Issue link: https://www.e-digitaleditions.com/i/52321
Students are especially inter- ested in the bios, because they learn how successful people think and what makes them tick. For instance, in a bio of Tamara Mel- lon, founder of Jimmy Choo, she noted that "People who are over- educated become risk-averse." It's important that students read and discuss ideas like this, because they otherwise would rarely hear them in business school. But while these summaries made the FT more accessible, something still was missing. Students want more structure, especially when their critical thinking skills are underdeveloped. I created Clock- wise to provide a structure they can use to analyze sophisticated mate- rial, ask better questions, and make stronger connections. Students new to Clockwise work exclusively from my summaries. As they become more proficient, I introduce more original sources, which tend to be longer and more complex. Clockwise in Action My Clockwise lesson plan includes a three-stage process: First, students work independently, creating their own charts for several article sum- maries. Next, they come together to build composite charts for each article. Finally, they compare and contrast several different charts, making connections they perhaps had not made on their own. Stage 1: Independent Work This stage is entirely self-directed. Reading the assigned content for the first time, students are instructed to consult any Web sites cited and research unfamiliar terms. Then, they begin the chart- building process, using either tradi- tional pad and pencil or free mind- mapping software. Summarize (analytical thinking): Students break the main ideas of each source down into a bullet- point format. Students often find that doing this exercise well can be a challenge. Many of them have never written a précis before, and some fail to read the mate- rial carefully enough or grasp the author's intent. There is consider- able variation in quality among students' summaries early in the semester. But I emphasize to them that their results are only as good as their initial analyses. mendations in a different context, such as in a smaller company or different industry. I also encourage them to view the subject matter from a long-term or global perspective, so they learn to think beyond the next quarter and past their own biases. Over time, their critiques tend to become sharper and more insightful, as they draw from a broader and deeper knowledge base. Connect (lateral thinking): Cre- ativity is important, but it can be counterproductive if students do not understand how to use it well. Therefore, I believe we need an intermediate step between analysis Clockwise provides a structure students can use to analyze sophisticated material, ask better questions, and make stronger connections. Critique (critical thinking): Next, I ask students to assess—in bullet point format—facts, arguments, opinions, and unstated assump- tions in the summaries. I want stu- dents to identify blind spots in the author's reasoning by subjecting each of the bullet points to criti- cal review. I also ask students to highlight what's valuable about the content, in terms of its usefulness in real-world decision making. I've experimented with various strategies to help students generate fresh insights. For example, I might ask them to place themselves in the positions of different FT writers to see if they would interpret the sub- ject matter differently. Or I might ask them to test the author's recom- and creativity, where students can "think laterally." So, at this point, I ask students to make connec- tions to other sources—to related articles, academic theories, and organizations in the field. If the article is about corporate governance, for example, they might reference other articles on the topic, cite theories about cor- porate governance, and consult the Web sites of organizations such as the Institute of Directors and the National Association of Corporate Directors. This step lays the foundation for succes- sive rounds of higher-order lateral thinking in Stages 2 and 3, includ- ing making more creative, "out-of- the-box" connections. BizEd January/February 2012 45