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Written Assignments
In-class and out-of-class assignments can also serve as powerful vehicles to allow students to expand their thinking processes. Emig believed that involving students in writing serves their learning uniquely because writing, as process and product, possesses a cluster of attributes that correspond uniquely to certain powerful learning strategies. As a general rule, assignments for the purpose of promoting thought should be short (not long term papers) and focus on the aspect of thinking. Research or 1-topic papers may or may not be a student’s own thoughts, and Meyers argued that term papers often prove to be exercises in recapitulating the thoughts of others.
Allegretti and Frederick used a variety of cases from a book to promote CT regarding different ethical issues. Countless case-study situations can be created to allow students to practice managing situations and assess clinical decision making. For example, after reading the National Athletic Trainers’Association position statement on lightning, a student can be asked to address the following scenario: ‘‘Explain how you would handle a situation in which a coach has kept athletes outside practicing unsafely. What information would you use from this statement to explain your concerns? Explain why you picked the specific concerns.’’ These questions can be answered individually or in small groups and then discussed in class. The students will pick different concerns based on their thinking. This variety in answers is not only one way to show that no answer is right or wrong but also allows students to defend their answers to peers. Questions posed on listservs are excellent avenues to enrich a student’s education. Using these real-life questions, students read about real issues and concerns of ATCs. These topics present excellent opportunities to pose questions to senior-level athletic training students to examine how they would handle the situation. This provides the students a safe place to analyze the problem and form a decision. Once the students make a decision, additional factors, assumptions, and inferences can be discussed by having all students share the solution they chose. Lantz and Meyers used personification and assigned students to assume the character of a drug. Students were to relate themselves to the drug, in the belief that drugs exhibit many unique characteristics, such as belonging to a family, interaction problems, adverse reactions, and so forth. The development of analogies comes from experience and comparing one theory or scenario to another with strong similarities. Fopma-Loy and Ulrich identified various CT classroom exercises educators can implement to promote higher-order thought. Many incorporate a personal reaction from the student and allow the student to link that learning to his or her feelings. This personal reaction of feelings to cognitive information is important to show the relevance of material. Last, poems are another avenue that can be used to promote CT. Although poems are widely thought of as an assignment in an English class, athletic training students may benefit from this creative writing activity. The focus of this type of homework activity should be on reviewing content creatively. The lines of the poem need not rhyme as long as appropriate content is explained in the poem. For example, a poem on the knee could be required to include signs, symptoms, and anatomical content of one injury or various injuries. A poem on head injuries could focus on the different types of history questions that should be asked. Students should understand that the focus of the assignment is a creative review of the material and not a test of their poetic qualities. The instructor should complete a poem as well. To break the ice, the instructor’s poem can be read first, followed by a student volunteering to read his or her poem.