Using Critical Thinking as a Tool for Teaching Concepts by yaofenji

VIEWS: 5 PAGES: 10

• pg 1
```									Using Critical Thinking as a Tool
for Teaching Concepts: The
Engaged Lecture

TACT
Fall 2004
Workshop Purpose
   To demonstrate the “engaged lecture”—one
way CT can be used on a day-to-day basis to
deepen students‟ understanding of a
discipline‟s key concepts.
   Today‟s engaged lecture will focus on three
mathematical concepts: mean, median, and
mode.
Our Topic: Measures of Central
Tendency
 Mean
 Median

 Mode

provided. Feel free to annotate your copy.
(Students would do this as homework before
class.)
The Engaged Lecture: Instructor’s
Role
   The instructor models his/her understanding
of the concepts, the relationship between the
terms.
   The instructor briefly discusses the goals and
purposes underpinning the key concept.
The Engaged Lecture: Instructor’s
Role
   The instructor models the moves he makes in
thinking through the content (e.g., he
questions how authors he is reading may be
using/misusing the concepts; he clarifies his
purpose and the precise question he is trying
to answer in problems involving these
concepts; he gives examples of how he uses
his deep knowledge of these concepts to
solve problems; etc.).
The Engaged Lecture:
Questioning Students
The instructor randomly questions students in the class
about their understanding of the thinking being
demonstrated. Questions typically require students to do
the following:
 Explain their understanding of the concepts
 Make connections between the concepts
 Evaluate the quality of their peers‟ understanding
 Put their thinking into action, to apply—e.g., Why do most
instructors base final grades on students‟ average (mean) in the
course?
Concepts into Our Thinking: Processing
the Engaged Lecture

Spend approximately five minutes processing
the engaged lecture. You may review your
handout and your notes. An evaluation
component will follow.
into Our Thinking: Checking Students’
Understanding

Spend approximately 10-15 minutes writing your
understanding of mean, median, and mode. Be
   Stating,
   Elaborating,
   Exemplifying, and
   Illustrating (NOTE: create an analogy or metaphor that
demonstrates your understanding of the concept).
into Our Thinking: Evaluating Students’
Understanding

Working in your group, evaluate the writings
of your peers. Select the writing that best
defines the concepts. Use the intellectual
standards (e.g., clarity, precision, depth) in