Designing critical thinking activities for the large lecture classroom

Jennifer Danley-Scott

Chapter 15 in Teaching Critical Thinking in Political Science, 2025, pp 143-156 from Edward Elgar Publishing

Abstract: Carefully scaffolded classes can mitigate the effect of enrollment size, ensuring critical thinking, student engagement, and attainment of learning outcomes. Designing large lecture classes to meet critical thinking outcomes requires that students build background knowledge before engaging in high-level tasks. The chapter introduces pedagogical techniques that reduce the anonymity of large classes, encourage accountability, increase engagement, and culminate in critical thinking activities that apply knowledge to real-life scenarios. It includes sample engagement activities that prompt students to think critically using class material, ranging from low-level, simple tasks to high-level, intensive activities like simulations. Implementing these strategies demands initial preparation and a shift from lecture-centered to mentorship-based teaching. However, the payoff is a dynamic learning environment that improves critical thinking skills. Structured, interactive activities in large classes can transform student attitudes and enhance critical thinking, making the learning experience meaningful despite the number of students.

Keywords: Critical thinking; Large lecture; Engagement; Activities; Teams (search for similar items in EconPapers)
Date: 2025
ISBN: 9781035327539
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