Cape Fear Community College

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Best Practices Identified by “Each One, Teach One” Participants (Spring 2009):

  • Require students to locate and use resources outside of the classroom (example: internet searches)
  • Require students to perform hands on exercises which demonstrate student evaluation of material taught.
  • Student presentation from research of assigned task. ie. research and demonstrate presentation of an alternative fuel.
  • Small groups of students engage in discussions of scenarios, case studies, or current events or topics related to course content.
  • Small groups of students engage in group research of information related to group discussions.
  • Small groups of students collectively create reports, essays, or projects relaying the students’ understanding of material covered in the course content.
  • Independent student research and subsequent independent student creation of reports, projects or essays related to or documenting student research.
  • Students argue or defend alternative viewpoints that are not their own regarding class discussions or topics.
  • Group activities to analyze the fallacies that exist within our disciplines
  • Class debates to reflect upon and monitor the qualities of reasoning necessary
  • Internet research activities to evaluate information
  • Essay writing to articulate sound positions and reflect upon and monitor the qualities of reasoning
  • Provide appropriate progression of material
  • Check for understanding through questioning and discussion
  • Provide specific and encouraging feedback.
  • Use engaging and appropriate assessments to determine mastery of critical thinking skills.
  • Preview and annotate materials.
  • Locate themes, issues, and point of view in subject matter.
  • Pose open ended questions.
  • Utilize collaborative learning.
  • Evaluate genres, historical eras and cultural mores in subject matter.
  • Articulate examples of themes.
  • Evaluate and draw conclusions based on auditory and visual stimuli.
  • Demonstrate listening, writing, and speaking skills based on form and theme.
  • Engage in active listening and participation.
  • Utilize small groups to engage students and promote problem solving.
  • Ask students to suggest possible essay questions, prompts, and assignments.
  • Ask students to support their stances and opinions (written and/or oral) using specific, concrete examples and sound research.
  • Ask students to creatively apply studied concepts in specific, concrete situations.
  • Encourage students to examine their own biases and assumptions through understanding, empathizing, and exploring perspectives different from their own

Rhetoric and Informal Logic