Addressing Accurate and Inaccurate Student (and Faculty) Assumptions about Teaching and Learning
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; and
- Develop teaching activities to help your students articulate and check their assumptions as a precursor to learning.
11-13-2014Thursday, 5:30-7:30pmDelphi Center, Room 244
Edna Ross, Ph.D., is the i2a specialist for critical thinking at the Delphi Center and is a faculty member in the Department of Psychological and Brain Sciences where she serves as the director of the department's Introduction to Psychology course.