Trying to get students to think independently
It is a challenge to get students involved in classroom discussions;maybe because students feel intimidated or because they don't want to be embarassed in front of their peers. However, if you ask interesting and probing questions you will be able to break through the barriers that keep students from actively engaging in the learning process. Also, I like to assign group work in the classroom. This encourages both team work and students feel more open to trying their ideas out with one peer. Are there others way to get apathetic students to "own" their education, instead of relying on the teacher for all the answers?
Bret,
I use case studies a lot in my classes. By assigning case studies each student is held responsible for answering the questions raised in the case study along with being able to defend why the questions were answered in the way they were. This way the learning is more self directed and it moves the students from being passive learners to active learners. I realize that some students will never become engaged because they just don't care. I work with these students and provide support when I can but in the end it is their choice whether to be successful or not. This makes me sad but it is their choice.
Gary
Gary Meers, Ed.D.
In my field it is essential for the student to think independently. When they are out in the field they have no one to look to for answers but themselves. I have to teach my students to take the assessments they make and the information they gather and put it into a plan for the patient they are seeing. I work on helping the students make decisions based on evidences they are able to see, then they have to come up with their own plan of action.
ArLene,
The success of their career is being built while they are in your class. The more opportunities you can provide them with critical thinking development and problem solving strategies the better. The result will be better patient care and greater career satisfaction.
Gary
Gary Meers, Ed.D.
Hello Bret,
Group work in the classroom is always a great way to assist the students to open up within a smaller setting (sometimes more comfortable). I always find that even with group work the instructor needs to ask critical thinking questions as they progress through the assignment. As for your question, I find that providing valuable resources for the student and guidance to the resources shows them that the answers are up to them to find. However, the instructor should always take note of this and then follow up with the student the next time class meets to see what the student came up with. Encouragement and interest in the student's knowledge and experience will prompt the student to "own" their education. Sometimes learning from the student and letting them know that they can teach you is also a way to empower the student.
While solving a problem, try making a mistake in front of the class, and see who reacts. This might be enough for some students to start thinking independently. After building upon the mistake ending in failure, pose the question, "Where did I go wrong?".
Alex,
Good strategy to use in helping students to think independently. Instructors know that students like to jump on mistakes made by their teachers. Making a planned mistake and then letting them work through the solutions required to correct the mistakes gives them great experience plus it is fun for them to problem solve in this way.
Gary
Gary Meers, Ed.D.
If I have a student who wants to argue about something, I have them develop a formal written argument that would stand up in a courtroom setting. This requires them to gather data and information. It requires them to predict and prepare for the counter argument. The student is forced to think about their argument and may decide they agree with the opposite of what they were first arguing. It has opened a few eyes in my teaching days.
Sharon,
Great approach because that moves the issue from being just a student that wants to verbally engage in an exchange to a formalized argument process. When I have used this with my argumentive students over the years I have had only a couple that went to the effort to put together a formal argument. The others just faded away and I moved the course forward. I want to know from these students just how serious they are and if they are willing to forward their position through the process or are they just trying to derail the class.
Gary
Gary Meers, Ed.D.
