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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.
Underwood et al. (Wed,) studied this question.