Discerning Trauma

Using Discussion for Critical Thinking

By

Teaching and Learning

Critical Thinking Components

  • Discussion can bring awareness of other’s point of view. Using the technique of beginning a discussion with a controversy may lead to disagreement which can be used to further student’s understanding (Svinicki & McKeachie, 2014). In being asked to argue for an opposing viewpoint students obtain a deeper understanding of the strength in a position they disagree with (Svinicki & McKeachie, 2014).  
  • Discussion can increase student comprehension. Focusing on interpretation questions has been found to increase student comprehension as the teacher listens and reflects answers given (Svinicki & McKeachie, 2014).
  • Discussion can challenge assumptions and conclusions. Asking critical questions effectively requires students to determine how valid an author’s argument is, which in turn causes a greater level of analysis (Svinicki & McKeachie, 2014).
  • Discussion can help students evaluate evidence for their position. Evaluative questions lead to a greater understanding of the value of information to a conclusion (Svinicki & McKeachie, 2014). Being able to assign value judgments to information likely helps a student organize the evidence according to importance.
  • Discussion is conducive to application of principles. During discussions, especially utilizing case studies or problems, students are encouraged to implement applying an abstract concept into concrete, decision-making, practical solutions (Svinicki & McKeachie, 2014).

Techniques of Discussion

Starting a discussion with a common experience can drive thought deeper because some of the pressure is removed from the discussion since all students have seen or read it (Svinicki & McKeachie, 2014). When this load is lightened, the students are more likely to engage in the discussion. Using controversy to guide discussion can also lead to challenges of prevailing thought patterns and consideration of other perspectives (Svinicki & McKeachie, 2014). Other techniques of discussion, such as asking factual questions and connective questions stimulate problem solving while connecting concepts that may not have seemed related at first (Svinicki & McKeachie, 2014). Overall, starting a discussion with a question is not only the most common discussion opener, but also highly effective at encouraging participation (Svinicki & McKeachie, 2014). Additionally, beginning with a problem or case can help students learn how to problem solve and stay focused on the discussion (Svinicki & McKeachie, 2014).

To stimulate thought, and specifically higher order thinking skills (HOTS) in my teaching demonstration, I can plan a discussion into my lesson plan.

Beginning a discussion with a common experience of perinatal posttraumatic stress (PTS) can help students realize that resulting symptoms are highly relatable and particularly common among all people (Svinicki & McKeachie, 2014). Part of the discussion can be used to analyze perinatal PTS by addressing the similarities and differences between general PTS and perinatal PTS. After analyzing the differences, an evaluation of the construct can be achieved by critiquing the diagnostic criteria for posttraumatic stress disorder (PTSD) during the perinatal period and due to perinatal trauma (American Psychiatric Association [APA], 2022).

Creation of a plan which may lead women from PTS to posttraumatic growth (PTG) will be the goal during the interaction with case studies. A role-play in which the instructor is the woman with perinatal PTS and a student is the therapist can model for the students some key things to pay attention to. Following, groups can have their own case study in which they each evaluate whether the woman may have perinatal PTS and then create a plan of action to lead that woman in achieving some level of PTG. Throughout the case study, my main role would be to clarify how to go about the case study and facilitate discussion when the groups present the report (Svinicki & McKeachie, 2014). Allowing the different experiences of the diverse adult learners in the classroom to be voiced will enrich the discussion and provide an opportunity to engage in best practices for adult learners (Merriam & Baumgartner, 2020).

References

American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.). https://doi.org/10.1176/appi.books.9780890425787

Merriam, S. B., & Baumgartner, L. (2020). Learning in adulthood: A comprehensive guide (4th ed.). Jossey-Bass.

Svinicki, M. D., & McKeachie, W. J. (2014). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed.). Wadsworth, Cengage Learning.