James is a new university professor who is struggling to encourage critical thinking in his class of 23 students. While 7 students are excelling with his Teaching for Understanding Framework approach, the majority lack critical thinking skills and are frustrated by the change from a lecture-based model. Some students dominate discussions while others are disengaged. James must determine how to balance developing critical thinking for all students with meeting the different skill levels and expectations in his class.

1. JAMES AND HIS
FIRST CLASS
Teaching Critical Thinking Skills in a University Setting

2. Objectives
 Evaluate and consider factors influencing student motivation.
 Develop solutions to problems faced in a classroom setting.
 Develop methods to encourage critical thinking in students.

3. Topics and Contents
 Developing mental habits
 Class discussions
 Working with groups with mixed abilities
 Creating a learning environment
 The teacher-student relationship
 Pre-existing abilities

4. The Case
This year will be James’s first experience as a university professor. He has worked in the business
world for the last 15 years and has recently decided to prepare the next generation of entrepreneurs.
After a nervous and shaky first week of classes, he has realized something troubling about his class
of 23 students. While they are eager to learn and absorb information, about half of his students lack
mental habits of analysis, creativity, synthesis, co-evaluation, and self-evaluation.
When James has attempted to have class discussions to evaluate and develop students’ thinking
processes, 5 students dominate the conversation while the majority don’t participate. Additionally, he
has 2 students who spend this time surfing the internet on their cell phones. When James has
discussed this behavior, the students ask him to “just relax and be friendly.” Additionally, they express
their feelings that the discussions have little value for their learning.
Recently, James had a small group of his students approach him saying they are worried and
frustrated. They are used to being presented with a wealth of information from the teacher and later
taking a test that proves that they know it. As a result, James’ insistence on employing the Teaching
for Understanding Framework has caused many students to feel frustrated as they struggle to adapt
to this new paradigm.
While many of his students are struggling, 7 of his students are excelling. These 7 students already
possess a high level of critical thinking skills. Additionally, these students have taken courses that are
based on a constructivist philosophy.

5. Questions to Ponder
 What responsibility does James have for his
students’ learning and behavior?
 Is the silence of the majority something
James should worry about? Why or why not?
 Should a teacher adapt his or her teaching
style for students even if that means
adopting an academic, authoritative
pedagogical model?
 If James modifies his class, how will this
modification affect the students who are
excelling?
 What type of relationship should a teacher
have with his or her students?