Creating Critical Thinkers: Problem Based Learning and Audio Commentary
Abstract
This session will provide original research and application tips regarding two distinct methods for improving critical thinking skills across disciplines. Presenter one will offer original research on instructor audio commentary in response to student writing and projects. Findings suggest that unlike handwritten comments, digitized formative feedback encourages metacognitive development. It also allows instructors to model critical thinking skills, providing real teaching within commentary. Participants will hear brief audio samples and learn to implement the method. Presenter two will offer original research and statistical evidence regarding students' perceptions of the use of PBL. Session participants will review several original sample problems and examples of students' work, all of which exemplify the use of analytical skills and PBL's ability to invoke critical inquiry and cognitive development. Classroom experience with PBL suggests that by its very nature PBL provides students an opportunity to go from "what does it mean "to "how does it mean?"
Location
Room 2903
Recommended Citation
Kumar, Rita and Sipple, Susan, "Creating Critical Thinkers: Problem Based Learning and Audio Commentary " (2007). SoTL Commons Conference. 59.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2007/59
Creating Critical Thinkers: Problem Based Learning and Audio Commentary
Room 2903
This session will provide original research and application tips regarding two distinct methods for improving critical thinking skills across disciplines. Presenter one will offer original research on instructor audio commentary in response to student writing and projects. Findings suggest that unlike handwritten comments, digitized formative feedback encourages metacognitive development. It also allows instructors to model critical thinking skills, providing real teaching within commentary. Participants will hear brief audio samples and learn to implement the method. Presenter two will offer original research and statistical evidence regarding students' perceptions of the use of PBL. Session participants will review several original sample problems and examples of students' work, all of which exemplify the use of analytical skills and PBL's ability to invoke critical inquiry and cognitive development. Classroom experience with PBL suggests that by its very nature PBL provides students an opportunity to go from "what does it mean "to "how does it mean?"
