The emphasis in this class is on critical thinking (higher-order thinking skills

The emphasis in this class is on critical thinking (higher-order thinking skills—HOTS), along with active learning strategies. For this week’s assignment, we will focus on using discussion as an active learning strategy (vs. a passive lecture) to stimulate thought. Note the language that is used in Svinicki & McKeachie Chapter 5 which is replete with an emphasis on deeper thought—“examine, argue, defend, application, analysis, disagreement, uncertainty, constructive controversy, evidence” etc. While the Svinicki & McKeachie chapter on discussion presents a number of techniques for discussions, we want to go below the surface and dig out some principles or concepts that make discussion such a good active learning strategy for higher-order thinking.
1. First, read the Svinicki & McKeachie chapter 5 thoroughly and search for underlying principles for teaching thought using discussion.
2. Make a list of critical thinking components that can be utilized in a good discussion. For instance, you could say:
A. Discussion can explore concepts that don’t have obvious answers
B. Discussion can focus on relationships—between ideas, cause/effect, etc.
C. Discussion can focus on “best” vs. “better”—“what is the best solution?”—note that this is an example of evaluation from Bloom’s taxonomy
D. Discussion can examine underlying beliefs
E. Etc.
3. Review the techniques of discussion reviewed in Svinicki & McKeachie (starting with a controversy, starting with questions, examining cases, etc.) and explain how several of these techniques can drive thought deeper.
4.Project to your own teaching demonstration that you will present in Module 7: Week 7. For your particular topic, how do you think a well-developed discussion can implement HOTS related to your topic? Draw from Svinicki & McKeachie and cite appropriately.