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Critical thinking group activities for college students

  • For a warm-up, share some of these ideas;
  • For the second half of the exercise, do the brainstorming as a group and have students call out as many ideas as possible in the five minutes.

She was sentenced to a year prison term, but escaped after 8 months. She was caught 34 years later in She had become a model citizen with 3 children that she had raised as model citizens. She was returned to Michigan to complete her jail sentence.

  1. Brainstorming with a Peanut Exercise For this exercise, you will need to bring peanuts in their shells for each of your students and a timer.
  2. If they are complex and controversial, you will get a variety of opinions and the discussion will be interesting. You can divide students into groups and ask each group to summarize a different point of view.
  3. In addition to this, students also have access to a fun, interactive newsfeed.

Her family and friends petitioned the governor for clemency. These is also a worksheet that helps students work through the steps of critical thinking for this case. Review the concept that critical thinking involves looking at a problem from many points of view. Divide students into discussion groups for this exercise. Have each group write a different point of view on the board. This exercise is included in the printed text and available as a supplement for the online edition. You can use any interesting and complex current event or social issue for this type of exercise.

Teaching Critical Thinking

Copy interesting shows or news specials from TV and use them for this exercise. If they are complex and controversial, you will get a variety of opinions and the discussion will be interesting. If it becomes a debate, students can get sidetracked and have difficulty going through the critical thinking process.

Assisted Suicide A critical thinking exercise on the controversial topic of assisted suicide for terminally ill patients is available as a supplemental exercise. You can also use any current complex issue in the news. When using these exercises with your class, emphasize that they are complex and controversial issues.

Department of Chemistry and Biochemistry

The purpose of discussing them is to practice a critical thinking process rather than to reach a solution. Stress that there is no right answer, only reasonable views.

3 activities to encourage critical thinking in the classroom

Try to be neutral on these issues and wait until the end of the discussion to share your reasonable view. For the assisted suicide article, have students discuss the issue in groups and fill out the work sheet provided at the end of the chapter. You can divide students into groups and ask each group to summarize a different point of view. Write these headings on the board: Sometimes students even want to write down the point of view of animal rights groups.

Wait until the groups have begun the discussion and ask for groups to volunteer to write the point of view for each topic written on the board. You might suggest that certain groups take a particular topic to match their interests. For example, if a group is talking about religious issues, assign this group to write under the religious heading. If they are talking about the law, have them pretend to be the judge and write their answers under the legal heading. After the different points of view are written on the board, objectively read through them with the class.

Often the group suggests additional ideas, but remind the group that we are just trying to understand the different points of view without making a judgment at this point.

Fun Critical Thinking Exercises For College Students – 746341

After the discussion, have each student write his or her own reasonable view. Ask for volunteers to share some of their reasonable views as a summary. Ask students to be aware of their own particular mindset and to respect views that may be different from their own. Save your reasonable view for last and share it with the class. Stress the fact that there is no right or wrong answer to these situations.

Each person will construct his or her reasonable view based on personal values and experiences. What is important is to think through the process and look at the problem from many different perspectives. Examples of Fallacies in Reasoning Recognizing fallacies in reasoning is an important part of critical thinking and can help students to avoid using them or allowing someone else use them for their own purpose, power, or financial gain.

Ask students familiarize themselves with the fallacies in reasoning presented in this chapter. Then have them look for a news editorial, magazine article, or advertisement to illustrate a fallacy in reasoning. Students can then paste this example to a sheet of paper and identify and explain the fallacy.

These papers can be posted in the classroom or presented to the class. Just substitute your own questions on the slides. The approaches a stranger and asks to borrow the car, but the stranger refused saying that he had to go to an important appointment. Allen steals the car by force to take this son to the hospital. Was it right for Mr. Allen to steal the car?

Brainstorming with a Peanut Exercise For this exercise, you will need to bring peanuts in their shells for each of your students and a timer. For the first half of the exercise, have the students do the critical thinking group activities for college students individually. Set the timer for minutes and challenge them to come up with 10 answers before the time is up.

  1. The college professor is the peanut farmer and the student is the peanut.
  2. It is important to insist that no one raise his hand or shout out the answer before you give the OK, in order to discourage the typical scenario in which the five students in the front row all immediately volunteer to answer the question, and everyone else sighs in relief.
  3. Because students learn more by doing, rather than watching, this is probably not the optimal scenario. Copy interesting shows or news specials from TV and use them for this exercise.

The first question is, "How is this this peanut like me? Remind the students that they can be wild and crazy and come up with unusual answers. Challenge them to use their imagination.

Ask for volunteers to share their best answers. Here are some answers that have been given in the past: How is this peanut like me? It is wrinkled, like me. It is brown, like me. It cracks under pressure. What you see is not always what you get. It just sits in class. You can find both of us at ballgames. I can make any sandwich delicious. For the second half of the exercise, do the brainstorming as a group and have students call out as many ideas as possible in the five minutes.

For a warm-up, share some of these ideas: How is this peanut like going to college? There are 2 nuts inside; one is the teacher and the other is the student.

Some professors are nuts.

College drives me nuts. A bag of peanuts is like a room full of students, all different shapes and sizes and not anyone is the same. The college professor is the peanut farmer and the student is the peanut. A good farmer makes for good peanuts. Sometimes a class is not all it's cracked up to be. You have to pay for peanuts, just like you have to pay for college only peanuts are way cheaper!

The instructor is the farmer and the students are the peanuts. The first step in cracking a peanut is cracking the shell.

The first step in college success is cracking a book. A peanut can be used for many things such as peanut butter or peanut oil. College helps use to develop our skills to prepare for a variety of careers. After the brainstorming exercise, go over the other ways to cultivate creativity: