Helping Students Think Critically in the Classroom
Oct 03, 2012
from 02:00 pm to 03:30 pm
|Contact Name||Jackie Fryer|
|Add event to calendar||
Description. As instructors, we commonly assume critical thinking is embedded in the courses and assignments we design. However, sometimes our attention on covering content gets in the way of helping students focus on the fundamental and complex thinking skills and concepts at the heart of our courses. This session will guide instructors through a set of prompts which will inform their design of activities and assignments in order to focus on the learning they value most. We will spend time in this session deepening our understanding of critical thinking skills and how we can help students master these skills in our classroom activities, assignments and course projects.
Learning Outcomes. As a result of attending the workshop, students will:
- Engage in interactive exercises and prompts to explore the concept of teaching for critical thinking
- Try new tools and strategies to use in their own teaching to emphasize critical thinking with their students
- Share and discuss with their peers approaches they might with students to teach for critical thinking
Presenter. Patricia (Patty) Payette, Ph.D. is the executive director of the “Ideas to Action” initiative and associate director of the Delphi Center for Teaching and Learning. The U of L plan, Ideas to Action (i2a), sharpens an existing focus on building undergraduate students' critical thinking skills, starting in the general education program and continuing through undergraduate major courses.
Prior to this position, Dr. Payette was assistant director of faculty development programs in the Office of Faculty and Organizational Development at Michigan State University, where she also completed her doctoral work in literature and later taught while working as an administrator. In her work with faculty development, Dr. Payette has worked to improve teaching across all fields and disciplines through workshops, training, coaching, and consultation.
It was during her time as a GTA 14 years ago that Dr. Payette first started to consider how faculty development reaches across all disciplines and lead her down a more non-traditional path of a full time career working with faculty. Her areas of research are in organizational change and critical thinking.