What is the secret to communicating your ideas clearly and persuasively?
And how do you see through sloppy thinking and flim-flam?
As part of the Thinker’s Guide Library, this book advances the mission of the Foundation for Critical Thinking to promote fairminded critical societies through cultivating essential intellectual abilities and virtues across every field of study across the world.
Rowman & Littlefield Publishers / The Foundation for Critical Thinking Pages: 16 • Trim: 4 3/4 x 5 1/2978-0-944583-13-5 • Paperback • January 2006 • Although bringing critical thinking into the classroom ultimately requires serious, long-term development, you don’t need to sweat and slave and thoroughly understand critical thinking to begin to make important changes in your teaching.
At the heart of our approach is a realistic conception of what it takes for someone to learn something.
In a sense, much instruction is unrealistic: "If I say it clearly, they should get it.If I tell them why something is true or is important and they nod their heads and repeat it back, they understand the truth or importance of what I have said.” This is not necessarily so.Often students’ failure to do well, to apply what they have covered, to remember in the fall what they learned the previous spring, results from the above naive misconceptions about what learning requires.Another advantage of the following suggestions is their wide applicability.Most can be fruitfully applied to any subject, any topic.This pocket guide lays out straightforward, powerful strategies teachers can implement to immediately get students actively engaged in thinking critically about what they are learning.As they adopt the critical thinking strategies in this guide, students become more responsible for their learning, along with their peers, under the guidance of the teacher.Several students working together can correct each other’s misunderstandings and can make much more progress on tasks.When one student gets stuck, another might have just the right idea to move things along.They are powerful and useful, because each is a way to get students actively engaged in thinking about what they are trying to learn.Each represents a shift of responsibility for learning from the teacher to the student.