Читать книгу Engaging Ideas - John C. Bean - Страница 38

Good writing, we like to tell our students, often grows out of good talking—either talking with classmates or talking dialogically with oneself through exploratory writing. A key observation among teachers of critical thinking is that students, when given a critical thinking problem, tend to reach closure too quickly. They do not suspend judgment, question assumptions, evaluate evidence, imagine alternative answers, play with data, enter into the spirit of opposing views, and just plain linger over questions. As a result, they often write truncated and underdeveloped papers. To deepen students' thinking, teachers need to build into their courses time, space, tools, and motivation for exploratory thinking. Closely connected to exploratory tasks are reflective tasks aimed at encouraging students to think metacognitively about their own thinking processes, to connect learning in one course to other courses or to their own lives, to transfer skills from one setting to another, and to integrate their learning. Chapters 5–10 suggest numerous ways to integrate exploratory writing, talking, and reflection into your courses. Specific strategies for teaching metacognition, reflection, and self‐assessment are found in chapter 12.