Module 4 of Educational Psychology

 Module 4: Critical Thinking, Cooperative Groups, and Modeling

Concept 1: Critical Thinking

Summary

In Chapter 9 of Woolfolk, we learned about the importance of critical thinking.  This idea was defined as "Evaluating conclusions by logically and systematically examining the problem, the evidence, and the solution" (Woolfolk, p. 364).  Students need to learn to think in a critical manner.  How can we, as teachers, help them achieve this goal?  First, they need to internalize the standards of critical thinking: "Clarity, accuracy, logic, fairness, significance" (Woolfolk, p. 365) and more.  Student must them use these skills to solve problems and come up with new ideas.  Do to this, Woolfolk recommends that teachers use "Dialogue, authentic instruction, and mentorship" (Woolfolk, p. 365).  These strategies, when used well, are the tool to create critical thinkers in our classrooms.  

Reflection

This section caught my attention because my education has always centered on developing critical thinking.  I was homeschooled and put through a program called Classical Conversations, a curriculum that focuses on students thinking in new way.  I spent my high school years in team policy debates, student to teacher mentorships, and student lead classes.  Out motto was learning how to think and how to think about our thinking.  I want to give my students the chance to develop their own critical thinking in similar ways.  In my English classroom, I would love to have student debates over relevant and important ideas and themes raise by the books we are reading.  Students should be able to have a mentor, whether this be an upperclassman or a teacher, who guides them through their education.  Finally, on top of my teaching, I want my students to lead class discussions or presentations.  They are the ones that are learning, so they need to take agency over their own education.  By teaching and leading their fellow peers, students will gain more depth of knowledge into the topic at hand.  Overall, these strategies for critical thinking will benefit students long after they leave my classroom.  

Concept 2: Setting Up Cooperative Groups 

Summary

Group work in a classroom is unavoidable.  Everyday, students will have to work with their peers on any number of tasks.  As all teachers and students know, these groups can be miserable to deal with.  However, in Chapter 10 of Woolfolk, we are given some advice on how to form cooperative groups: "Some teachers assign roles to students to encourage cooperation and full participation" (Woolfolk, p. 403).  In other words, but giving students roles, they are more likely to work as a team, without people slacking off or staying silent.  This strategy equips teacher to use group discussions and projects in the most effective way possible.  

Reflection

In high school I hated group projects.  In my experience, they have always been miserable for me.  I am a little bit of an over-achiever, so I would always want to work really hard and for the discussion or project to amazing.  However, I always seemed to end up in groups with people who had zero interest in the getting a good grade or even passing the course.  Therefore, I would end up doing all the work and we would all receive good grades.  Infuriating.  However, when I read this section of Woolfolk, I realized that group projects and discussions do not have to be the traumatic episode that I experienced.  By assigning roles, each student has a job that they must complete within the group.  They are responsible for their part and a teacher can grade based on how they have fulfilled their portion in either a discussion or a project.  I will use this technique in my own classroom so that my students do not have to go through what I went through.  

Concept 3: Modeling 

Summary

In Chapter 11 of Woolfolk, we learn about the idea of modeling in school.  Modeling is defined as, "Changes in behavior, thinking, or emotions that happen through observing another person - a model (Woolfolk, p. 427).  Not only do students learn from the information a teacher give, they also learn by modeling after what the teacher does.  Modeling can take many forms.  A teacher could model how to write a declarative sentence, behave appropriately in a discussion circle, or even learn the steps to achieve a goal.  

Reflection 

As teachers, we are role models to the next generation.  Students will spend more time with us during the day than they will with their own parents.  Therefore, we have to be conscious of the behaviors, thinking patterns, and words we use when we are leading our class.  In my class, I want to focus on modeling the behavior I wish to see in my students.  For example, I will want my students to respect someone when they are speaking.  This means listening attentively and not interrupting when someone is talking.  To reinforce this idea, I will be careful to respect my students when they are speaking.  This is just one example of modeling, but I truly think it is a very effective strategy.