The discussion  for Session 2 centered around “Promoting Critical Thinking through Sequenced Activities” by Barbara J. Mills. This article is valuable from several points of view: 1) from a theoretical one and 2) from a practical teaching perspective.

Mills focuses on:

I. Deep Learning (the outcome of teaching for critical thinking)—

She says that we can structure effective learning with an  understanding of the following: 1) prior knowledge, 2) deep foundational knowledge (concepts), and 3) metacognition (reflection). Students who are encouraged to build these areas learn to deepen thinking and grow in critical awareness. She says that if the teaching/learning experience involves 1) a motivational context, 2) learning activity ( doing + metacognitive reflection), 3) interaction with others, and 4) a well-structured knowledge base connected with prior experience, one has “integration.”   To  “THINK   INTENTIONALLY” is of utmost importance for the instructor: What is taught?; How is it taught?; How is learning assessed?  Mills encourages, as fundamental, structured group work/cooperative learning: student heterogeneity, a problem to solve, processing activities (skills + metacognitive reflection).

II. Practice through Pedagogical Strategies:

The following strategies support deep learning and critical thinking—

1. Double Entry Journal
2. Cooperative Jigsaw
3. Cooperative Debates

(See the article for a full description of these teaching techniques—examples of sequencing for deep learning.)

III. Group Discussion Based on the Issues above and the Following Questions:

1. What do we assign, and what do we exclude in our courses? Why?
2. How does the instructor decenter him/herself and yet structure/construct the framework of a class?
3. Do we listen to our students? Do we change our minds? Do we support “opposing” or “multiple views”?
4. How do we encourage/discourage student voice?
5. How do we empower students to stop thinking about being sure or right?
6. Is it possible to be neutral in our teaching?
7. What do we think and feel about what we teach and our teaching?
8. To what degree is our purpose to develop community and democratic space?
9. Is all pedagogy political?