ERIC Number: ED236675
Record Type: RIE
Publication Date: 1983-Mar
Reference Count: 0
Teaching Critical Thinking: Protocols in the Classroom.
Nugent, Susan Monroe; Nugent, Harold E.
The use of protocols--oral verbalizations of the problem solving process--in a critical thinking and problem solving class offers a number of advantages to students and teachers alike. Protocols help students (1) learn to read problems carefully; (2) focus on the important characteristics of specific problems; (3) slow down their problem-solving methods and break problems into manageable parts; (4) identify, practice, and evaluate problem-solving strategies; and (5) experience peer support in nonthreatening, process-oriented situations. After students have practiced with relatively simple, structured problems, they can use protocols in a wide variety of complex reading and writing activities involving analysis, synthesis, or persuasion. Protocols also provide teachers with a helpful diagnostic tool. They offer insight into the problem solving process, help teachers identify strengths and weaknesses in students' problem solving processes, and indicate where to intervene in students' problem solving efforts. (MM)
Publication Type: Guides - Classroom - Teacher; Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Identifiers: Protocol Analysis
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (34th, Detroit, MI, March 17-19, 1983).