I don’t delude myself into thinking that everyone will do the work, but certainly more do it than if I didn’t require it. To do this I use Pearson’s MyLab and Mastering platforms, which integrate Socratic coaching and immediate wrong answer feedback so that my students are redirected before misconceptions take root this also affords them a chance to ask about missed questions in class. If we expect students to be prepared to participate, then we can’t make being prepared to participate optional-we must require it. The same should hold true when it comes to academic classes.
We were required to come prepared to participate, otherwise we were as good as absent.
My gym teachers never made dressing out optional. We should emphasize that just as students can strengthen their muscles through training and pushing their boundaries, so too can they strengthen their minds through practice. They are therefore, more likely to give up when courses challenge them and they are prone to excusing themselves from the struggle with cop-out phrases such as, “I’m just not a math person,” (or fill in your choice of discipline).Īs educators, we have an important role in shaping the intelligence mindset of our students. People with a fixed mindset often interpret a struggle with tough course material as proof of an inherent lack of ability. In contrast, others see intelligence as cultivable, and are said to have a growth mindset. Some people have a fixed intelligence mindset, which means they see intelligence as static. Psychologists tell us that how we perceive intelligence may affect our academic experiences. Let’s delve a little deeper into each of these ingredients. The good news is we can get students to try the porridge of critical thinking and position them for success if we add pedagogical ingredients that: (1) foster a growth mindset, (2) require that students are prepared to participate in class, and (3) include context-rich assessments that provide ample opportunities to practice in the Goldilocks zone of development. It’s no wonder they fear failure-society’s message is pretty clear, “We don’t have time for you to learn from your mistakes.” Students often avoid trying the critical thinking porridge because they are afraid to fail. So, how do we make a healthy porridge that students will try and perhaps even enjoy? A recipe for porridge When students say they, “have to get an A,” perhaps we should reply that an A is useless if it’s not packed with vitamins. This is partially why standardized tests have become important screening tools for admission into colleges and graduate programs. However, a high GPA is not necessarily linked to passable work-skill competencies or even average critical thinking skills. It’s only natural that students are pathologically hung-up on grades when parents, scholarship committees, and collegiate programs are GPA obsessed.ĭuring my 15 years of teaching introductory microbiology and anatomy and physiology to allied health students and tomorrow’s nurses, I have heard the phrase, “I have to get an A” countless times. We see this behavior when students “shop” for the easiest professor. Most students acknowledge that easy classes tend to serve the empty calories of rote memorization and regurgitation however, when given a choice, students often pick such an option over a more rigorous course that serves the nutritious porridge of critical thinking.
#Goldilocks three bears coronet series
(This is the last part of our three-part series “Goldilocks and the Three Bears of Critical Thinking.” Read part one and part two). Lourdes Norman-McKay, PhD, Florida State College-Jacksonville Lourdes Norman-McKay, PhD, Florida State College-Jacksonville | Apin Higher Education View all blogs Goldilocks and the three bears of critical thinking (Part 3)
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