Thinking is something we all do, without ever being taught how. Because it’s so automatic, we often forget to think about how we’re thinking (metacognition). In this exploration, uncover practical strategies to integrate critical thinking in your online course.
While thinking happens spontaneously, skillful thinking is something that must be cultivated. As an instructor, especially in an online setting, you have a unique opportunity to help students not just learn course material but also develop better thinking patterns.
Make space for thinking
You can spur thinking by directing students to make their thoughts “visible,” such as having them explain their thinking on a discussion forum, create a video talking about their experience with the learning material, or draw and scan a picture demonstrating their thought processes. This allows you to monitor students’ progress and strategies and pose new questions to direct their thinking in new ways.
Here are some techniques you can use to help create a culture of thinking in your classroom outside of assessments:
Set expectations
Let students know that you’ll be pushing them to “show” their thinking through different course requirements
Set a time
Build time into coursework for student-led insights, connections, and ideas
Model learning
Show students how you approach new concepts and ideas
Create a supportive environment
Dedicate a specific space (e.g., discussion forum, self-reflection, peer work, social media app) where thinking will take place
Once you create time and routines for thinking, you can start to teach students how to process their thoughts through questioning and documenting.
Question and listen
One of the most important techniques you can use to flesh out students’ thinking is to simply ask non-leading questions. You don’t want to do the thinking for them or set them up to think there’s only one “right” answer; instead, you want to encourage them to arrive at answers on their own.
You can help students clarify their own understanding through open-ended questions, like the ones below, in discussion forums, assessment feedback, or live chats with students.
Clarify understanding
Help students explain, define, and expand their thinking.
- What do you mean by that?
- Can you give me an example?
- Why do you believe that?
Examine assumptions
Encourage students to uncover ideas that may be taken for granted.
- What are you assuming?
- Why do you think someone would say that?
- Is that always the case?
- What’s an alternative?
Explore reasoning and evidence
Push thinking deeper through logic, support, and explanation.
- What’s your reason for saying that?
- What criteria do you base that argument on?
- Could you explain your reasoning?
- How can we find out?
Consider perspectives and possibilities
Invite students to think about viewpoints, consequences, and next steps.
- What might be the consequence of that?
- Do you think you might be jumping to conclusions?
- What would be another way of saying that?
- How do your ideas differ from Student A’s ideas?
As students respond, assess whether their thinking strategies indicate true understanding of the content. Use feedback as an opportunity to shape the visible thinking process through follow-up questions, statements, or praise.
Ask students to document thought
Asking questions helps guide thinking, and having students document their thought processes takes it to the next level. When students document their thinking, they’re not just absorbing information, they’re actively engaging with it and making it their own.
Examples
- Writing out thoughts in a discussion
- Creating concept maps
- Recording a video reflection
- Making screencasts of themselves working through a problem
No matter how students choose to document their thinking, be sure to collect and review these artifacts. This act of putting thoughts into a tangible form helps students clarify their thinking and provides you with a window into their learning process.
Conclusion
Helping students develop visible thinking is a powerful way to deepen their learning experience. By creating a supportive environment, asking meaningful questions, and encouraging students to document their thought processes, you can guide them toward a more reflective, engaged approach to learning. Incorporating these techniques in your online classroom will not only enhance students’ understanding of course material but also equip them with thinking strategies they can carry throughout their education—and beyond.
References
- Biggs, J. B. (1987). Student approaches to learning and studying. Research monograph. Hawthorn, Victoria: Australian Council for Educational Research.
- Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company.
- Hook, J. (n.d.). Using mind maps in the classroom. Retrieved from https://ed.ted.com/on/DbAxSWbc
- Ritchart, R. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. Hoboken, NJ: Wiley.
- Ritchhart, R., & Perkins, D. N. (2005). Learning to think: The challenges of teaching and thinking. In K. Holyoak & R. G. Morrison (Eds.), Cambridge handbook of thinking and reasoning (pp. 775–802). Cambridge, UK: Cambridge University Press.
- Visible Thinking. (n.d.). Thinking routines. Retrieved from https://pz.harvard.edu/projects/visible-thinking
