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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.
| Approach | Description | Outcome |
|---|---|---|
| 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. |
Source/Citation
Angelo, Thomas A., and K. Patricia Cross. Classroom Assessment Techniques: a Handbook for College Teachers. Jossey-Bass, 1993. pp. 159-180.