Cooperative Discussions for Critical Thinking: Protocols for the Pre-Service Classroom

View Sample PDF

Author(s): Danielle E. Hartsfield (University of North Georgia, USA), Nicole Maxwell (University of North Georgia, USA), Jennie L. Jones (University of North Georgia, USA)and Danielle Hilaski (University of North Georgia, USA)
Copyright: 2019
Pages: 25
Source title: Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments
Source Author(s)/Editor(s): Gina J. Mariano (Troy University, USA)and Fred J. Figliano (Troy University, USA)
DOI: 10.4018/978-1-5225-7823-9.ch004

Keywords: Business & Management / Information Science Reference / Professional Development / Teacher Education

Purchase

View Cooperative Discussions for Critical Thinking: Protocols for the Pre-Service Classroom on the publisher's website for pricing and purchasing information.

Abstract

Cooperative discussions are useful for several reasons, including engaging students in course content, building their communication and social skills, and adding variety to instruction. However, cooperative discussions are also an important means of developing students' critical thinking abilities because students must consider multiple perspectives, justify their points using evidence, and evaluate their own and their peers' thinking. This chapter offers a theoretical rationale for using cooperative discussion protocols in the pre-service university classroom, as well as tips for planning and assessing discussions. Additionally, multiple discussion protocols, including protocols for activating prior knowledge, text-based discussions, and deeper learning, are described using actual examples from the authors' experience as teacher educators.

The IRMA Community

Research IRM

Cooperative Discussions for Critical Thinking: Protocols for the Pre-Service Classroom

Purchase

Abstract

Related Content

IRMA Sponsors