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| Version | User | Scope of changes |
|---|---|---|
| Jun 4 2009, 1:11 PM EDT | DeirdreB | 10 words added, 2 words deleted |
| Jun 1 2009, 4:31 PM EDT | DeirdreB | 10 words added |
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Goal of Learning: "2. Thinking activities that construe, modify and use this knowledge to interpret situations in that domain."
"It's possible to go to the best schools in the world, and emerge incapable of thought" - Jamie Mackenzie
"If it were not for the great variability among individuals, medicine might as well be a science and not an art."
Sir William Osler, 1892
Just because they remember, doesn't mean they understand.
"If it were not for the great variability among individuals, medicine might as well be a science and not an art."
Sir William Osler, 1892
Just because they remember, doesn't mean they understand.
Read Why students think they understand when they don't.
In ideal cases, the two elements of learning (1. Remembering and 2. Higher Order Thinking) occur in the same setting and students use knowledge stored in memory as a foundation for higher order thinking (critical thinking, problem solving and creative thinking.) Higher order thinking is a key requirement for Backward Thinking, one of the clinical reasoning processes.
The best ways to teach students to think more deeply about a topic are:
1. Ask higher order, open ended questions
2. Assist students to create their own pattern knowledge about how content relates to other content instead of memorizing your patterns
3. Make your thinking explicit by demonstrating how you would think through a difficult case (Intentional Role Modeling)
4. Use techniques such as group problem solving, structured controversy, case-based reasoning,reasoning (integrated case learning), precepting using microskills, chart stimulated recall and experiment-baseddiscovery-based learning
5. Shake them up (cognitive dissonance).
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