20(3)pp55-86TeachingSupplement3.pdf


TS 86 

A final word 

Critical Thinking on the Web is, to m y knowl edge, the most comprehensive and 
useful guide to critical thinking resources available on the web. As such, it is a 
valuable re source for the entire cri tical thinking community. However, JIm very 
much aware that it is incomplete in various res pects. The trouble is that there is a 
limit to the a mo unt of time I can spend trawling the web to maintain and extend the 
s ite. I appeal to everyone to help me out in this by emailing me any sugges tions for 
additions and changes. The site can then become the community's reso urce rather 
than j ust my own list of favored links. 

Pedagogical Ideas 

JOHN H. BRYANT 
Writer/speake r in internatiional social, business and educati onal philosophy 
jn .bryant@juno.co m 

Planned Student Participation 
I ) When the sy llabus is prese nted to the class, have a calendar of the course 
included with each sy llabi. Each student chooses at leas t one date on which helshe 
will present a 10 minute summary of the previous sess ion' s lecture and disc us-
sion. The studen t will prepare this " protocol " in writing, present it to the class, and 
respond to quest ion s fro m the other students, the professor and any guests. At the 
end of the summary presentation, the student submits the written summary for 
co nstructi ve critique, us ing standard s and elements of c ritical thinking, of both the 
written and oral components of the work. A "Protocol " is given in each class 
sess io n throughout the semester, and the students may also be invited to share in 
the evaluative process. [From Dr. Masao Abe , Professor Emeritus, Phil oso ph y of Education, 
Nara University, Japan.] 

Expanding Truel False questions 

2) Add a third column to all truel false and multiple g ues s tests. The additiona l 
option is, "I do not know". This additional option is graded as 1/2 the c redit of a 
correct response. The theory is that a st udent must have done something to know 
that the y do not remember accurately, or missed the point. The grading and analy-
sis of tests of th is nature are not known to me, but they apparently yield quite 
meaningful data. [From Dr. John Miller, Professorof Th eo [ogy, Earlham School of Rcl igion. ] 

© ltiformal Logic, 20.3 (2000) Teaching Suppiemenl#3: p. TS 86.