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Teaching and Learning Centre

Pedagogical competence in higher education

Critical thinking

Line segment

Goal: structuring thoughts and opinions, developing critical thinking
Length:
Group size: any
Materials: –

Preparations:
Prepare discussion statements that can elicit a range of responses from “strongly agree” to “strongly disagree.” Arrange the classroom so students can move freely between two designated points.

Online adaption:
Create a whiteboard with one of the various whiteboard tools. Label one side “strongly agree” and the other “strongly disagree”. Ask students to place themselves along the continuum to indicate their stance.

External link:

See TUNI Digital Toolkit for whiteboard tips.

Instructions:

  1. Ask students to form a line in the classroom.
  2. Present a discussion statement to the group. Students position themselves along the line according to their opinion: one end represents “strongly agree,” the other “strongly disagree,” with space in between for more moderate positions.
  3. Facilitate a discussion by inviting students to share their views and opinions.

 

Peer review

Goal: critical thinking, feedback
Length: 30 minutes
Group size: pairs
Materials: –

Instructions:

  1. After completing an assignment, report or project, ask students to pair up with another student.
  2. Ask students to provide feedback on each other’s work. This can happen synchronously (during class time) or asynchronously (through discussion forums on LMS or email).
  3. Once feedback has been provided, encourage students to discuss the comments with each other.

Fishbowl

Goal: critical thinking, knowledge building
Length: 30–40 minutes
Group size: any
Materials: –

Preparations:
Prepare open-ended questions on the central topic that will stimulate discussion.

External links:

Fishbowl strategy, California State University Chico
60-Second Strategy: Fishbowl Discussion, Edutopia (video 1:00 min)

Instructions:

  1. Introduce the topic to the class and provide any necessary explanations.
  2. Ask 4-5 students to sit around a table in the centre of the classroom (the “fishbowl”). The remaining students form an outer circle as observers. For large groups, create multiple fishbowls.
  3. Observers remain quiet and take notes on what is discussed and how information is conveyed.
  4. A facilitator (teacher or student) sits at the table but does not join the discussion. Their role is to pose questions that deepen the conversation.
  5. Keep one seat open in the fishbowl. Any observer may join the discussion by taking this seat. Rotate participants so everyone has a chance to contribute. Time: 15-30 minutes.
  6. Optional: After the discussion, divide the class into smaller groups. Students can reflect on the discussion and observations. They can, for example, suggest ways to present arguments more effectively.
  7. Conclude with a whole-class discussion on the topic and the process.