Archive of Teaching Ideas:  Teaching tip for June 13-19, 1999

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Introduction and Precursor # 1

Before we can use critical thinking skills to solve problems or make decisions, there are, I believe, some ordinary, everyday skills that we need to have more fully developed. In my mind, we need to observe more fully, organize more efficiently, and follow through more creatively if we want to more effectively use our higher thinking skills.

• Observation: If we aren't fully aware of all of the data that constantly bombards us, we will be attempting to solve problems or make decisions without potentially-essential data. We don't play card games with missing cards, yet we frequently try to solve problems or make decisions with partial information. That frequently leads to inadequate and frustrating outcomes.
• Organization: Once we are observing more completely, we might still be inefficient if we haven't organized the data into some sensible scheme---tables, concept maps, outlines, whatever.
• Creativity: Lastly, even if we observe everything, and we get it all very organized, we might still be resigning ourselves to the same old outcomes if we don't dare to do something different with the data we're dealing with.The three lessons I will outline here may help to better prepare us and our students to think more effectively.

Precursor #1---Observation:

I start with a brief (10-item) quiz to demonstrate how little we normally observe. Sample questions: What's on the back of a $1 bill? What's the highest number on an FM radio dial? What side of a book has the even-numbered pages? Etc. Most students get about 50% of these correct.

I then give each student an ordinary #2 pencil and ask them to list as many observations as they can about the pencil. After about 5 minutes, I ask for responses and list them on the board---actually I fill in a mind map that categorizes the responses---the categories invariably describe the pencil, talk about what it is made of, discuss its potential uses, or identify its origins. As an aside to that observation, when I think of all the essay exams I've written, I feel the questions have almost always asked me to describe something, talk about its composition, discuss its uses or its origins. It seems like that's a natural way for students to observe and think.

I've also, on occasion, had a co-worker interrupt the class for a few minutes. After the co-worker leaves, I ask the students to describe the co-worker.

On other occasions, I've had a message on the board as students enter the class. I erase it as class begins and see if anyone noticed---i.e. "Today's class is not not cancelled."

Lastly, articles and tips about observing and using our senses are found quite readily in numerous books (especially science texts) and articles. I briefly discuss and distribute an old Sports Afield magazine article about an Apache guide who taught a naturalist how to more effectively observe the wilderness.

Students frequently come to subsequent classes commenting on some of the "really dumb" stuff they had never noticed before. That's a fine skill to hone on the way to becoming more critical thinkers.

Precursor #2 will follow next week.

 

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