This week we particularly emphasize Higher Order Thinking Skills (HOTS) which
is one of the three main topics for this class. Your handouts review learning
taxonomies from Bloom and the Anderson and Krathwohl revision of Bloom, and
your readings from Svinicki & McKeachie emphasize how to teach students to
“think.”
In addition to your main assignment which provides an opportunity to integrate
the highest levels of thought with active learning, you will be asked to present
your learning Objectives (LOs) which will guide your development of your
proposed teaching demonstration. Please read the introduction to the LOs
assignment carefully since it provides the rationale for carefully developed LOs.
Please also carefully review the class content on how to write great LOs.
Blessings on each of you as your read your content for the week and develop
your two assignments. https://cft.vanderbilt.edu/guides-sub-pages/blooms... rEAD
THIS LINK TO HELP YOU WITH THE ASSIGNEMENT.
Journal of Athletic Training 263
Journal of Athletic Training 2003;38(3):263–267
qby the National Athletic Trainers’ Association, Inc
www.journalofathletictraining.org
Active Learning Strategies to Promote
Critical Thinking
Stacy E. Walker
William Paterson University, Wayne, NJ
Stacy E. Walker, PhD, ATC, provided conception and design; acquisition and analysis and interpretation of the data; and
drafting, critical revision, and final approval of the article.
Address correspondence to Stacy E. Walker, PhD, ATC, Department of EMS, 300 Pompton Road, William Paterson University,
Wayne, NJ 07470. Address e-mail to walkers@wpunj.edu.
Objective:
To provide a brief introduction to the definition
and disposition to think critically along with active learning strat-
egies to promote critical thinking.
Data Sources:
I searched MEDLINE and Educational Re-
sources Information Center (ERIC) from 1933 to 2002 for lit-
erature related to critical thinking, the disposition to think criti-
cally, questioning, and various critical-thinking pedagogic
techniques.
Data Synthesis:
The development of critical thinking has
been the topic of many educational articles recently. Numerous
instructional methods exist to promote thought and active learn-
ing in the classroom, including case studies, discussion meth-
ods, written exercises, questioning techniques, and debates.
Three methods—questioning, written exercises, and discussion
and debates—are highlighted.
Conclusions/Recommendations:
The definition of critical
thinking, the disposition to think critically, and different teach-
ing strategies are featured. Although not appropriate for all
subject matter and classes, these learning strategies can be
used and adapted to facilitate critical thinking and active par-
ticipation.
Key Words:
athletic training education
The development of critical thinking (CT) has been a
focus of educators at every level of education for years.
Imagine a certified athletic trainer (ATC) who does not
consider all of the injury options when performing an assess-
ment or an ATC who fails to consider using any new rehabil-
itation techniques because the ones used for years have
worked. Envision ATCs who are unable to react calmly during
an emergency because, although they designed the emergency
action plan, they never practiced it or mentally prepared for
an emergency. These are all examples of situations in which
ATCs must think critically.
Presently, athletic training educators are teaching many
competencies and proficiencies to entry-level athletic training
students. As Davies
1
pointed out, CT is needed in clinical
decision making because of the many changes occurring in
education, technology, and health care reform. Yet little infor-
mation exists in the athletic training literature regarding CT
and methods to promote thought. Fuller,
2
using the Bloom
taxonomy, classified learning objectives, written assignments,
and examinations as CT and nonCT. Athletic training educa-
tors fostered more CT in their learning objectives and written
assignments than in examinations. The disposition of athletic
training students to think critically exists but is weak. Leaver-
Dunn et al
3
concluded that teaching methods that promote the
various components of CT should be used. My purpose is to
provide a brief introduction to the definition and disposition
to think critically along with active learning strategies to pro-
mote CT.
DEFINITION OF CRITICAL THINKING
Four commonly referenced definitions of critical thinking
are provided in Table 1. All of these definitions describe an
individual who is actively engaged in the thought process. Not
only is this person evaluating, analyzing, and interpreting the
information, he or she is also analyzing inferences and as-
sumptions made regarding that information. The use of CT
skills such as analysis of inferences and assumptions shows
involvement in the CT process. These cognitive skills are em-
ployed to form a judgment. Reflective thinking, defined by
Dewey
8
as the type of thinking that consists of turning a sub-
ject over in the mind and giving it serious and consecutive
consideration, can be used to evaluate the quality of judg-
ment(s) made.
9
Unfortunately, not everyone uses CT when
solving problems. Therefore, in order to think critically, there
must be a certain amount of self-awareness and other char-
acteristics present to enable a person to explain the analysis
and interpretation and to evaluate any inferences made.
DISPOSITION TO THINK CRITICALLY
Recently researchers have begun to investigate the relation-
ship between the disposition to think critically and CT skills.
Many believe that in order to develop CT skills, the disposition
to think critically must be nurtured as well.
4,10–12
Although
research related to the disposition to think critically has re-
cently increased, as far back as 1933 Dewey
8
argued that pos-
session of knowledge is no guarantee for the ability to think
well but that an individual must desire to think. Open mind-
edness, wholeheartedness, and responsibility were 3 of the at-
titudes he felt were important traits of character to develop the
habit of thinking.
8
More recently, the American Philosophical Association Del-
phi report on critical thinking
7
was released in 1990. This re-
port resulted from a questionnaire regarding CT completed by
264 Volume 38 •Number 3 •September 2003
Table 1. Various Definitions of Critical Thinking
●Purposeful thinking in which individuals systematically and habitually
impose criteria and intellectual standards upon their thought
4
●A composition of skills and attitudes that involve the ability to rec-
ognize the existence of problems and to support the truthfulness of
