Critical Thinking in the Classroom


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Critical Thinking Fostering Good Judgment in the
Massage and Bodywork Classroom
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Critical Thinking

• FOSTERING GOOD JUDGMENT IN THE MASSAGE AND
  BODYWORK CLASSROOM

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Christy CaelABMPs Education Program Manager

• Your presenter today is

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Goals and Objectives

• Define critical thinking.
• Relate critical thinking to the professional
  practice of massage and bodywork.
• Compare and contrast didactic and critical
  learning strategies.
• Illustrate the benefits of critical learning.
• Apply critical learning strategies to the massage
  and bodywork classroom.

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Critical Thinking

• LEARNING TO LEARN

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Characteristics of Critical Thinking

• Defining a problem
• Asking questions
• Examining evidence
• Analyzing assumptions and biases
• Avoiding emotional reasoning

• Avoiding oversimplification
• Considering other interpretations
• Tolerating ambiguity
• Metacognition (understanding how we process
  information)

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Critical Thinking in Professional Practice

• Gleaning subjective information
• Seeking objective information
• Determining indications/contraindications
• Session planning and adaptation
• Documentation
• Referrals
• Professional development

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Learning Strategies

• Didactic Method

• Critical Learning Method

• Teacher-centered
• What to think
• Transmit knowledge
• Content

• Student-centered
• How to think
• Facilitate knowledge
• Strategies principles concepts and insights

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Learning Strategies (continued)

• Didactic Method

• Critical Learning Method

• Knowledge is additive
• Experience and values are irrelevant
• Doubt and questioning weaken belief
• Broad superficial
• Direct path to truth

• Knowledge is holistic
• Experience and values are essential
• Questioning is a sign of learning
• Focused deep
• Indirect path to truth

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Benefits

• Establishing structure.
• Identifying concepts facts or principles.
• Presenting to large groups.
• Relaying large
• amounts of
• information.

• When are didactic methods optimal

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Benefits

• Has relevance to professional practice.
• Promotes lifelong
• learning.
• Use in licensing
• exams.
• Valued by regulatory boards and agencies.

• Why incorporate critical learning

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Application

• CRITICAL THINKING IN THE CLASSROOM

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Instructional Guidelines

• Become a facilitator.
• Seed discussion.
• Encourage questions.
• Challenge each other.
• Focus on why and how.
• Foster experimentation.
• Provide feedback.

• How do I incorporate critical thinking into
  established curriculum

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Kinesiology Didactic Presentation

• Objective Identify the names of the bones in the
  human skeleton.
• Delivery lecture
• Tools overhead or PowerPoint presentation
  showing skeleton with callouts for all pertinent
  bones and model skeleton.
• Method instructor points out all bones and
  verbally names each while students take notes.

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Kinesiology Didactic Assessment

• Objective assess each students ability to
  recall the names of the bones in the human
  skeleton.
• Method written examination using drawing of
  human skeleton and callouts for students to write
  in bone names.
• Numeric score based upon number of correct
  answers.

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Kinesiology

• Objective analyze and name the bones of the
  human skeleton.
• Delivery activity
• Tools full skeleton and a disarticulated
  skeleton
• Method
• Each student is given a bone.
• Instructor presents principles.
• Student locates bone on skeleton.
• Student presents name and features.
• Discuss qualities and function.

• Critical Learning Presentation

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Kinesiology

• Objective assess each students analysis of the
  bones of the human body.
• Method written examination using drawing of
  human skeleton and callouts for students to write
  in bone names and one quality about each bone.
• Numeric score based upon number of correct
  answers.

• Critical Learning Assessment

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Swedish Massage Didactic Presentation

• Objective Identify the physiological effects of
  Swedish massage.
• Delivery lecture.
• Tools overhead or PowerPoint presentation
  listing the physiological effects of each Swedish
  massage stroke.
• Method instructor reads off effects provides a
  brief explanation of each and which stroke
  accomplishes each effect.

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Swedish Massage Didactic Assessment

• Objective assess each students ability to
  recall the physiological effects of Swedish
  massage.
• Method written examination using multiple choice
  and matching questions to pair specific strokes
  with their individual benefits.
• Numeric score based upon number of correct
  answers.

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Swedish Massage

• Objective detect the physiological effects of
  Swedish massage.
• Delivery activity
• Tools massage table sheets oil pen and paper
• Method
• Instructor demonstrates strokes.
• Students practice each.
• Students journal changes in client for each
  stroke.
• Lead group discussion comparing results to
  research.

• Critical Learning Presentation

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Swedish Massage

• Objective assess each students ability to
  explain the physiological effects of Swedish
  massage.
• Method written examination using short answer to
  describe the effects of each Swedish stroke.
• Numeric score based upon completeness of answers.

• Critical Learning Assessment

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Ethics Didactic Presentation

• Objective identify proper ethical behavior
  associated with massage and bodywork.
• Delivery lecture.
• Tools overhead or PowerPoint presentation
  listing the appropriate ethical behavior for
  massage and bodywork professionals.
• Method instructor reads points from code of
  ethics or statues provides a brief explanation
  of each and describes how to apply them to
  professional practice.

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Ethics Didactic Assessment

• Objective assess each students ability to
  identify proper ethical behavior for massage and
  bodywork.
• Method written examination using short answer
  or fill-in to list ethical principles.
• Numeric score based upon number of correct
  answers.

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Ethics

• Objective critique ethical dilemmas in massage
  and bodywork.
• Delivery activity.
• Tools pen and paper.
• Method
• Divide class into small groups.
• Each group creates an ethical dilemma.
• Trade scenarios and role-play solutions.
• Discuss to debrief solutions.

• Critical Learning Presentation

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Ethics

• Objective assess each students ability to solve
  ethical dilemmas using accepted codes and
  principles.
• Method essay or verbal exam presenting ethical
  dilemmas student must devise a solution citing
  a relevant code or law.
• Numeric score based upon content and clarity of
  answer.

• Critical Learning Assessment

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How Are These Methods Different

• Didactic

• Critical Learning

• Attention
• Recall
• Recitation
• Single path to understanding
• Limited learning styles

• Exploration
• Creativity
• Critical Analysis
• Indirect paths to understanding
• Multiple learning styles

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Summary

• Critical learning CAN be utilized in the
  classroom.
• Critical learning is interactive and engaging.
• Critical thinking is essential to professional
  practice.
• Professional organizations are recognizing the
  value of critical thinking.

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ABMPs Education Team

• Thank You!

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Contact ABMP

• Jennifer Argenbright jennifer_at_abmp.com or
  extension 636
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  626
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• Kathy Laskye kathy_at_abmp.com or extension 649
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• Taffie Lewis taffie_at_abmp.com or extension 629
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• www.abmp.com 800-458-2267