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Another approach is to divide the class into debate teams where each team must argue first one side of the issue, and then the other side.Throughout the course, different teams could present their debate on different topics.What kinds of information would the group need to assess the desirability and efficacy of bike lanes?
Use “What If” scenarios to get students thinking critically.
For example, "What if you could redesign the Canadian Charter of Rights and Freedoms? How would you ensure that some groups are not left out? What principles would you use to guide your framework? Use the board/whiteboard to record pros and cons as students debate the topic.
If there is one thing that we know for sure, it is that thinking skills, general or otherwise, can’t be learned if they’re not taught in as overt a manner as other content in college courses”.
How does one go about incorporating critical thinking into university curricula and courses?
Get them to ask questions about what they have read.
Show students how to analyse and deconstruct the structure of an argument, and how to identify the strengths and weaknesses of the argument through the use of argument maps (see Dwyer 2017, cited below).There is a fairly large body of literature about critical thinking in higher education, much of it without any real suggestions as to how to actually teach it.This is partly because teaching critical thinking may depend somewhat on the nature of the discipline and the size of the course, although studies in physics and biology have shown that even students in very large first-year courses can benefit from small pedagogical changes to incorporate more critical thinking and interactivity (Cowan et al., 2014).Are negative opinions about faculty farming justified? One way to encourage students to ask these kinds of questions about the material is to have them hand in a certain number of questions during the course for a small percentage of the grade.Every so often, select a few examples of their "why" questions and bring them to class to stimulate discussion. The Ivy League professor who lost her driver’s license because she suffered another fender bender.The Fortune 500 CEO who was fired after an affair with his assistant.Make them aware of how scholarly journals and conference papers differ from textbooks and popular media.Have them read some short excerpts on the same topic from different types of sources, and ask them to articulate the differences that they notice about these sources. Make sure that students have the resources (readings, websites, videos, etc.) that expose them to the concepts that you want them to think critically about.Incorporate group teamwork into your course, where students are presented with a problem they must solve.For example, in a transportation geography course, you might have them examine a statement such as: "Many cities are incorporating bike lanes to encourage less reliance on cars and to increase the safety of cyclists." What questions does each group have about these goals?