Critical thinking has become a catch-all phrase in any education literature that touts the development of 21st century learning. It seems that no matter which instructional model is being used or how the craft of teaching is being applied, as long as the approach claims
At a workshop not so long ago, we were talking about the over-participator problem—you know, those two or three students who would happily answer every question or express their opinion whenever one is needed. We talked about why it’s a problem. How the rest of
It makes me cringe when I ask a question and a student responds with, “I’m not sure if this is the answer you want, but…” Somehow students have the impression that our sole purpose for asking a question is to find someone to give us
Class discussions present teachers with a number of different challenges, including the often limited number who participate, those who make comments but do so without having done the reading, and the many students who, as Emily Gravett notes, treat class discussions as “down time.” (p.
Every year, we enthusiastically welcome incoming students to the academy. I teach at a large research university with a strong and proud commitment to teaching undergraduates. For those of us in professional roles, belonging to the academy means something rich. It includes discussions in hallways
Listening is important—everyone agrees. Would there be any point talking if no one listened? And for most people, it’s a skill with potential for improvement. Increasingly, it’s been seen as an essential professional skill. Sandra Spartaro and Janel Bloch’s excellent article on listening references a
My family and I have had the privilege of living in the Middle East for nearly three decades. In addition to the extraordinary Arab hospitality we have enjoyed, it also has been a time of learning. Many of my parochial assumptions have been challenged, not
Most of us have experienced the dreaded quiet class. Typically, it’s the class where only a few students speak and it’s always the same three or four. Everyone else sits passively and waits out the clock. For those classes and others, I’ve found a question
I teach introductory biology classes; the students in these classes are typically new to the discipline at the college level and often find the amount and level of material challenging to absorb and retain. However, many students are nervous about asking or answering the questions
Would you prefer to go to a party with 50 exciting, brand-new people that you’ve never met before, or would you prefer to have dinner with an old, dear friend? You’ve probably guessed already that extroverts would prefer the party and introverts would prefer dinner
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