The Six-Sentence Argument: Training Critical Thinking Skills Using Peer Review

2017 ◽  
Vol 3 (2) ◽  
pp. 118-128
Author(s):  
Julian Kölbel ◽  
Erik Jentges
Keyword(s):  
Critical Thinking ◽  
Peer Review ◽  
Real World ◽  
Logical Structure ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Decision Situation ◽  
Course Of Action

The six-sentence argument (6SA) is an exercise to train critical thinking skills. Faced with a decision situation, students argue for their preferred course of action using a logical structure of exactly six sentences. Through a guided peer review, students engage critically with other students’ arguments and receive detailed feedback on their own arguments. This exercise helps students craft convincing arguments and reflect on their reasoning in a format that can be applied in real-world situations. A key strength of the six-sentence argument exercise is that it can be administered online and is scalable for large courses with little additional workload for the instructor.

Using Consulting Projects to Teach Critical- Thinking Skills in Business Communication

1996 ◽  
Vol 59 (4) ◽  
pp. 77-87 ◽  
Author(s):  
Clive Muir
Keyword(s):  
Critical Thinking ◽  
Real World ◽  
Technical Communication ◽  
Business Communication ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Political Environment ◽  
Critical Approach ◽  
Teaching Business ◽  
Successful Communication

There is more to successful communication than learning the styles and proce dures often found in the traditional business communication syllabus. In this article, I discuss the benefits of using a critical-thinking approach to helping students to understand the complex social and political environment in which business communication is practiced. I explain how communication consult ing projects can be used to examine the context of organizational communica tion. Finally, I discuss the implications for teaching business and technical communication using a real-world, critical approach.

scholarly journals Peer Review in a Social Policy Course: Lessons Learned

10.18060/3160 ◽  
2013 ◽  
Vol 14 (2) ◽  
pp. 629-641 ◽  
Author(s):  
Shauna P. Acquavita ◽  
Carolyn J. Tice
Keyword(s):  
Critical Thinking ◽  
Social Work ◽  
Social Policy ◽  
Peer Review ◽  
Thinking Skills ◽  
Lessons Learned ◽  
Critical Thinking Skills ◽  
Work Education ◽  
Social Work Policy

Peer review is a tool that provides students with a sense of how their work is perceived by others. Built on refection and feedback, peer review assesses the quality of academic processes and products based on well-understood criteria. Peer review was implemented in a baccalaureate social work policy course to enhance writing and critical thinking skills. Students were surveyed on their experiences and indicated that peer review activities provided beneficial learning exercises. The information gathered suggests methods for future implementation of peer review in social work education.

scholarly journals Peer Review as an Active Learning Strategy in a Large First Year Course

2015 ◽  
Author(s):  
M. Orjuela-Laverde ◽  
L. R. Chen
Keyword(s):  
Critical Thinking ◽  
Peer Review ◽  
Instructional Strategy ◽  
Learning Strategy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year ◽  
Engineering Profession ◽  
Ethical Decisions ◽  
Undergraduate Engineering Education

Peer-review of writing is an instructional strategy used to develop students’ critical thinking skills, writing competence and as a way of engaging students as active agents in their learning process [1,3,4]. In the Fall 2013 semester, two peer-review assignments were introduced in a compulsory first year engineering course, Introduction to the Engineering Profession, taken by nearly 500 students (in two sections). The objectives of the peer-review assignments were two-fold: (1) to help improve students’ writing by providing them with constructive criticism and feedback and (2) to develop students’ critical thinking and editing skills. Using a rubric provided by the instructor, students were asked to evaluate their peers’ written assignments in three categories: overall presentation, clarity and coherence (organization), and justification/explanation of the topic being discussed/analyzed. One assignment addressed the inter-disciplinary nature of the engineering profession while the second focused on making ethical decisions. Evaluators were required to justify the score given in each category, as well as to provide a short written comment on the paper as a whole. At the end of term, a class survey was conducted where students reflected on the peer review assignment from a learning perspective. This study presents the results of an analysis of those reflections. Overall, students and the instructor valued this instructional approach. Implications of this type of instructional strategy for undergraduate engineering education are also discussed.

scholarly journals The Use Of Debates Of Current Economic Issues As An Aid For Developing Critical Thinking Skills

2011 ◽  
Vol 2 (12) ◽  
Author(s):  
Patricia T. Papachristou
Keyword(s):  
Public Policy ◽  
Critical Thinking ◽  
Learning Process ◽  
Real World ◽  
Student Involvement ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Policy Issues ◽  
The Real ◽  
Economic Issues

Economics is exciting because it can deal effectively with critical public policy issues. Unfortunately, this aspect of economics is usually left for more advanced courses. Consequently many students find principles of economics boring and not relevant to the real world. The use of public policy issues can foster greater student involvement in the learning process with a higher level of critical thinking skills.

Using a Client Memo to Assess Critical Thinking of Finance Majors

2008 ◽  
Vol 71 (1) ◽  
pp. 10-26 ◽  
Author(s):  
David Carrithers ◽  
John C. Bean
Keyword(s):  
Critical Thinking ◽  
Instructional Methods ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Problem Analysis ◽  
Psychometric Assessment ◽  
Structured Finance ◽  
Holistic Scoring ◽  
Course Of Action ◽  
Assessment Approach

This article describes a holistic, discourse-based method for assessing the critical thinking skills of undergraduate senior-level finance majors. Rejecting a psychometric assessment approach in which component features of critical thinking are disaggregated, this study is based on a holistic scoring of student memos. Students were asked to recommend and justify a course of action to a lay client facing an ill-structured finance problem. Analysis of student memos reveals critical thinking weaknesses that may be ameliorated by changes in assignments or instructional methods. The memos reveal four kinds of critical thinking problems: (a) failure to address the client's problem, (b) random rather than purposeful application of finance tools and methodologies, (c) inability to translate finance concepts or methods into lay language, and (d) inability to construct rhetorically useful graphics. The curricular implications of this study are discussed.

Simulation

2010 ◽  
pp. 1-14
Author(s):  
Istvan Molnar
Keyword(s):  
Critical Thinking ◽  
Real World ◽  
Curriculum Design ◽  
Career Paths ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Modelling And Simulation ◽  
Core Knowledge ◽  
The Core ◽  
Simulation Education

This chapter attempts to define the knowledge body of simulation and describes the underlying principles of simulation education. It argues that any programs in Modelling and Simulation should recognize the multi- and interdisciplinary character of the field and realize the program in wide co-operation. The chapter starts with the clarification of the major objectives and principles of the Modelling and Simulation Program and the related degrees, based on a broad business and real world perspective. After reviewing students’ background, especially communication, interpersonal, team, analytical and critical thinking skills, furthermore some of the additional skills facilitating entering a career, the employer’s view and possible career paths are examined. Finally, the core knowledge body, the curriculum design and program related issues are discussed. The author hopes to contribute to the recent discussions about modelling and simulation education and the profession.

The 9 Pitfalls of Data Science

2019 ◽  
Author(s):  
Gary Smith ◽  
Jay Cordes
Keyword(s):  
Artificial Intelligence ◽  
Machine Learning ◽  
Big Data ◽  
Critical Thinking ◽  
Real World ◽  
Data Science ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Scientific Rigor ◽  
Good Data

Scientific rigor and critical thinking skills are indispensable in this age of big data because machine learning and artificial intelligence are often led astray by meaningless patterns. The 9 Pitfalls of Data Science is loaded with entertaining real-world examples of both successful and misguided approaches to interpreting data, both grand successes and epic failures. Anyone can learn to distinguish between good data science and nonsense. We are confident that readers will learn how to avoid being duped by data, and make better, more informed decisions. Whether they want to be effective creators, interpreters, or users of data, they need to know the nine pitfalls of data science.

scholarly journals Critical Thinking for Cvic Life in Elementary Education: Combining Storytelling and Thinking Tools

2020 ◽  
pp. 23-43
Author(s):  
Aarón Elí Mena Araya
Keyword(s):  
Critical Thinking ◽  
Elementary Education ◽  
Logical Structure ◽  
Thinking Skills ◽  
Assessment Method ◽  
Critical Thinking Skills ◽  
Comic Strips ◽  
Animated Films ◽  
Critical Thinking Instruction ◽  
Thinking Tools

Teaching critical thinking involves developing specific thinking skills and nurturing attitudes that are necessary for adequate use these of these skills in everyday life situations. The required skills and attitudes required by students to approach problems that affect their own communities can be taught by designing and executing learning activities where students use storytelling, for example. This study focuses on designing and executing two learning units for critical thinking instruction on citizenship education in a Costa Rican elementary school.  These units combine the use of story-based materials, such as animated films, digital comic strips, and thinking tools. Additionally, an assessment method is proposed which is  based on analysis of the comic strips created by the students. This method analyzes the logical structure behind comic strips to help determine to what extent critical thinking skills are applied with a focus on specific thinking skills such as inference and analysis. The results of the assessment suggest that when students participate in learning units, such as the use of story-based media and thinking tools, they can express a higher level of critical thinking skill application in the stories they create.

Sign in / Sign up

Export Citation Format

Share Document