Collaborative Learning and Critical Thinking: Theory and Practice
Dr. Denise P. Domizi, Center for Teaching and Learning
Cara Gormally, Center for Teaching and Learning

We often say that we want our students to be “critical thinkers,” but how can we use collaborative learning methods in the classroom to promote critical thinking? This FLC will explore the theory and practice of in-class collaborative learning methods as an approach to promote higher-order thinking and problem-solving skills. Topics for consideration may include how to make the best use of class time to engage students, how to design meaningful collaborative learning experiences, how to successfully implement those experiences in both large and small classes, as well as common student and faculty challenges and concerns.

Collaborative learning methods for discussion may include:

* Peer instruction, where students are actively engaged in their own learning by interacting with their peers and frequently assessing their learning.
* Team-based learning, where students work in permanent, in-class teams on application activities throughout the semester, applying the concepts they already learned on their own.
* Case studies, role playing, and games, where students must use what they know about a topic to solve problems, draw conclusions, and apply their knowledge to situations that mirror real-life application.

How can we create a classroom environment to stimulate our students to become “engaged, discerning, independent, and intentional learners,” a goal reflected in the University’s General Education Curriculum? This FLC will explore how collaborative learning can help students and faculty meet this challenge.

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This page last updated on February 23, 2009.