While Business lecturers endeavour to improve writing and spelling skills, problem solving skills in a class-based situation presented more challenges. In 2012 I added a critical thinking unit to both Certificate II and III in Business. Since then, my colleagues have commented that they have seen a significant improvement in student problem-solving behaviour, and they believe this is directly related to the embedding of these units in many of the course subjects. Students are encouraged to think beyond their classroom, beyond themselves as students, and project into a virtual workplace through various critical thinking techniques. Graduates display a far greater awareness beyond self, and a maturity not always reflected in their age.
Does any one else have similar literacy or problem-solving issues with their students?
Really interesting! Will be interesting to see if you get more examples from our students. Of course, it helps increase motivation for students to learn if they understand why and can see the whole and the context.
ReplyDeleteHi Kerstin
ReplyDeleteContext, or relativity, is a big driver for my young students. They are like little sponges, but still in their plastic packets. No-one has ever told them to think for themselves, our school system is so structured. They must do as they are told, and are actually taught not to question. Then suddenly they are confronted with me, who tells them I will not teach them, they need to work out what they want to learn.
I think this lack of thinking is directly related to their literacy issues, but that is just my opinion.
Hi, the class I work with in Commerce and Adminsitration Programme have most of the projects in reality, the context is becoming very different from a very often boring classroom. Good to see how it really work.
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