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Paul, Richard; Elder, Linda – Journal of Developmental Education, 2008
In the last column we focused (as a primary goal of instruction) on the importance of teaching so that students learn to think their way into and through content. We stressed the need for well-designed daily structures and tactics for fostering deep learning, offering three strategies as examples. In this column, we provide four additional…
Descriptors: Critical Thinking, Teaching Methods, Learning Processes, Concept Formation
Peer reviewed
Elder, Linda; Paul, Richard – Journal of Developmental Education, 1995
Examines the importance of teaching critical thinking and intellectual standards through the use of an engaged lecture style. Indicates that engaged lectures pressure students to intellectually process the information conveyed by the teacher and thus better understand the lecture's content. Describes the key issues regarding the implementation of…
Descriptors: Class Activities, Class Organization, Classroom Techniques, Cognitive Development
Peer reviewed
Paul, Richard; Elder, Linda – Journal of Developmental Education, 1999
Asserts that becoming adept at understanding the logic of subjects, issues, and questions is a competency that, once learned, becomes a foundation for highly skilled and practical teaching and learning. Promotes the model of teaching students to seek the logic of things through the logic of science. (VWC)
Descriptors: Critical Thinking, Developmental Studies Programs, Educational Change, Higher Education
Peer reviewed
Elder, Linda; Paul, Richard – Journal of Developmental Education, 2001
Argues that students should continuously question the purpose of their daily classroom activities and assignments. Explains that when students are required to consider purpose, they begin to develop important intellectual skills, and to bring relevance to their critical thinking and daily life. (NB)
Descriptors: Community Colleges, Critical Thinking, Evaluative Thinking, Learning Strategies