Question

After listening to a student's presentation, a teacher uses an opposing viewpoint to challenge some of the statements the student made. The student then responds with information to support the statements the teacher challenged. Which of the following is the most likely reason for the teacher's action?

A.To make the student aware of incorrect statements
B.To encourage the student to use critical-thinking skills
C.To help the student identify appropriate presentation techniques
D.To provide information the student left out of the presentation.

Answer 1

The teacher challenged the student's presentation to encourage critical thinking, allowing the student to enhance their argument by considering counterarguments and objections.

Step-by-step explanation:

The teacher's action of using an opposing viewpoint to challenge a student's presentation statements is most likely intended B.to encourage the student to use critical-thinking skills. This technique aligns with educational practices that promote active engagement with material, allowing the student to critically assess their work and consider alternative perspectives. Teachers often employ such strategies to foster deeper understanding and strengthen the student's ability to construct well-supported arguments, anticipating and addressing counterarguments or objections effectively.

In college, developing a strong position on an issue requires considering various viewpoints and addressing potential counterclaims. This exercise not only tests the robustness of the student's original argument but also enhances their ability to articulate their position persuasively in light of opposing views. Engaging with counterarguments is a key aspect of critical thinking and is crucial in academic environments where students are required to justify their viewpoints against skepticism.