Conference-Style Learning: A Method for Fostering Critical Thinking with Heart

Abstract

Conference teaching fosters critical thinking, which we define as the ability to evaluate inferential networks and research designs, the confidence to listen to one's own intuitions about what matters, and the sensitivity to recognize and evaluate the goals of others from diverse backgrounds. Teachers contribute to conference-style learning by explaining expectations for classroom behavior, carefully choosing primary source readings, and molding class discussions by posing and responding to questions in strategic ways. To benefit from conference-style learning, students must read assigned materials carefully, practice formulating analytic questions, think aloud about challenging issues, and learn to respect their own intuitions and those of others. The benefits of conference-style learning far outweigh its potential risks, as students learn to practice critical but considerate thinking.

Online conferences for better learning

“…The focus here was on learning, online, and evidence for an integrated signal of concepts critical to conferencing effectively—in terms of organization, presentations, and engagement. Earlier conceptual work proposes a critical thinking framework for conference‐style learning that happens organically at conferences that can also be applied to classrooms (Underwood & Wald, 1995). Critical thinking, that is directed, purposeful, and active engagement with ideas (Halpern, 2001), is common at conferences with time for questions after oral presentations, poster sessions that now frequently include lively one‐on‐one and group discussions, and panels at many ecology and evolution conferences explicitly designed to tackle learning and dynamism with evidence and ideas in our fields.…”

“…We need to promote this intellectual discourse when conferences are online and virtual too. Key elements identified in this active learning style at conferences are managed risk, space for participants/attendees to speak, and reminders by moderators that the purpose is not to be negative about the work of others but critical in constructive and positive capacities to better understand the research (Underwood & Wald, 1995). This suggests that online conferences need to include accessible content through recordings and slide decks and that discussion should be moderated with a clear code of conduct (Table 1, items 1–4).…”

An Investigation into the Teaching and Learning of Argumentation in First Year Undergraduate Courses: A Pilot Study

“…A fundamental role of higher education is to develop in young people a set of skills that will enable them to become independent thinkers, able to make informed decisions and engage in useful debates about moral and ethical issues (Roth 2010; Underwood and Wald 1995). Traditionally, such skills have been central to the goals of higher education, and valued as key attributes of graduates (Mitchell et al 2003).…”

The Effects of Global Education in the English Language Conversation Classroom

“…It is based on reasoning on the lesson, sentence, word, phrase till a logical understanding is firmly in place in the mind which is often emerged through questioning, root exploration, assessing the validity and so forth. Some of the advised strategies that can be used in the language classes for attaining both global awareness and critical thinking are questioning either in the form of reciprocal peer questioning in small groups followed by class discussions or readers' questions on an assigned reading passage (King, 1995), "Discussion Method" (McDade, 1995), "Conference Style Learning" (Underwood & Wald, 1995) and "Cooperative Learning Strategies" (Cooper, 1995). These strategies encourage language learners to question the validity of ideas in texts or judge the ideas of other people.…”