Module 4 Cognitive/Collaborative Strategies for DL

Section 4: Other Instructional Strategies for Distance Learning

Critical Thinking Strategy

Defined

Critical thinking is defined by traditional methods of logic; that its process includes analyzing arguments carefully, seeing other points of view, and reaching sound conclusions. It "calls for a persistent effort to examine any belief or supposed form of knowledge in the light of evidence that supports it and the further conclusions to which it tends" (E.M. Glaser).

Attitude and Process

Critical thinking is both:

  • an attitude that favors exploration and assessment of ideas

    and
  • a process of active and deliberate consideration of ideas;

    • as opposed to a passive acceptance of them.

    Teaching learners to hold an idea at arm's length, examining it before accepting it into the mental framework is time consuming. This is compounded with the introduction of the Web and the vast amounts of information available.

    Activities and Tools

    It's imperative to develop the habit of thinking critically for learners. Some examples of critical thinking activities and tools are:

    Activities

    Technology Tool(s)

    Explore curricular materials supplementing texts.

    Annotated Web-based bibliographies, Webquests

    Engage in discussions/debates on controversial subjects.

    Email, Listservs, Newsgroups, Web-based discussion forums, Chat, Videoconferencing

    Role-play with protagonist and antagonist points of view.

    MOO/MUDS, Chat

    Write editorials opinions on an issue.

    Word Processing, HTML (Web pages), Discussion Forum

    Analyze articles to detect bias.

    Document Searching: Web searches, PDF (Portable Document Format), Word Processing

    Interview people with controversial views.

    Email, Newsgroups, Chat, Videoconference

    Critical Thinking in Education

    Research Based Instructional Strategies

    There are several instructional models and strategies developed based on a series of research studies. Those are:

    • Gagne's 9 events of instruction
    • Problem-based learning
    • Simulation model
    • Hirumi's eight events for student-centered learning
    • 4Mat system model

    While it requires lengthy explanation for each model and strategy to be understood, here, I provide a brief step-by-step procedure to understand the core concept of each model.

    Gagne's 9 Events of Instruction

    • Gain attention
    • Inform learner of objectives
    • Recall prerequisite knowledge
    • Present stimulus
    • Provide learning guidance
    • Elicit performance
    • Provide feedback
    • Assess performance
    • Enhance retention and transfer

    Problem-based Learning (Barrows)

    • Start a new problem
      • Set problem
      • Describe the product/performance required
      • Provide guidance
      • Reason through the problem
      • Commitment as to probable outcome
      • Shape and assign learning issue
      • Identify
    • Problem follow-up
      • Resources used and their critique
      • Reassess the problem
    • Performance presentation
    • After conclusion of problem
      • Knowledge abstraction and summary
      • Self-evaluation

    Simulation Model (Joyce, Weil, & Showers)

    • Orientation
      • Present broad topic of simulation and major concepts
      • Explain simulation and gaming
      • Give overview of the simulation
    • Participant training
      • Set up scenario (rules, roles, procedures, scoring, types of decisions, goals)
      • Assign roles
      • Hold abbreviated practice session
    • Simulate operations
      • Conduct game activity and game administration
      • Feedback and evaluation (of performance and effects of decisions)
      • Clarify misconceptions
      • Continue simulation
    • Participant debriefing
      • Summarize events and perceptions
      • Summarize difficulties and insights
      • Analyze process
      • Compare simulation activity to the real world
      • Appraise and redesign the simulation

    Eight Events for Student Centered Learning (Hirumi)

    • Set learning challenge for class
    • Negotiate learning goals and objectives
    • Negotiate learning strategies
    • Construct knowledge
    • Negotiate performance criteria
    • Assess learning (self, peer, expert assessment)
    • Provide feedback (for step 1-6)
    • Communicate results

    4MatSystem Model (McCarthy)

    • Create an experience
    • Reflect/analyze experience
    • Integrate reflective analysis into concepts
    • Develop concepts/skills
    • Practice defined "givens"
    • Practice adding something of oneself
    • Analyze application for relevance, usefulness
    • Apply to new more complex experience


    This is the end of learning module 4.

    You have the following assignment for this learning module.

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