Analysis and Critical Thinking in Physically-Distanced Learning Spaces
Analysis and critical thinking active learning approaches that can be used in physically-distanced learning spaces. Use the links below to see documents on how to implement each approach.
|Analytic Memo||Students write a one- or two-page analysis of a problem or issue.||Analyzing assigned problems using discipline-specific methods.|
|Categorizing Grid||Students sort subordinate terms into the correct categories on a grid.||Determining whether, how, and to what extent students understand what information goes together with other information, revealing the implicit rules students are using to categorize information.|
|Content, Form, and Function||Students analyze the what(content), how (form), and why(function) of a particular message.||Separating and analyzing the informational message, form, and communicative function of a piece of course content.|
|Defining Features||Students categorize concepts according to the presence of (+) or absence of (–) critical defining features.||Developing skills in categorizing information based on a given set of critical defining features.|
|Pro and Con Grid||Students follow a decision-making process by reviewing an issue, creating a list of pro and con arguments, and making a decision based on analysis of those points.||Helping students move beyond their first reactions to an issue by looking at it from different perspectives and weighing the value of competing claims.|
|Student-Defined Questions||Students write questions and model answers for each other, exchange questions, and compare their answers to the model answer.||Identifying the essential features of a learning activity while also formulating and answering questions about that activity.|
Angelo, Thomas A., and K. Patricia Cross. Classroom Assessment Techniques: a Handbook for College Teachers. Jossey-Bass, 1993. pp. 159-180.