Publication Date
2020
Abstract
Students often need guidance to recognize the techniques necessary to complete complex assignments. The challenge that educators face is choosing the appropriate teaching method for students of different cognitive levels. We utilized the critical thinking framework and repetitive practice models in preclinical and clinical courses. These forms of teaching have been utilized and acknowledged in numerous disciplines for years. For our exercise, we started by administering a brief survey to assess the students perceptions, learning preferences and confidence levels. Next we assessed the students’ cognitive levels by utilizing 3 calibrated cases and graded the responses with a 1-5 point Likert scale. This information revealed critical thinking and repetitive practice models yield maximum results. Secondly, the students were observed in a large group setting while utilizing critical thinking components to discern vital and non-vital information. Once all vital information was collected, educators then guided the students with the critical thinking framework as they completed the assignment. Constant reflection on decision making was modeled until the student attained a favorable outcome. The last component involves students implementing the repetitive practice model of repeating the maximum outcome path to the student advances on the mastery scale of novice to expert. Educator guidance was needed to facilitate student growth through the stages. Students’ perceptions, learning preferences and confidence levels were assessed with a brief survey and results compared to the beginning. These teaching techniques were applied with successful results in our class. This model can be applied in different classes with students of varying cognitive levels with minimal modifications.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Educators Guiding Students With Different Cognitive Levels Through Complex Assignments At Any Educative Level
Students often need guidance to recognize the techniques necessary to complete complex assignments. The challenge that educators face is choosing the appropriate teaching method for students of different cognitive levels. We utilized the critical thinking framework and repetitive practice models in preclinical and clinical courses. These forms of teaching have been utilized and acknowledged in numerous disciplines for years. For our exercise, we started by administering a brief survey to assess the students perceptions, learning preferences and confidence levels. Next we assessed the students’ cognitive levels by utilizing 3 calibrated cases and graded the responses with a 1-5 point Likert scale. This information revealed critical thinking and repetitive practice models yield maximum results. Secondly, the students were observed in a large group setting while utilizing critical thinking components to discern vital and non-vital information. Once all vital information was collected, educators then guided the students with the critical thinking framework as they completed the assignment. Constant reflection on decision making was modeled until the student attained a favorable outcome. The last component involves students implementing the repetitive practice model of repeating the maximum outcome path to the student advances on the mastery scale of novice to expert. Educator guidance was needed to facilitate student growth through the stages. Students’ perceptions, learning preferences and confidence levels were assessed with a brief survey and results compared to the beginning. These teaching techniques were applied with successful results in our class. This model can be applied in different classes with students of varying cognitive levels with minimal modifications.
