening to audiobooks, lectures, et cetera), readings (textbooks, informational brochures or handouts, instruction manuals, etc.), execution (hands-on learning), and visualizations (videos, powerpoints, pictures, et cetera). In adult learning, understanding which teaching-style better suits the students would give them the best advantage for information retention. According to Mazur (2014), a Physics professor who discovered his students retained information better through active learning than lectures, stated “you don’t learn by listening. You learn by doing.” While some students retain information through lectures, some are visual-learners, such as the writer. Peer instruction allows students to see things from the same level versus from student to teacher. Peer instruction also allows for different perspectives on a given discussion topic from the same educational levels.
Add 4-5 general concepts to this list that you have drawn from the Svinicki & McKeachie chapter. Explain each of these concepts and the depth that discussion can take student exploration.
Review the techniques of discussion reviewed in Svinicki & McKeachie (starting with a controversy, starting with questions, examining cases, etc.) and explain how several of these techniques can drive thought deeper.
Project to your own teaching demonstration that you will present in Module 7: Week 7. For your particular topic, how do you think a well-developed discussion can implement HOTS related to your topic? Draw from Svinicki & McKeachie and cite appropriately.
According to Svincki & McKeachie (2014), teaching approaches to activate critical thinking can be generated with the following techniques: starting discussions with a common experience, a controversy, with questions, or with a problem or case. With these techniques, students can examine, analyze, use application, create different view-points or elements, and show understanding of the discussion matter by summarizing or explaining the findings.
Common experience- this teaching technique allows students to engage in discussion through common experiences such as being the same college major, online learning versus attending a physical campus, or people employed in a particular career field such as military, nursing, teaching, et cetera. Discussion questions for schooling preferences can be “Which method of schooling do you prefer? Why? Does one schooling method have better results than the other? Do you as a student prefer individual-submitted assignments or team-based assignments?
Controversy- this teaching technique allows students to engage in discussion where disagreements can take place. This technique allows students to share their responses to said discussion topic in a way that brings differing points of views, but respect to all answers given. Example of controversy discussion topics includes politics (such as republican or democratic parties), religion (Christianity or Muslim), equality (same-sex vs. heterosexual concerns), second-chance offender employment, celebrity news (behavior or relationship status), et cetera. Is there a right or wrong answer? Why do the student feel the way they do towards said topic? Should there be females in presidency?
Questions- this teaching technique opens the door for peer discussions as questions is an effective way of starting discussions. Questions for topics are centered around who, what, where, when, why, and how? This can warrant a minimum of 6 answers per student for one discussion topic. Connective and causal effect questions such as, “Is rap music to blame for crimes being committed or is just lyrics to songs?” This can provoke deep thinking due to one connecting music to an un-related outside factor. Music is most times associated with hearing or feelings, not to things such as crime rates. Comparative question examples students can ask are “Do students who possess college degrees make a higher salaries than those who attended trade or technical schools? Questions like this can cause students to not only realize if they made the right educational choice by doing one or the other, but it also allows them to see things from both perspectives. It provokes conversations on why students chose the traditional higher education route and why others chose to learn technical skills for trades.
Problem-based questions and Case Study questions- these techniques give students a picture and provokes conversation by problem-solving. Questions such as “How would one handle this particular situation if they were in the person’s shoes?” or “What would you change and why?” are questions for problem-based scenarios or case studies. According to Svincki & McKeachie (2014), problem-based or case studies promotes critical thinking by “producing focus” in discussions.
The topic I plan to use for my project is healing from generational trauma and domestic abuse. The writer will create a case study to present to students to promote critical thinking through techniques used by Svincki & McKeachie (2014) such as using open-ended, factual, controversial, and comparative example questions such as “What does the bible say about generational trauma? How can one heal from it? Is forgiveness required and if so, why? How does generational trauma affect adulthood behavior? What does scripture say about abuse? Is there a scripture to reflect what true love is or is not? How can past or present sins affect generations? Are generational sins able to be stopped in a family bloodline or is it a permanent thing? Give a scripture to support your answer. Should the people in the case study take a biblical, Christian approach to healing or should secular counseling suffice? Questions such as this will allow students to give deeper thought into the cause and effects of generational traumas and domestic abuse by using higher-order thinking skills (HOTS), as well as, create ways to promote healing, deliverance, and restoration from both.

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