scholarly journals Socratic Self-examination and Its Application to Academic Advising

2005 ◽  
Vol 25 (2) ◽  
pp. 36-48
Author(s):  
Marlene S. Kuhtmann
Keyword(s):  
Critical Thinking ◽  
Learning Environments ◽  
Academic Advising ◽  
Student Development ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Socratic Method ◽  
Socratic Questioning ◽  
Self Examination

Nussbaum (1998) proposed that Socratic activity is a worthwhile pursuit with regard to academic advising relationships. While it offers the promise of certain benefits, such as the development of critical thinking skills, Socratic activity arguably cannot be universally applied to all advising relationships. In presenting and analyzing issues related to the Socratic method, I offer support for a model of quasi-Socratic activity in advising as first identified by Hagen (1994). Referred to as “beneficial dialectic,” it can function from a more contextual standpoint than the traditional Socratic questioning method because through it advisors can consider factors such as level of student development, learning environments, and individual proclivities.

scholarly journals Conversations on Critical Thinking: Can Critical Thinking Find Its Way Forward as the Skill Set and Mindset of the Century?

2018 ◽  
Vol 8 (4) ◽  
pp. 205 ◽  
Author(s):  
Maura Sellars ◽  
Razia Fakirmohammad ◽  
Linh Bui ◽  
John Fishetti ◽  
Sarfaroz Niyozov ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Student Development ◽  
Thinking Skills ◽  
Academic Experiences ◽  
Critical Thinking Skills ◽  
Making Meaning ◽  
Global Citizens ◽  
Potential Development ◽  
The Status ◽  
Evaluative Thinking

The capacity to successfully, positively engage with the cognitive capacities of critical thinking has become the benchmark of employability for many diverse industries across the globe and is considered critical for the development of informed, decisive global citizenship. Despite this, education systems in several countries have developed policies and practices that limit the opportunities for students to authentically participate in the discussions, debates, and evaluative thinking that serve to develop the skill set and mindset of critical thinkers. This writing examines the status of critical thinking in four different contexts across the globe as reflected in educational policies and academic experiences as a preface to investigating actual classroom practices and possible impacts the support of critical thinking skills may have on the potential development of the global citizens of the future. Each vignette reflects the contextualized difficulties that are presented by social and cultural concerns and traditions of making meaning. These stories of education also illustrate the various ways in which the skills and capacities of critical thinking are interpreted in different contexts and address the negative nuances with which thinking critically has become associated. Finally, a pedagogical model of teaching, which may support student development of the skill set of critical thinking within the boundaries of social and cultural mindsets, has been developed.

Critical Thinking, Instruction, and Professional Development for Schools in the Digital Age

2016 ◽  
pp. 27-46
Author(s):  
Howard V. Coleman ◽  
Jeremy Dickerson ◽  
Dennis Dotterer
Keyword(s):  
Professional Development ◽  
Critical Thinking ◽  
Learning Environments ◽  
Digital Age ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices ◽  
Student Centered ◽  
Depth Of Knowledge ◽  
Critical Thinking Instruction

This chapter presents theories, issues and practices for creating effective, technologically rich learning environments in schools. In the digital age, teachers and school leaders must work together to ensure the development of higher level critical thinking skills for students. Using Bloom's Revised Taxonomy of Knowledge and Webb's Depth of Knowledge as theoretical guides, this chapter discusses how teachers may move towards more flexible, student-centered instructional models rather than traditional teacher-centered methodologies. Guiding questions are presented to assist teachers in determining what to consider when designing technology-enhanced instruction to promote higher level critical thinking skills. Topics include a review of technological factors influencing technology integration, modifications of teacher practices to best match the changing culture in K-12 classrooms, examinations of pedagogical practices in techno-centric classrooms, current and future professional development needs for teachers, and the importance of assessment and evaluation in monitoring the effectiveness of instructional practices in 21st Century learning environments.

Critical Thinking, Instruction, and Professional Development for Schools in the Digital Age

2017 ◽  
pp. 1235-1254
Author(s):  
Howard V. Coleman ◽  
Jeremy Dickerson ◽  
Dennis Dotterer
Keyword(s):  
Professional Development ◽  
Critical Thinking ◽  
Learning Environments ◽  
Digital Age ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices ◽  
Student Centered ◽  
Depth Of Knowledge ◽  
Critical Thinking Instruction

This chapter presents theories, issues and practices for creating effective, technologically rich learning environments in schools. In the digital age, teachers and school leaders must work together to ensure the development of higher level critical thinking skills for students. Using Bloom's Revised Taxonomy of Knowledge and Webb's Depth of Knowledge as theoretical guides, this chapter discusses how teachers may move towards more flexible, student-centered instructional models rather than traditional teacher-centered methodologies. Guiding questions are presented to assist teachers in determining what to consider when designing technology-enhanced instruction to promote higher level critical thinking skills. Topics include a review of technological factors influencing technology integration, modifications of teacher practices to best match the changing culture in K-12 classrooms, examinations of pedagogical practices in techno-centric classrooms, current and future professional development needs for teachers, and the importance of assessment and evaluation in monitoring the effectiveness of instructional practices in 21st Century learning environments.

scholarly journals Application of Teachers’ Knowledge of Socratic Questioning in Developing EFL Critical Thinking Skills among Omani Post-Basic Learners

2020 ◽  
Author(s):  
Moosa Ahmed Ali Sulaiman
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Future Research ◽  
Intervention Phase ◽  
Socratic Questioning ◽  
Significant Difference ◽  
Efl Teachers ◽  
Actual Use ◽  
Teachers And Students

With the premise that effective use of Socratic Questioning in instructional practices is of vital importance in EFL/ESL classrooms, this study was undertaken to investigate application of Omani EFL teachers’ knowledge of Socratic Questioning (SQ) on Students’ Critical thinking (CT) in post basic schools. This study is conducted in two phases of investigation. Phase I examined the correlation between teachers’ knowledge and actual use of SQ. Phase II study investigated the application of Omani EFL teachers’ knowledge of SQ on students’ CT in post-basic schools. The present study made an attempt to (a) Determine the relationship between teachers’ knowledge of SQ and their actual use of SQ. (b) Ascertain whether there is any statistically significant difference between mean scores of those who are taught through SQ and those who are taught CT skills in a normal setting. (c) Identify CT strategies, the students were able to develop and apply at the end of the intervention phase. A total of 230 EFL teachers, which comprises a 100% of the total population of all EFL post-basic female teachers in Dhofar region of Oman, participated in this study. The multi-method procedures and data analyses showed that (a) There is a strong positive relationship between teachers’ perceived knowledge and their actual use of SQ; (b) There are significant differences between mean scores of those who were taught CT through SQ and those who were taught CT skills in a normal setting; (c) There is a clear evidence to suggest that students in the experimental group were able to develop effective CT strategies during the intervention phase. The findings of this study offer a number of implications: (a) For instructional practice that involves the teachers and students; (b) For policy and decision makers; and (c) For syllabus designers and testing and evaluation. In addition, it identifies and proposes certain areas related to pedagogy for future research.

Critical Thinking, Instruction, and Professional Development for Schools in the Digital Age

2016 ◽  
pp. 1774-1793
Author(s):  
Howard V. Coleman ◽  
Jeremy Dickerson ◽  
Dennis Dotterer
Keyword(s):  
Professional Development ◽  
Critical Thinking ◽  
Learning Environments ◽  
Digital Age ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices ◽  
Student Centered ◽  
Depth Of Knowledge ◽  
Critical Thinking Instruction

This chapter presents theories, issues and practices for creating effective, technologically rich learning environments in schools. In the digital age, teachers and school leaders must work together to ensure the development of higher level critical thinking skills for students. Using Bloom's Revised Taxonomy of Knowledge and Webb's Depth of Knowledge as theoretical guides, this chapter discusses how teachers may move towards more flexible, student-centered instructional models rather than traditional teacher-centered methodologies. Guiding questions are presented to assist teachers in determining what to consider when designing technology-enhanced instruction to promote higher level critical thinking skills. Topics include a review of technological factors influencing technology integration, modifications of teacher practices to best match the changing culture in K-12 classrooms, examinations of pedagogical practices in techno-centric classrooms, current and future professional development needs for teachers, and the importance of assessment and evaluation in monitoring the effectiveness of instructional practices in 21st Century learning environments.

Implementing Varied Discussion Forums in E-Collaborative Learning Environments

2011 ◽  
pp. 370-376
Author(s):  
Jianxia Du ◽  
George Pate
Keyword(s):  
Critical Thinking ◽  
Learning Environments ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Online Discussions ◽  
Discussion Forums ◽  
Online Instructors ◽  
Dead End ◽  
Group Member ◽  
Difficult Part

Creating quality online instruction is a challenging task for most online instructors, with promoting engaging online discussions being the most difficult part of the instruction. Instructors frequently struggle with creating online discussions that will promote “critical thinking skills” (Toledo, 2006, p. 150) in an asynchronous environment instead of simply presenting dead-end questions that go nowhere. This article will review several suggested variances in online discussions that allow engaged critical thinking, promote subject matter understanding along with group member and individual online discussion participation, and assist instructors in choosing appropriate methods for their particular instructional goals.

The Instructional Context of Critical Thinking Development in Early Childhood Education

2019 ◽  
pp. 331-345
Author(s):  
Hannah Mills Mechler
Keyword(s):  
Early Childhood ◽  
Critical Thinking ◽  
Early Childhood Education ◽  
Learning Environments ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Theoretical Frameworks ◽  
Childhood Education ◽  
The Mind ◽  
Early Childhood Learning

This chapter will outline the roles of teachers within early childhood learning environments and how they may promote children's critical thinking skills. Further discussions about how children's cognitive development may be fostered is also addressed. Theoretical frameworks are integrated as well to further decipher and understand how children's critical thinking skills may be promoted within early childhood learning environments. In addition, several curriculum models in early childhood education that are focused on the Montessori, Reggio Emilia, Tools of the Mind, High Scope, and Waldorf approaches are presented and applied to how they may enhance children's critical thinking skills as well as their overall development.

Measuring What Matters: Assessing Creativity, Critical Thinking, and the Design Process

2018 ◽  
Vol 41 (3) ◽  
pp. 149-158 ◽  
Author(s):  
Kate Shively ◽  
Krista M. Stith ◽  
Lisa DaVia Rubenstein
Keyword(s):  
Critical Thinking ◽  
Design Process ◽  
Student Development ◽  
Design Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices ◽  
Process Skills ◽  
Classroom Assessments ◽  
Problem Solvers

The field of gifted education has a rich history of proposing and implementing innovative pedagogical practices to develop students’ creative and critical thinking, yet less attention has been given to the assessment of these learning experiences. If creative and critical thinking are both inherently important in developing global problem solvers and further represent the goals of gifted curriculum, then classroom assessments must be designed to measure student development of these process skills. Many assessment rubrics emphasize the end product or superficially address process skills. This article provides sample rubrics to assess creative and critical thinking skills independently. Then, we consider anchoring larger projects’ assessment within the Design Thinking Model (DTM), which embeds creative and critical thinking skills into the design process. Teachers may tailor these rubrics to assist in measuring the essential, yet complex, cognitive processes, and clearly convey to students the characteristics and practices of a good thinker and designer.

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