What Makes Your Students “Tick”
Helping Students Articulate and Examine Their Assumptions
Getting students to articulate and examine the assumptions they have about themselves, the subject matter, or their role as learners is a significant challenge for most instructors. We often wish we could get inside our students' heads--to actually see “what makes them tick” and what they are really thinking.
In his new book, Teaching for Critical Thinking: Tools and Techniques to Help Students Question Their Assumptions, Stephen Brookfield notes that identifying and checking assumptions are the cornerstones of effective critical thinking and the first steps in changing the quality of one’s thinking.
In this session, we will delve into this domain of thinking by sharing and practicing a variety of teaching strategies designed to help students engage in systemic self-reflection regarding their assumptions.
After attending this session, you will be able to:
- Identify the link between assumptions and critical thinking
- Describe the connection between faulty assumptions and challenges to student learning
- Develop teaching activities to help your students articulate and check their assumptions as a precursor to learning
3/21/2014Friday, 12-2 p.m.Delphi Center Lab
Edna Ross, Ph.D., has been with the Department of Psychological and Brain Sciences since 1984. She is associate professor and co-course director for the department’s Introduction to Psychology course and teaches this popular course with enrollments of several hundred students. Dr. Ross has been nominated as a Faculty Favorite and received the A&S; Outstanding Faculty Award. She holds a joint appointment with the Delphi Center and serves as the i2a specialist for critical thinking.