Motivating Students to Become Critical Thinkers: A Look at Instructional Strategies in Three High School Classrooms

Abstract

This study analyzed some student-centered strategies used in three secondary classrooms in a large, urban high school in US. The researcher, who was teaching a graduate methods course at the local university, conducted classroom observations and follow-up interviews with three teachers enrolled in the class. The teachers learned about different instructional strategies in the course, and they had implemented some of these strategies into their classrooms. While conducting classroom observations, the researcher witnessed a high level of student engagement and critical thinking as students took part in the classroom activities.