promote critical thinking in the classroom

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In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

Eight Instructional Strategies for Promoting Critical Thinking

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(This is the first post in a three-part series.)

The new question-of-the-week is:

What is critical thinking and how can we integrate it into the classroom?

This three-part series will explore what critical thinking is, if it can be specifically taught and, if so, how can teachers do so in their classrooms.

Today’s guests are Dara Laws Savage, Patrick Brown, Meg Riordan, Ph.D., and Dr. PJ Caposey. Dara, Patrick, and Meg were also guests on my 10-minute BAM! Radio Show . You can also find a list of, and links to, previous shows here.

You might also be interested in The Best Resources On Teaching & Learning Critical Thinking In The Classroom .

Current Events

Dara Laws Savage is an English teacher at the Early College High School at Delaware State University, where she serves as a teacher and instructional coach and lead mentor. Dara has been teaching for 25 years (career preparation, English, photography, yearbook, newspaper, and graphic design) and has presented nationally on project-based learning and technology integration:

There is so much going on right now and there is an overload of information for us to process. Did you ever stop to think how our students are processing current events? They see news feeds, hear news reports, and scan photos and posts, but are they truly thinking about what they are hearing and seeing?

I tell my students that my job is not to give them answers but to teach them how to think about what they read and hear. So what is critical thinking and how can we integrate it into the classroom? There are just as many definitions of critical thinking as there are people trying to define it. However, the Critical Think Consortium focuses on the tools to create a thinking-based classroom rather than a definition: “Shape the climate to support thinking, create opportunities for thinking, build capacity to think, provide guidance to inform thinking.” Using these four criteria and pairing them with current events, teachers easily create learning spaces that thrive on thinking and keep students engaged.

One successful technique I use is the FIRE Write. Students are given a quote, a paragraph, an excerpt, or a photo from the headlines. Students are asked to F ocus and respond to the selection for three minutes. Next, students are asked to I dentify a phrase or section of the photo and write for two minutes. Third, students are asked to R eframe their response around a specific word, phrase, or section within their previous selection. Finally, students E xchange their thoughts with a classmate. Within the exchange, students also talk about how the selection connects to what we are covering in class.

There was a controversial Pepsi ad in 2017 involving Kylie Jenner and a protest with a police presence. The imagery in the photo was strikingly similar to a photo that went viral with a young lady standing opposite a police line. Using that image from a current event engaged my students and gave them the opportunity to critically think about events of the time.

Here are the two photos and a student response:

F - Focus on both photos and respond for three minutes

In the first picture, you see a strong and courageous black female, bravely standing in front of two officers in protest. She is risking her life to do so. Iesha Evans is simply proving to the world she does NOT mean less because she is black … and yet officers are there to stop her. She did not step down. In the picture below, you see Kendall Jenner handing a police officer a Pepsi. Maybe this wouldn’t be a big deal, except this was Pepsi’s weak, pathetic, and outrageous excuse of a commercial that belittles the whole movement of people fighting for their lives.

I - Identify a word or phrase, underline it, then write about it for two minutes

A white, privileged female in place of a fighting black woman was asking for trouble. A struggle we are continuously fighting every day, and they make a mockery of it. “I know what will work! Here Mr. Police Officer! Drink some Pepsi!” As if. Pepsi made a fool of themselves, and now their already dwindling fan base continues to ever shrink smaller.

R - Reframe your thoughts by choosing a different word, then write about that for one minute

You don’t know privilege until it’s gone. You don’t know privilege while it’s there—but you can and will be made accountable and aware. Don’t use it for evil. You are not stupid. Use it to do something. Kendall could’ve NOT done the commercial. Kendall could’ve released another commercial standing behind a black woman. Anything!

Exchange - Remember to discuss how this connects to our school song project and our previous discussions?

This connects two ways - 1) We want to convey a strong message. Be powerful. Show who we are. And Pepsi definitely tried. … Which leads to the second connection. 2) Not mess up and offend anyone, as had the one alma mater had been linked to black minstrels. We want to be amazing, but we have to be smart and careful and make sure we include everyone who goes to our school and everyone who may go to our school.

As a final step, students read and annotate the full article and compare it to their initial response.

Using current events and critical-thinking strategies like FIRE writing helps create a learning space where thinking is the goal rather than a score on a multiple-choice assessment. Critical-thinking skills can cross over to any of students’ other courses and into life outside the classroom. After all, we as teachers want to help the whole student be successful, and critical thinking is an important part of navigating life after they leave our classrooms.

‘Before-Explore-Explain’

Patrick Brown is the executive director of STEM and CTE for the Fort Zumwalt school district in Missouri and an experienced educator and author :

Planning for critical thinking focuses on teaching the most crucial science concepts, practices, and logical-thinking skills as well as the best use of instructional time. One way to ensure that lessons maintain a focus on critical thinking is to focus on the instructional sequence used to teach.

Explore-before-explain teaching is all about promoting critical thinking for learners to better prepare students for the reality of their world. What having an explore-before-explain mindset means is that in our planning, we prioritize giving students firsthand experiences with data, allow students to construct evidence-based claims that focus on conceptual understanding, and challenge students to discuss and think about the why behind phenomena.

Just think of the critical thinking that has to occur for students to construct a scientific claim. 1) They need the opportunity to collect data, analyze it, and determine how to make sense of what the data may mean. 2) With data in hand, students can begin thinking about the validity and reliability of their experience and information collected. 3) They can consider what differences, if any, they might have if they completed the investigation again. 4) They can scrutinize outlying data points for they may be an artifact of a true difference that merits further exploration of a misstep in the procedure, measuring device, or measurement. All of these intellectual activities help them form more robust understanding and are evidence of their critical thinking.

In explore-before-explain teaching, all of these hard critical-thinking tasks come before teacher explanations of content. Whether we use discovery experiences, problem-based learning, and or inquiry-based activities, strategies that are geared toward helping students construct understanding promote critical thinking because students learn content by doing the practices valued in the field to generate knowledge.

An Issue of Equity

Meg Riordan, Ph.D., is the chief learning officer at The Possible Project, an out-of-school program that collaborates with youth to build entrepreneurial skills and mindsets and provides pathways to careers and long-term economic prosperity. She has been in the field of education for over 25 years as a middle and high school teacher, school coach, college professor, regional director of N.Y.C. Outward Bound Schools, and director of external research with EL Education:

Although critical thinking often defies straightforward definition, most in the education field agree it consists of several components: reasoning, problem-solving, and decisionmaking, plus analysis and evaluation of information, such that multiple sides of an issue can be explored. It also includes dispositions and “the willingness to apply critical-thinking principles, rather than fall back on existing unexamined beliefs, or simply believe what you’re told by authority figures.”

Despite variation in definitions, critical thinking is nonetheless promoted as an essential outcome of students’ learning—we want to see students and adults demonstrate it across all fields, professions, and in their personal lives. Yet there is simultaneously a rationing of opportunities in schools for students of color, students from under-resourced communities, and other historically marginalized groups to deeply learn and practice critical thinking.

For example, many of our most underserved students often spend class time filling out worksheets, promoting high compliance but low engagement, inquiry, critical thinking, or creation of new ideas. At a time in our world when college and careers are critical for participation in society and the global, knowledge-based economy, far too many students struggle within classrooms and schools that reinforce low-expectations and inequity.

If educators aim to prepare all students for an ever-evolving marketplace and develop skills that will be valued no matter what tomorrow’s jobs are, then we must move critical thinking to the forefront of classroom experiences. And educators must design learning to cultivate it.

So, what does that really look like?

Unpack and define critical thinking

To understand critical thinking, educators need to first unpack and define its components. What exactly are we looking for when we speak about reasoning or exploring multiple perspectives on an issue? How does problem-solving show up in English, math, science, art, or other disciplines—and how is it assessed? At Two Rivers, an EL Education school, the faculty identified five constructs of critical thinking, defined each, and created rubrics to generate a shared picture of quality for teachers and students. The rubrics were then adapted across grade levels to indicate students’ learning progressions.

At Avenues World School, critical thinking is one of the Avenues World Elements and is an enduring outcome embedded in students’ early experiences through 12th grade. For instance, a kindergarten student may be expected to “identify cause and effect in familiar contexts,” while an 8th grader should demonstrate the ability to “seek out sufficient evidence before accepting a claim as true,” “identify bias in claims and evidence,” and “reconsider strongly held points of view in light of new evidence.”

When faculty and students embrace a common vision of what critical thinking looks and sounds like and how it is assessed, educators can then explicitly design learning experiences that call for students to employ critical-thinking skills. This kind of work must occur across all schools and programs, especially those serving large numbers of students of color. As Linda Darling-Hammond asserts , “Schools that serve large numbers of students of color are least likely to offer the kind of curriculum needed to ... help students attain the [critical-thinking] skills needed in a knowledge work economy. ”

So, what can it look like to create those kinds of learning experiences?

Designing experiences for critical thinking

After defining a shared understanding of “what” critical thinking is and “how” it shows up across multiple disciplines and grade levels, it is essential to create learning experiences that impel students to cultivate, practice, and apply these skills. There are several levers that offer pathways for teachers to promote critical thinking in lessons:

1.Choose Compelling Topics: Keep it relevant

A key Common Core State Standard asks for students to “write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.” That might not sound exciting or culturally relevant. But a learning experience designed for a 12th grade humanities class engaged learners in a compelling topic— policing in America —to analyze and evaluate multiple texts (including primary sources) and share the reasoning for their perspectives through discussion and writing. Students grappled with ideas and their beliefs and employed deep critical-thinking skills to develop arguments for their claims. Embedding critical-thinking skills in curriculum that students care about and connect with can ignite powerful learning experiences.

2. Make Local Connections: Keep it real

At The Possible Project , an out-of-school-time program designed to promote entrepreneurial skills and mindsets, students in a recent summer online program (modified from in-person due to COVID-19) explored the impact of COVID-19 on their communities and local BIPOC-owned businesses. They learned interviewing skills through a partnership with Everyday Boston , conducted virtual interviews with entrepreneurs, evaluated information from their interviews and local data, and examined their previously held beliefs. They created blog posts and videos to reflect on their learning and consider how their mindsets had changed as a result of the experience. In this way, we can design powerful community-based learning and invite students into productive struggle with multiple perspectives.

3. Create Authentic Projects: Keep it rigorous

At Big Picture Learning schools, students engage in internship-based learning experiences as a central part of their schooling. Their school-based adviser and internship-based mentor support them in developing real-world projects that promote deeper learning and critical-thinking skills. Such authentic experiences teach “young people to be thinkers, to be curious, to get from curiosity to creation … and it helps students design a learning experience that answers their questions, [providing an] opportunity to communicate it to a larger audience—a major indicator of postsecondary success.” Even in a remote environment, we can design projects that ask more of students than rote memorization and that spark critical thinking.

Our call to action is this: As educators, we need to make opportunities for critical thinking available not only to the affluent or those fortunate enough to be placed in advanced courses. The tools are available, let’s use them. Let’s interrogate our current curriculum and design learning experiences that engage all students in real, relevant, and rigorous experiences that require critical thinking and prepare them for promising postsecondary pathways.

Critical Thinking & Student Engagement

Dr. PJ Caposey is an award-winning educator, keynote speaker, consultant, and author of seven books who currently serves as the superintendent of schools for the award-winning Meridian CUSD 223 in northwest Illinois. You can find PJ on most social-media platforms as MCUSDSupe:

When I start my keynote on student engagement, I invite two people up on stage and give them each five paper balls to shoot at a garbage can also conveniently placed on stage. Contestant One shoots their shot, and the audience gives approval. Four out of 5 is a heckuva score. Then just before Contestant Two shoots, I blindfold them and start moving the garbage can back and forth. I usually try to ensure that they can at least make one of their shots. Nobody is successful in this unfair environment.

I thank them and send them back to their seats and then explain that this little activity was akin to student engagement. While we all know we want student engagement, we are shooting at different targets. More importantly, for teachers, it is near impossible for them to hit a target that is moving and that they cannot see.

Within the world of education and particularly as educational leaders, we have failed to simplify what student engagement looks like, and it is impossible to define or articulate what student engagement looks like if we cannot clearly articulate what critical thinking is and looks like in a classroom. Because, simply, without critical thought, there is no engagement.

The good news here is that critical thought has been defined and placed into taxonomies for decades already. This is not something new and not something that needs to be redefined. I am a Bloom’s person, but there is nothing wrong with DOK or some of the other taxonomies, either. To be precise, I am a huge fan of Daggett’s Rigor and Relevance Framework. I have used that as a core element of my practice for years, and it has shaped who I am as an instructional leader.

So, in order to explain critical thought, a teacher or a leader must familiarize themselves with these tried and true taxonomies. Easy, right? Yes, sort of. The issue is not understanding what critical thought is; it is the ability to integrate it into the classrooms. In order to do so, there are a four key steps every educator must take.

• Integrating critical thought/rigor into a lesson does not happen by chance, it happens by design. Planning for critical thought and engagement is much different from planning for a traditional lesson. In order to plan for kids to think critically, you have to provide a base of knowledge and excellent prompts to allow them to explore their own thinking in order to analyze, evaluate, or synthesize information.
• SIDE NOTE – Bloom’s verbs are a great way to start when writing objectives, but true planning will take you deeper than this.

QUESTIONING

• If the questions and prompts given in a classroom have correct answers or if the teacher ends up answering their own questions, the lesson will lack critical thought and rigor.
• Script five questions forcing higher-order thought prior to every lesson. Experienced teachers may not feel they need this, but it helps to create an effective habit.
• If lessons are rigorous and assessments are not, students will do well on their assessments, and that may not be an accurate representation of the knowledge and skills they have mastered. If lessons are easy and assessments are rigorous, the exact opposite will happen. When deciding to increase critical thought, it must happen in all three phases of the game: planning, instruction, and assessment.

TALK TIME / CONTROL

• To increase rigor, the teacher must DO LESS. This feels counterintuitive but is accurate. Rigorous lessons involving tons of critical thought must allow for students to work on their own, collaborate with peers, and connect their ideas. This cannot happen in a silent room except for the teacher talking. In order to increase rigor, decrease talk time and become comfortable with less control. Asking questions and giving prompts that lead to no true correct answer also means less control. This is a tough ask for some teachers. Explained differently, if you assign one assignment and get 30 very similar products, you have most likely assigned a low-rigor recipe. If you assign one assignment and get multiple varied products, then the students have had a chance to think deeply, and you have successfully integrated critical thought into your classroom.

Thanks to Dara, Patrick, Meg, and PJ for their contributions!

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

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How To Promote Critical Thinking In Your Classroom

Promoting Thinking

November 25, 2006, by The Critical Thinking Co. Staff

Modeling of critical thinking skills by instructors is crucial for teaching critical thinking successfully. By making your own thought processes explicit in class - explaining your reasoning, evaluating evidence for a claim, probing the credibility of a source, or even describing what has puzzled or confused you - you provide a powerful example to students, particularly if you invite them to join in; e.g., "Can you see where we're headed with this?" "I can't think of other explanations; can you?" "This idea/principle struck me as difficult or confusing at first, but here's how I figured it out." You can encourage students to emulate this by using them in demonstrations, asking them to "think out loud" in order for classmates to observe how they reason through a problem.

Develop the habit of asking questions that require students to think critically, and tell students that you really expect them to give answers! In particular, Socratic questioning encourages students to develop and clarify their thinking: e.g., "Would your answer hold in all cases?" "How would you respond to a counter-example or counter-argument?" "Explain how you arrived at that answer?"

This is another skill that students can learn from your example, and can use in working with each other. Providing regular opportunities for pair or small group discussions after major points or demonstrations during lectures is also important: this allows students to process the new material, connect it to previously learned topics, and practice asking questions that promote further critical thinking. Obviously, conveying genuine respect for student input is essential. Communicating the message that you value and support student contributions and efforts to think critically increases confidence, and motivates students to continue building their thinking skills. An essential component of this process is the creation of a climate where students feel comfortable with exploring the process of reasoning through a problem without being "punished" for getting the wrong answer.

Researchers have found consistently that interaction among students, in the form of well-structured group discussions plays a central role in stimulating critical thinking. Discussing course material and its applications allows students to formulate and test hypotheses, practice asking thought-provoking questions, hear other perspectives, analyze claims, evaluate evidence, and explain and justify their reasoning. As they become more sophisticated and fluent in thinking critically, students can observe and critique each others' reasoning skills.

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How to Promote Critical Thinking in the Classroom

By elearning inside, february 05, 2024.

Promoting critical thinking is an essential goal in education, equipping students with problem-solving skills that extend beyond the classroom. In this article, we’ll explore practical strategies for teachers and schools to foster critical thinking among students.

Fostering a Growth Mindset

Encouraging a growth mindset is fundamental to promoting critical thinking. Teachers can cultivate this mindset by praising effort rather than innate abilities.

When students understand that their abilities can be developed through dedication and hard work, they are more likely to embrace challenges and think critically to overcome obstacles.

Questioning Techniques

One of the most effective ways to promote critical thinking is through questioning. Teachers can employ various questioning techniques to stimulate thought, such as Socratic questioning.

By asking open-ended questions that require students to think deeply, analyze, and evaluate, teachers can guide students to explore complex issues and construct well-reasoned responses.

Real-World Problem Solving

Incorporating real-world problem-solving scenarios into the curriculum can provide students with practical opportunities to apply critical thinking. These problems can range from scientific experiments to ethical dilemmas, encouraging students to assess situations, weigh evidence, and make informed decisions.

Encouraging group collaboration on these tasks can further enhance critical thinking by promoting different perspectives and solutions.

Creating a Physical Environment that Supports Critical Thinking

Classroom design and furniture also play a role in promoting critical thinking. A flexible classroom setup allows for collaborative learning and group discussions, encouraging students to engage in critical dialogue.

By providing comfortable seating options and ensuring that the classroom layout is adaptable, teachers can foster a more dynamic learning environment conducive to critical thinking.

Encouraging Divergent Thinking

Divergent thinking is a vital component of critical thinking, as it involves generating multiple solutions to a problem. Teachers can encourage this by using brainstorming techniques, mind maps, or role-playing exercises.

By allowing students to explore various angles and creative solutions, educators nurture their capacity for innovative problem-solving.

Analyzing Multiple Perspectives

Critical thinking is not limited to one perspective; it involves considering multiple viewpoints. Teachers can introduce debates, case studies, or simulations where students must analyze and argue from different angles.

Encouraging students to appreciate different viewpoints and make informed judgments fosters a more well-rounded and critical thinker.

Scaffolding Critical Thinking

To ensure that students of all ages can develop critical thinking skills, educators can scaffold the learning process. This involves providing support and gradually increasing the complexity of tasks.

For instance, younger students may begin by identifying problems, while older students progress to proposing solutions and evaluating their effectiveness.

Metacognition and Self-Reflection

Metacognition is the practice of thinking about thinking. It encourages students to assess their thought processes and strategies. Teachers can promote metacognition by encouraging students to self-reflect on their learning experiences.

When students consider how they approach problems and what strategies work best for them, they can refine their critical thinking skills.

Interdisciplinary Learning

Breaking down the barriers between subjects can also promote critical thinking. Interdisciplinary learning allows students to make connections between different fields of knowledge, encouraging them to draw on a wider range of information and skills to address problems.

Teachers can collaborate to create lesson plans that bridge the gaps between subjects, promoting a more holistic approach to critical thinking.

Feedback and Assessment

Effective feedback and assessment play a significant role in promoting critical thinking. Constructive feedback helps students understand where they can improve and refine their thinking.

Moreover, formative assessment strategies can help educators gauge students’ critical thinking abilities and adjust their teaching accordingly.

In summary, cultivating critical thinking within educational settings is a complex task that necessitates fostering a growth mentality, utilizing efficient questioning methods, advocating for real-life problem resolution, and supporting diverse thought processes.

Moreover, it entails emphasizing metacognition, appreciating numerous viewpoints, integrating interdisciplinary education, and offering evaluation and feedback. By adopting these pragmatic strategies, teachers can enable students to develop critical thinking skills, equipping them to face future obstacles effectively.

If you liked this article, check out Higher Education: Using AI to Meet Student Needs . 

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Strategies to Increase Critical Thinking Skills in students

Matthew Joseph October 2, 2019 Blog , Engage Better , Lesson Plan Better , Personalize Student Learning Better

In This Post:

• The importance of helping students increase critical thinking skills.
• Ways to promote the essential skills needed to analyze and evaluate.
• Strategies to incorporate critical thinking into your instruction.

We ask our teachers to be “future-ready” or say that we are teaching “for jobs that don’t exist yet.” These are powerful statements. At the same time, they give teachers the impression that we have to drastically change what we are doing .

So how do we plan education for an unknown job market or unknown needs?

My answer: We can’t predict the jobs, but whatever they are, students will need to think critically to do them. So, our job is to teach our students HOW to think, not WHAT to think.

Helping Students Become Critical Thinkers

My answer is rooted in the call to empower our students to be critical thinkers. I believe that to be critical thinkers, educators need to provide students with the strategies they need. And we need to ask more than just surface-level questions.

Questions to students must motivate them to dig up background knowledge. They should inspire them to make connections to real-world scenarios. These make the learning more memorable and meaningful.

Critical thinking is a general term. I believe this term means that students effectively identify, analyze, and evaluate content or skills. In this process, they (the students) will discover and present convincing reasons in support of their answers or thinking.

You can look up critical thinking and get many definitions like this one from Wikipedia: “ Critical thinking consists of a mental process of analyzing or evaluating information, particularly statements or propositions that people have offered as true. ”

Essential Skills for Critical Thinking

In my current role as director of curriculum and instruction, I work to promote the use of 21st-century tools and, more importantly, thinking skills. Some essential skills that are the basis for critical thinking are:

• Communication and Information skills
• Thinking and Problem-Solving skills
• Interpersonal and Self- Directional skills
• Collaboration skills

These four bullets are skills students are going to need in any field and in all levels of education. Hence my answer to the question. We need to teach our students to think critically and for themselves.

One of the goals of education is to prepare students to learn through discovery . Providing opportunities to practice being critical thinkers will assist students in analyzing others’ thinking and examining the logic of others.

Understanding others is an essential skill in collaboration and in everyday life. Critical thinking will allow students to do more than just memorize knowledge.

Ask Questions

So how do we do this? One recommendation is for educators to work in-depth questioning strategies into a lesson launch.

Ask thoughtful questions to allow for answers with sound reasoning. Then, word conversations and communication to shape students’ thinking. Quick answers often result in very few words and no eye contact, which are skills we don’t want to promote.

When you are asking students questions and they provide a solution, try some of these to promote further thinking:

• Could you elaborate further on that point?
• Will you express that point in another way?
• Can you give me an illustration?
• Would you give me an example?
• Will you you provide more details?
• Could you be more specific?
• Do we need to consider another point of view?
• Is there another way to look at this question?

Utilizing critical thinking skills could be seen as a change in the paradigm of teaching and learning. Engagement in education will enhance the collaboration among teachers and students. It will also provide a way for students to succeed even if the school system had to start over.

[scroll down to keep reading]

Promoting critical thinking into all aspects of instruction.

Engagement, application, and collaboration are skills that withstand the test of time. I also promote the integration of critical thinking into every aspect of instruction.

In my experience, I’ve found a few ways to make this happen.

Begin lessons/units with a probing question: It shouldn’t be a question you can answer with a ‘yes’ or a ‘no.’ These questions should inspire discovery learning and problem-solving.

Encourage Creativity: I have seen teachers prepare projects before they give it to their students many times. For example, designing snowmen or other “creative” projects. By doing the design work or by cutting all the circles out beforehand, it removes creativity options.

It may help the classroom run more smoothly if every child’s material is already cut out, but then every student’s project looks the same. Students don’t have to think on their own or problem solve.

Not having everything “glue ready” in advance is a good thing. Instead, give students all the supplies needed to create a snowman, and let them do it on their own.

Giving independence will allow students to become critical thinkers because they will have to create their own product with the supplies you give them. This might be an elementary example, but it’s one we can relate to any grade level or project.

Try not to jump to help too fast – let the students work through a productive struggle .

Build in opportunities for students to find connections in learning.  Encouraging students to make connections to a real-life situation and identify patterns is a great way to practice their critical thinking skills. The use of real-world scenarios will increase rigor, relevance, and critical thinking.

A few other techniques to encourage critical thinking are:

• Use analogies
• Promote interaction among students
• Ask open-ended questions
• Allow reflection time
• Use real-life problems
• Allow for thinking practice

Critical thinking prepares students to think for themselves for the rest of their lives. I also believe critical thinkers are less likely to go along with the crowd because they think for themselves.

About Matthew X. Joseph, Ed.D.

Dr. Matthew X. Joseph has been a school and district leader in many capacities in public education over his 25 years in the field. Experiences such as the Director of Digital Learning and Innovation in Milford Public Schools (MA), elementary school principal in Natick, MA and Attleboro, MA, classroom teacher, and district professional development specialist have provided Matt incredible insights on how to best support teaching and learning. This experience has led to nationally publishing articles and opportunities to speak at multiple state and national events. He is the author of Power of Us: Creating Collaborative Schools and co-author of Modern Mentoring , Reimagining Teacher Mentorship (Due out, fall 2019). His master’s degree is in special education and his Ed.D. in Educational Leadership from Boston College.

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How to promote critical thinking in the classroom.

A comprehensive guide for educators on enhancing critical thinking skills among students through innovative classroom techniques.

Empower Your Students with Critical Thinking Skills

In the evolving landscape of education, fostering critical thinking in the classroom has become paramount. As educators, it's essential to cultivate an environment where students can analyze information critically, engage in meaningful debate, and approach problems with a solution-oriented mindset. This article explores practical strategies to enhance critical thinking skills, leveraging the power of inquiry-based learning and open-ended questioning.

Asking open-ended questions is a cornerstone of promoting critical thinking. By challenging students with questions that require more than a yes or no answer, educators can stimulate deeper thought and encourage students to explore multiple perspectives. Integrating these questions into lesson plans can transform the classroom into a dynamic space for intellectual exploration.

Debate is another powerful tool in the critical thinking arsenal. Structured debates on relevant topics not only sharpen students' argumentation skills but also teach them to consider and respect different viewpoints. This form of student-centered learning fosters a sense of ownership over the learning process, making education a collaborative and engaging experience.

Inquiry-based learning activities are designed to put students in the driver's seat of their educational journey. By posing questions, problems, or scenarios, teachers can guide students through a process of discovery that encourages critical analysis and independent thought. This approach not only boosts critical thinking but also aligns with the natural curiosity and creativity of learners.

Utilizing AI teaching assistants, like those offered by Planit Teachers, can further enhance critical thinking in the classroom. These innovative platforms provide tools such as Lesson Plan Generators and AI Marking Assistants, which free up valuable time for educators to focus on developing student-centered learning experiences that promote critical thinking.

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Revolutionize Your Teaching with AI-Powered Lesson Plans

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Our AI-driven lesson plans are not just about convenience, they're about quality. Each plan is meticulously crafted to ensure it meets the highest educational standards. Plus, with our AI's ability to learn and adapt, your lesson plans will only get better over time.

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Teaching Strategies to Promote Critical Thinking

Janelle cox.

• September 9, 2014

Critical thinking is an essential skill that all students will use in almost every aspect of their lives. From solving problems to making informed decisions, thinking critically is a valuable skill that will help students navigate the world’s complexities. In a post-COVID teaching environment , incorporating teaching strategies that help students think rationally and independently is an excellent way to strengthen students’ abilities and prepare them for any new challenges in the future.

There are several techniques to engage students and help strengthen these skills. Here are some teaching strategies that prove to be effective.

Encourage Students to Question Everything

We are now living in a world where AI ( artificial intelligence ) is slowly making its way into the classrooms. With these innovations, it’s imperative today, more than ever, for students to question everything and understand how to verify information when making an informed decision. AI has the potential to spread misinformation or be biased. Teach students to be careful of what is and is not a reliable source . Discuss credibility and bias and have students look for examples of both trusted content and misinformation. By using different forms of media for this exercise, students will need to use their critical thinking skills to determine the validity of the information.

Activate Student Curiosity

You can activate a student’s curiosity by using the inquiry-based learning model. This approach involves posing questions or problems for students to discover the answers on their own. In this method, students develop questions they want to know the answers to, and their teacher serves as their guide providing support as needed along the way. This approach nurtures curiosity and self-directed learning by encouraging students to think critically and independently. Recent  research  from 2019 supports the assertion that the use of this model significantly enhances students’ critical thinking abilities.

Incorporate Project-Based Learning

Immerse students in real-world problem scenarios by having them partake in project-based learning. Engaging in hands-on projects where students need to collaborate, communicate, analyze information, and find solutions to their challenges is a great way to develop their critical thinking skills. Throughout the project, students must engage in higher-order thinking while gathering their information and making decisions throughout various stages.

This approach pushes students to think critically while they connect to a real-world issue, and it helps them understand the relevance this issue has in their lives. Throughout the project, students will hone their critical thinking skills because PBL is a process that requires reflection and continuous improvement.

Offer Diverse Perspectives

Consider offering students a variety of viewpoints. Sometimes classrooms are filled with students who share similar perspectives on their beliefs and cultural norms. When this happens, it hinders learners from alternative viewpoints or experiences. Exposing students to diverse perspectives will help to broaden their horizons and challenge them to think beyond their perspectives. In addition, being exposed to different viewpoints encourages students to be more open-minded so they are more equipped to develop problem-solving strategies and analytical skills. It also helps them to cultivate empathy which is critical for critical thinking because it helps them appreciate others more and be concerned for them.

To support diverse viewpoints in the classroom, use various primary sources such as documentaries and articles from people who have experienced current events firsthand. Or invite in a few guest speakers who can offer varying perspectives on the same topic. Bring diverse perspectives into the classroom through guest speakers or by watching documentaries from varying experts.

Assign Tasks on Critical Writing

Assign writing tasks that encourage students to organize and articulate their thoughts and defend their position. By doing so, you are offering students the opportunity to demonstrate their critical thinking skills as well as effectively communicate their thoughts and ideas. Whether it’s through a research paper or an essay, students will need to support their claims and show evidence to prove their point of view. Critical writing also requires students to analyze information, scrutinize different perspectives, and question the reliability of sources, all of which contribute to the development of their critical thinking skills.

Promote Collaboration

Collaborative learning is a powerful tool that promotes critical thinking among students. Whether it’s through group discussions, classroom debates , or group projects, peer interaction will help students develop the ability to think critically. For example, a classroom debate will challenge students to articulate their thoughts, defend their viewpoints, and consider opposing viewpoints.

It will also challenge students to have a deep understanding of the subject matter as well as sharpen their communication skills. Any group setting where students can work together and be exposed to the thought processes of their classmates will help them understand that their way of thinking is not the only way. Through peer interaction, students will develop the ability to think critically.

Critical thinking requires consistency and commitment. This means that to make the above teaching strategies effective, they must be used consistently throughout the year. Encourage students to question everything and verify all information and resources. Activate student curiosity by using the inquiry-based learning model. Incorporate a real-world project that students can work on throughout the entire semester or school year. Assign critical writing tasks that require students to analyze information and prove their point of view. Finally, foster peer interaction where students work with their classmates to sharpen their communication skills and gain a deeper understanding of other perspectives.

The ultimate goal is for students to become independent thinkers who are capable of analyzing and solving their own problems. By modeling and developing student’s critical thinking skills in the classroom we are setting the stage for our student’s growth and success in the future.

• #CriticalThinking , #TeachingStrategies

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Thinking Classrooms: How To Promote Critical Thinking In Class

The Thinking Classroom is an approach to teaching that prioritizes the development of students’ critical thinking skills. In this type of classroom, the teacher acts as a facilitator rather than a traditional lecturer. Students are encouraged to actively engage with the material and collaborate with their peers.

The key to a Thinking Classroom is to focus on the process of learning rather than simply the acquisition of knowledge. This means that teachers must create opportunities for students to think critically, solve problems, and reflect on their learning.

We’ve rounded up the 14 practices of a Thinking Classroom below. 

What are the 14 Practices of a Thinking Classroom?

The fourteen principles of a Thinking Classroom are designed to promote a classroom environment that encourages critical thinking, problem-solving, and collaboration. 

Here’s a summary of each principle to help teachers create an engaging and effective learning environment:

1. Classroom Culture of Thinking

Create a classroom culture that values thinking, learning, and intellectual development. Start with thinking tasks that are separate from your curriculum. This eases the transition to everyday thinking classroom activities. It’s hard for students to think deeper and for longer periods, so this transition should be gradual. You can start with non-curricular tasks as an ice breaker at the beginning of the school year.

2. Opportunities to Think in Groups

Provide opportunities for students to think and engage in meaningful group learning experiences. The Thinking Classroom practices emphasize “visibly random groups” that change frequently. This reduces social anxiety in the group and decreases communication barriers. 

3. Vertical and Non-permanant Workspaces

You may have noticed that the traditional method of having students sit at their desks and take notes is only sometimes the best way to promote active thinking in your classroom. Recent research has shown that students are more engaged and productive when standing and working on vertical non-permanent surfaces (VNPSs) like whiteboards, blackboards, or windows. The fact that the surface is non-permanent encourages risk-taking and experimentation, while the vertical orientation prevents students from disengaging. 

4. Room Layout

Research has shown that traditional, front-facing classrooms promote passive learning. At the same time, a more flexible, de-fronted setup—where students are free to face any direction—can be much more effective in promoting active thinking and engagement. So when designing your classroom layout, it’s essential to consider how the physical space can support the learning you want to see.

5. Answer Questions that Promote Thinking

You answer hundreds of questions each day in class. But not all of the questions encourage your students to keep thinking. Here are the common types:

• Proximity questions: Questions students ask because you’re close by and convenient.
• Stop-thinking questions: Questions students ask so they can mark a task complete. (i.e., Is this right?)
• Keep-thinking questions: Questions that help them along, so they can continue working through a task.

Answer only questions that keep students thinking.

6. Give Tasks in the Right Manner

Give tasks early in class while students are standing around a teacher. Give verbal tasks, and avoid visual cues that promote passive learning. This differs from the traditional manner of giving examples from the textbook or a worksheet.  

7. Homework

Stop giving homework and instead give students opportunities to check their understanding. Make it optional so students can freely engage with authentic practice. 

8. Promote Student Autonomy

As step 5 outlines, don’t solve problems for students. Let them struggle so they build confidence in their independence. This may mean asking a peer for help or looking around the room for a hint. When students are on their own, they take ownership of their learning. 

9. Give Support So Students Can Learn at Their Own Pace

Encourage students to learn at their own pace by creating hints, extensions, and practice that meets them where they are in their learning. This is different from the typical guided practice that occurs in most classrooms. 

10. Consolidate Lessons

Consolidation is crucial to help students combine different parts of a task or activity and ultimately form a more comprehensive understanding of the concept taught. Traditionally, teachers have relied on methods like showing, telling, or explaining to help students achieve their learning objectives.

In a thinking classroom, consolidation takes a different approach. Instead of relying on teacher-led instruction, consolidation works upward from the basic foundation of a concept. By drawing on the student work produced during their thinking on a common set of tasks, teachers can help students develop a deeper understanding of the concept.

To facilitate this process, teachers should provide open-ended questions, encourage peer-to-peer discussions, or engage in activities that allow students to explore and experiment with the concept taught.

11. Give Students Autonomy Over Notes

Only one in five students review their notes again after taking them in class. Give students the option of choosing which notes to take while learning. They are more likely to refer back to notes later.

12. Evaluate Values That Matter Most

If you want your students to participate, take risks, and persevere in the classroom, you should incorporate these values into evaluations. Assessment should go beyond curriculum knowledge. 

13. Bring Students into Formative Assessment

Your students need to understand where they are and where they need to be with their learning. This means that they need to be a partner in formative assessment . Like students taking the lead over homework, they need to take the lead on owning their success in formative assessment. 

14. Assessment Needs to Connect to an Outcome

Use assessments that measure and value thinking and understanding, not just rote memorization. This may look like standards-based grading. Students need to understand what they know and don’t know after they complete an assessment.

By implementing these principles, teachers can create a dynamic and engaging classroom that promotes deep learning and helps students develop the critical thinking and problem-solving skills they need to succeed in school and beyond.

TeacherMade helps teachers infuse technology into their Thinking Classrooms.

TeacherMade does more than convert PDFs into online activities. Teachers use TeacherMade to promote critical thinking skills. You can incorporate the Thinking Classroom practices with TeacherMade:

• Every TeacherMade assignment is a non-permanent surface. Students can complete assignments again and again until they have reached mastery. 
• Create a culture of practice rather than homework and worksheets. With TeacherMade, you can choose to grade or not grade assignments. Students can complete practice as many times as they need.
• TeacherMade supports asynchronous learning so that students can learn at their own pace.
• Students are more involved with formative assessment when they receive instant feedback via auto-grading. 
• You can leave feedback, hints, and notes so that students fully understand their assessment results.

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Critical Thinking: Facilitating and Assessing the 21st Century Skills in Education

So many times we hear our students say, “Why am I learning this?”

I believe that Critical Thinking is the spark that begins the process of authentic learning. Before going further, we must first develop an idea of what learning is… and what learning is not.  So many times we hear our students say, “Why am I learning this?” The reason they ask is because they have not really experienced the full spectrum of learning, and because of this are actually not learning to a full rewarding  extent! We might say they are being exposed to surface learning and not authentic (real) learning. The act of authentic learning is actually an exciting and engaging concept. It allows students to see real meaning and begin to construct their own knowledge.  Critical Thinking is core to learning. It is rewarding, engaging, and life long. Without critical thinking students are left to a universe of concepts and memorization.  Yes… over twelve years of mediocrity! When educators employ critical thinking in their classrooms, a whole new world of understanding is opened up.   What are some reasons to facilitate critical thinking with our students? Let me begin:

Ten Reasons For Student Critical Thinking in the classroom

• Allows for necessary inquiry that makes learning exciting
• Provides a method to go beyond memorization to promote understanding.
• Allows students to visualize thoughts, concepts, theories, models & possibilities.
• Promotes curriculum standards, trans-disciplinary ideas & real world connections.
• Encourages a classroom culture of collaboration that promotes deeper thinking.
• Builds skills of problem solving, making implications, & determining consequences.
• Facilitates goal setting, promotion of process, and perseverance to achieve.
• Teaches self reflection and critique, and the ability to listen to others’ thoughts.
• Encourages point of view  while developing persuasive skills.
• Guides interpretation while developing a skill to infer and draw conclusions.

I am excited by the spark that critical thinking ignites to support real and authentic learning in the classroom. I often wonder how much time students spend in the process of critical thinking in the classroom. I ask you to reflect on your typical school day. Are your students spending time in area of surface learning , or are they plunging into the engaging culture of deeper (real) learning?  At the same time … how are you assessing your students? So many times as educators, we are bound by the standards, and we forget the importance of promoting that critical thinking process that makes our standards come alive with understanding. A culture of critical thinking is not automatic, though with intentional planning  it can become a reality. Like the other 21st century skills, it must be built and continuously facilitated. Let’s take a look at how, we as educators, can do this.

Ten Ways to Facilitate Student Critical Thinking in the Classroom and School

• Design Critical Thinking Activities.  (This might include mind mapping, making thinking visible, Socratic discussions, meta-cognitive mind stretches, Build an inquiry wall with students and talk about the process of thinking”
• Provide time for students to collaborate.  (Collaboration can be the button that starts critical thinking. It provides group thinking that builds on the standards. Have students work together while solving multi-step and higher order thinking problems. Sometimes this might mean slow down to increase the learning.)
• Provide students with a Critical Thinking rubric.  (Have them look at the rubric before a critical thinking activity, and once again when they are finished)
• Make assessment of Critical Thinking an ongoing effort.  (While the teacher can assess, have students assess themselves. Self assessment can be powerful)
• Concentrate on specific indicators in a rubric.  (There are various indicators such as; provides inquiry, answers questions, builds an argument etc. Concentrate on just one indicator while doing a lesson. There can even be an exit ticket reflection)
• Integrate the idea of Critical Thinking in any lesson.  ( Do not teach this skill in isolation. How does is work with a lesson, stem activity, project built, etc. What does Critical Thinking look like in the online or blended environment? Think of online discussions.)
• Post a Critical Thinking Poster in the room.  (This poster could be a copy of a rubric or even a list of “I Can Statements”. Point it out before a critical thinking activity.
• Make Critical Thinking part of your formative  and summative assessment.   (Move around the room, talk to groups and students, stop the whole group to make adjustments.)
• Point out Critical Thinking found in the content standards.  (Be aware that content standards often have words like; infer, debate, conclude, solve, prioritize, compare and contrast, hypothesize, and research. Critical Thinking has always been part of the standards. Show your students Bloom’s Taxonomy and post in the room. Where are they in their learning?
• Plan for a school wide emphasis.  (A culture that builds Critical Thinking is usually bigger then one classroom. Develop school-wide vocabulary, posters, and initiatives.)

I keep talking about the idea of surface learning and deeper learning. This can best be seen in  Bloom’s Taxonomy. Often we start with Remembering.  This might be essential in providing students the map to the further areas of Bloom’s. Of course, we then find the idea of Understanding. This is where I believe critical thinking begins. Sometimes we need to critically think in order to understand. In fact, you might be this doing right now. I believe that too much time might be spent in Remembering, which is why students get a false idea of what learning really is. As we look at the rest of Bloom’s ( Apply, Analyze, Evaluate, and Create) we can see the deeper learning take place. and even steps toward the transfer and internalization of the learning. Some educators even tip Bloom’s upside down, stating that the Creating at the top will build an understanding. This must be done with careful facilitation and intentional scaffold to make sure there is some surface learning. After-all, Critical Thinking will need this to build on.

I have been mentioning rubrics and assessment tools through out this post. To me, these are essential in building that culture of critical thinking in the classroom. I want to provide you with some great resources that will give your some powerful tools to assess the skill of Critical Thinking.  Keep in mind that students can also self assess and journal using prompts from a Critical Thinking Rubric.

Seven Resources to Help with Assessment and Facilitation of Critical Thinking

• Habits of Mind  – I think this is an awesome place to help teachers facilitate and assess critical thinking and more. Check out the  free resources page  which even has some wonderful posters. One of my favorites is the rubrics found on this  research page . Decide on spending some time because there are a lot of great resources.
• PBLWorks  – The number one place for PBL in the world is at PBLWorks. You may know it as the BUCK Institute or BIE. I am fortunate to be part of their National Faculty which is probably why I rank it as number one. I encourage you to visit their site for everything PBL.  This link brings you to the resource area where you will discover some amazing  rubrics to facilitate Critical Thinking. You will find rubrics for grade bands K-2, 3-5, and 6-12. This really is a great place to start. You will need to sign up to be a member of PBLWorks. This is a wonderful idea, after-all it is free!
• Microsoft Innovative Learning  – This   website  contains some powerful rubrics for assessing the 21st Century skills. The link will bring you to a PDF file with Critical Thinking rubrics you can use tomorrow for any grade level. Check out this  two page document  defining the 4 C’s and a  movie  giving you even more of an explanation.
• New Tech School  – This amazing PBL group of schools provide some wonderful Learning Rubrics in their free area.  Here you will find an interesting collection of rubrics that assesses student learning in multiple areas. These are sure to get you off and started.
• Foundation for Critical Thinking  –  Check out this  amazing page  to help give you descriptors.
• Project Zero  – While it is not necessarily assessment based, you will find some powerful  routines for making thinking visible . As you conduct these types of activities you will find yourself doing some wonderful formative assessment of critical thinking.
• Education Week  – Take a look at this resource that provides some great reasoning and some interesting links that provide a glimpse of critical thinking in the classroom.

Critical Thinking “I Can Statements”

As you can see, I believe that Critical Thinking is key to PBL, STEM, and Deeper Learning. It improves Communication and Collaboration, while promoting Creativity.  I believe every student should have these following “I Can Statements” as part of their learning experience. Feel free to copy and use in your classroom. Perhaps this is a great starting place as you promote collaborative and powerful learning culture!

• I can not only answer questions, but can also think of new questions to ask 
• I can take time to see what I am thinking to promote even better understanding 
• I can attempt to see other peoples’ thinking while explaining my own 
• I can look at a problem and determine needed steps to find a solution 
• I can use proper collaboration skills to work with others productively to build solutions 
• I can set a goal, design a plan, and persevere to accomplish the goal. 
• I can map out strategies and processes that shows the action involved in a task. 
• I can define and show my understanding of a concept, model, theory, or process. 
• I can take time to reflect and productively critique my work and the work of others 
• I can understand, observe, draw inferences, hypothesize and see implications.

cross-posted at  21centuryedtech.wordpress.com

Michael Gorman oversees one-to-one laptop programs and digital professional development for Southwest Allen County Schools near Fort Wayne, Indiana. He is a consultant for Discovery Education, ISTE, My Big Campus, and November Learning and is on the National Faculty for The Buck Institute for Education. His awards include district Teacher of the Year, Indiana STEM Educator of the Year and Microsoft’s 365 Global Education Hero. Read more at  21centuryedtech.wordpress.com .

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Promoting Critical Thinking in the Classroom: Strategies and Activities

ritical thinking is a valuable skill that empowers students to analyze information, think deeply, and make reasoned judgments. By promoting critical thinking in the classroom, educators can foster intellectual curiosity, enhance problem-solving abilities, and prepare students for success in an ever-evolving world. This article explores effective strategies and engaging activities to promote critical thinking among students.

1. Ask Thought-Provoking Questions

Encourage critical thinking by asking open-ended and thought-provoking questions that stimulate students' analytical thinking. For example, in a history class, instead of asking "When did World War II start?" you could ask "What were the underlying causes of World War II and how did they contribute to its outbreak?" This prompts students to go beyond simple factual recall and encourages them to analyze historical events, evaluate multiple factors, and develop a deeper understanding of the topic. Instead of seeking one correct answer, focus on guiding students to explore different perspectives, evaluate evidence, and justify their reasoning. Engage students in discussions that require them to analyze, compare, and synthesize information.

2. Provide Real-World Examples

Connect classroom learning to real-world applications by providing relevant examples and case studies. By presenting authentic scenarios, students can apply critical thinking skills to analyze and solve complex problems. Encourage students to think critically about the implications of their decisions and consider the broader impact of their choices.

3. Foster Collaboration and Debate

Promote collaborative learning environments where students can engage in respectful debates and discussions. Encourage students to express diverse opinions, support their arguments with evidence, and listen actively to others' viewpoints. Through collaborative activities, students can learn to evaluate different perspectives, challenge assumptions, and develop their critical thinking skills.

4. Encourage Reflection and Metacognition

Provide opportunities for students to reflect on their thinking processes and metacognition. Ask students to evaluate their own problem-solving strategies, analyze their decision-making processes, and assess the effectiveness of their critical thinking skills. By promoting self-awareness and reflection, students can enhance their critical thinking abilities and become more independent learners.

5. Incorporate Problem-Based Learning

Integrate problem-based learning activities that require students to apply critical thinking skills to solve complex problems. For example, in a science class, present a real-world scenario where students need to design an experiment to test the effectiveness of different fertilizers on plant growth. This activity prompts students to analyze information about fertilizers, evaluate different options, and develop a well-reasoned experimental design. By engaging in hands-on problem-solving experiences like this, students can develop their critical thinking abilities while also building their content knowledge.

Promoting critical thinking in the classroom is essential for developing students' analytical skills, problem-solving abilities, and intellectual curiosity. By incorporating strategies such as asking thought-provoking questions, providing real-world examples, fostering collaboration and debate, encouraging reflection and metacognition, and incorporating problem-based learning, educators can create an environment that nurtures critical thinking skills. By equipping students with this valuable skill set, we empower them to navigate complex challenges and become lifelong learners.

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10 Innovative Strategies for Promoting Critical Thinking in the Classroom

Are you looking for innovative ways to promote critical thinking skills in your classroom? As an educator, you know the importance of developing strong critical thinking skills in your students. In today’s complex and ever-changing world, critical thinking is a vital skill that can make the difference between success and failure.

Critical Thinking Lessons and Activities

To help you out, we’ve put together 10 surprising ways to boost critical thinking skills in your classroom, complete with real-world examples and actionable strategies. These strategies are designed to promote active learning, inquiry-based learning, and Bloom’s Taxonomy levels of analysis, evaluation, and interpretation. Here they are:

1. Collaborative Learning

Collaborative learning is an effective way to promote critical thinking skills in your classroom. By encouraging your students to work together to solve complex problems, you can help them develop skills in analysis, evaluation, and interpretation.

For example, you could divide your students into small groups and give them a problem to solve. Each group can then present their solution to the class and the class can evaluate and critique each solution. This not only encourages critical thinking, but it also promotes teamwork and communication skills.

2. Questioning

Asking open-ended questions is another effective way to promote critical thinking skills in your classroom. Open-ended questions encourage your students to think deeply about a topic and consider different perspectives.

Read our article: 10 Best Educational Games for Kids That will Shape Their Future

For example, if you’re teaching a lesson on climate change, you could ask your students questions such as “What are the causes of climate change?” and “What are the potential consequences of climate change?” These questions encourage your students to analyze information and think critically about the topic.

3. Active Listening

Encouraging active listening is another way to promote critical thinking skills in your classroom. When students actively listen to each other, they consider different perspectives and analyze information more deeply.

Think Like a Detective – A Kid’s Guide to Critical Thinking

For example, you could ask your students to work in pairs and have each student share their opinion on a topic. The other student must actively listen and ask follow-up questions to better understand their partner’s perspective. This activity promotes critical thinking skills such as analysis, evaluation, and interpretation.

4. Case Studies

Using case studies is another effective way to promote critical thinking skills in your classroom. Case studies allow your students to apply critical thinking skills to real-world situations.

For example, if you’re teaching a lesson on business ethics, you could present a case study on a company that faced an ethical dilemma. Your students can then analyze the case study and identify potential solutions. This activity promotes critical thinking skills such as analysis, evaluation, and interpretation.

Organizing debates is another effective way to promote critical thinking skills in your classroom. Debates encourage your students to analyze and evaluate different viewpoints on a topic.

For example, if you’re teaching a lesson on gun control, you could organize a debate where half of the class argues for gun control and the other half argues against it. This activity promotes critical thinking skills such as analysis, evaluation, and interpretation.

Read our article: Engaging STEM Activities for Elementary, Middle and High School Students

6. Mind Mapping

Using mind mapping is another effective way to promote critical thinking skills in your classroom. Mind mapping allows your students to organize and analyze complex information.

For example, if you’re teaching a lesson on the solar system, you could have your students create a mind map of the different planets and their characteristics. This activity promotes critical thinking skills such as analysis, evaluation, and interpretation.

7. Gamification

Using game-based learning is another effective way to promote critical thinking skills in your classroom. Game-based learning engages your students and promotes critical thinking skills such as problem-solving, analysis, and evaluation.

For example, you could use an online game that requires your students to solve math problems. This activity promotes critical thinking skills such as problem-solving, analysis, and evaluation.

8. Problem-Based Learning

Using problem-based learning is another effective way to promote critical thinking skills in your classroom. Problem-based learning requires your students to solve real-world problems using critical thinking skills such as analysis, evaluation, and interpretation.

For example, you could present your students with a real-world problem, such as designing a sustainable community. Your students can then work in groups to research and propose solutions to the problem. This activity promotes critical thinking skills such as problem-solving, analysis, evaluation, and interpretation.

9. Reflection

Encouraging reflection is another way to promote critical thinking skills in your classroom. When students reflect on their learning experiences, they can identify areas where they need to improve and develop critical thinking skills.

For example, you could have your students keep a learning journal where they reflect on their learning experiences and identify areas where they need to improve. This activity promotes critical thinking skills such as analysis, evaluation, and interpretation.

10. Real-World Applications

Using real-world applications is another effective way to promote critical thinking skills in your classroom. When students can see how the skills they are learning can be applied in the real world, they are more motivated to learn and develop critical thinking skills.

For example, if you’re teaching a lesson on fractions, you could show your students how fractions are used in cooking recipes. This activity promotes critical thinking skills such as analysis, evaluation, and interpretation.

In conclusion, critical thinking skills are essential for success in today’s complex and ever-changing world. As an educator, you can promote critical thinking skills in your classroom by using these 10 surprising ways. Collaborative learning, questioning, active listening, case studies, debates, mind mapping, gamification, problem-based learning, reflection, and real-world applications are all effective ways to promote critical thinking skills. By incorporating these strategies into your teaching, you can help your students develop the critical thinking skills they need to succeed in the 21st century.

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How To Promote Critical Thinking In Your Classroom

Promoting Thinking

November 25, 2006, by The Critical Thinking Co. Staff

Modeling of critical thinking skills by instructors is crucial for teaching critical thinking successfully. By making your own thought processes explicit in class - explaining your reasoning, evaluating evidence for a claim, probing the credibility of a source, or even describing what has puzzled or confused you - you provide a powerful example to students, particularly if you invite them to join in; e.g., "Can you see where we're headed with this?" "I can't think of other explanations; can you?" "This idea/principle struck me as difficult or confusing at first, but here's how I figured it out." You can encourage students to emulate this by using them in demonstrations, asking them to "think out loud" in order for classmates to observe how they reason through a problem.

Develop the habit of asking questions that require students to think critically, and tell students that you really expect them to give answers! In particular, Socratic questioning encourages students to develop and clarify their thinking: e.g., "Would your answer hold in all cases?" "How would you respond to a counter-example or counter-argument?" "Explain how you arrived at that answer?"

This is another skill that students can learn from your example, and can use in working with each other. Providing regular opportunities for pair or small group discussions after major points or demonstrations during lectures is also important: this allows students to process the new material, connect it to previously learned topics, and practice asking questions that promote further critical thinking. Obviously, conveying genuine respect for student input is essential. Communicating the message that you value and support student contributions and efforts to think critically increases confidence, and motivates students to continue building their thinking skills. An essential component of this process is the creation of a climate where students feel comfortable with exploring the process of reasoning through a problem without being "punished" for getting the wrong answer.

Researchers have found consistently that interaction among students, in the form of well-structured group discussions plays a central role in stimulating critical thinking. Discussing course material and its applications allows students to formulate and test hypotheses, practice asking thought-provoking questions, hear other perspectives, analyze claims, evaluate evidence, and explain and justify their reasoning. As they become more sophisticated and fluent in thinking critically, students can observe and critique each others' reasoning skills.

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Active Learning Strategies to Promote Critical Thinking

Stacy E. Walker, PhD, ATC, provided conception and design; acquisition and analysis and interpretation of the data; and drafting, critical revision, and final approval of the article.

To provide a brief introduction to the definition and disposition to think critically along with active learning strategies to promote critical thinking.

Data Sources:

I searched MEDLINE and Educational Resources Information Center (ERIC) from 1933 to 2002 for literature related to critical thinking, the disposition to think critically, questioning, and various critical-thinking pedagogic techniques.

Data Synthesis:

The development of critical thinking has been the topic of many educational articles recently. Numerous instructional methods exist to promote thought and active learning in the classroom, including case studies, discussion methods, written exercises, questioning techniques, and debates. Three methods—questioning, written exercises, and discussion and debates—are highlighted.

Conclusions/Recommendations:

The definition of critical thinking, the disposition to think critically, and different teaching strategies are featured. Although not appropriate for all subject matter and classes, these learning strategies can be used and adapted to facilitate critical thinking and active participation.

The development of critical thinking (CT) has been a focus of educators at every level of education for years. Imagine a certified athletic trainer (ATC) who does not consider all of the injury options when performing an assessment or an ATC who fails to consider using any new rehabilitation techniques because the ones used for years have worked. Envision ATCs who are unable to react calmly during an emergency because, although they designed the emergency action plan, they never practiced it or mentally prepared for an emergency. These are all examples of situations in which ATCs must think critically.

Presently, athletic training educators are teaching many competencies and proficiencies to entry-level athletic training students. As Davies 1 pointed out, CT is needed in clinical decision making because of the many changes occurring in education, technology, and health care reform. Yet little information exists in the athletic training literature regarding CT and methods to promote thought. Fuller, 2 using the Bloom taxonomy, classified learning objectives, written assignments, and examinations as CT and nonCT. Athletic training educators fostered more CT in their learning objectives and written assignments than in examinations. The disposition of athletic training students to think critically exists but is weak. Leaver-Dunn et al 3 concluded that teaching methods that promote the various components of CT should be used. My purpose is to provide a brief introduction to the definition and disposition to think critically along with active learning strategies to promote CT.

DEFINITION OF CRITICAL THINKING

Four commonly referenced definitions of critical thinking are provided in Table ​ Table1. 1 . All of these definitions describe an individual who is actively engaged in the thought process. Not only is this person evaluating, analyzing, and interpreting the information, he or she is also analyzing inferences and assumptions made regarding that information. The use of CT skills such as analysis of inferences and assumptions shows involvement in the CT process. These cognitive skills are employed to form a judgment. Reflective thinking, defined by Dewey 8 as the type of thinking that consists of turning a subject over in the mind and giving it serious and consecutive consideration, can be used to evaluate the quality of judgment(s) made. 9 Unfortunately, not everyone uses CT when solving problems. Therefore, in order to think critically, there must be a certain amount of self-awareness and other characteristics present to enable a person to explain the analysis and interpretation and to evaluate any inferences made.

Various Definitions of Critical Thinking

DISPOSITION TO THINK CRITICALLY

Recently researchers have begun to investigate the relationship between the disposition to think critically and CT skills. Many believe that in order to develop CT skills, the disposition to think critically must be nurtured as well. 4 , 10 – 12 Although research related to the disposition to think critically has recently increased, as far back as 1933 Dewey 8 argued that possession of knowledge is no guarantee for the ability to think well but that an individual must desire to think. Open mindedness, wholeheartedness, and responsibility were 3 of the attitudes he felt were important traits of character to develop the habit of thinking. 8

More recently, the American Philosophical Association Delphi report on critical thinking 7 was released in 1990. This report resulted from a questionnaire regarding CT completed by a cross-disciplinary panel of experts from the United States and Canada. Findings included continued support for the theory that to develop CT, an individual must possess and use certain dispositional characteristics. Based upon the dispositional phrases, the California Critical Thinking Dispositional Inventory 13 was developed. Seven dispositions (Table ​ (Table2) 2 ) were derived from the original 19 published in the Delphi report. 12 It is important to note that these are attitudes or affects, which are sought after in an individual, and not thinking skills. Facione et al 9 purported that a person who thinks critically uses these 7 dispositions to form and make judgments. For example, if an individual is not truth seeking, he or she may not consider other opinions or theories regarding an issue or problem before forming an opinion. A student may possess the knowledge to think critically about an issue, but if these dispositional affects do not work in concert, the student may fail to analyze, evaluate, and synthesize the information to think critically. More research is needed to determine the relationship between CT and the disposition to think critically.

Dispositions to Think Critically 12

METHODS TO PROMOTE CRITICAL THOUGHT

Educators can use various instructional methods to promote CT and problem solving. Although educators value a student who thinks critically about concepts, the spirit or disposition to think critically is, unfortunately, not always present in all students. Many college faculty expect their students to think critically. 14 Some nursing-specific common assumptions made by university nursing teaching faculty are provided 15 (Table ​ (Table3) 3 ) because no similar research exists in athletic training. Espeland and Shanta 16 argued that faculty who select lecture formats as a large part of their teaching strategy may be enabling students. When lecturing, the instructor organizes and presents essential information without student input. This practice eliminates the opportunity for students to decide for themselves what information is important to know. For example, instead of telling our students via lecture what medications could be given to athletes with an upper respiratory infection, they could be assigned to investigate medications and decide which one is appropriate.

Common Assumptions of Nursing Faculty 15

Students need to be exposed to diverse teaching methods that promote CT in order to nurture the CT process. 14 , 17 – 19 As pointed out by Kloss, 20 sometimes students are stuck and unable to understand that various answers exist for one problem. Each ATC has a different method of taping a sprained ankle, performing special tests, and obtaining medical information. Kloss 20 stated that students must be exposed to ambiguity and multiple interpretations and perspectives of a situation or problem in order to stimulate growth. As students move through their clinical experiences, they witness the various methods for taping ankles, performing special tests, and obtaining a thorough history from an injured athlete. Paul and Elder 21 stated that many professors may try to encourage students to learn a body of knowledge by stating that body of knowledge in a sequence of lectures and then asking students to internalize knowledge outside of class on their own time. Not all students possess the thinking skills to analyze and synthesize information without practice. The following 3 sections present information and examples of different teaching techniques to promote CT.

Questioning

An assortment of questioning tactics exists to promote CT. Depending on how a question is asked, the student may use various CT skills such as interpretation, analysis, and recognition of assumptions to form a conclusion. Mills 22 suggested that the thoughtful use of questions may be the quintessential activity of an effective teacher. Questions are only as good as the thought put into them and should go beyond knowledge-level recall. 22 Researchers 23 , 24 have found that often clinical teachers asked significantly more lower-level cognitive questions than higher-level questions. Questions should be designed to promote evaluation and synthesis of facts and concepts. Asking a student to evaluate when proprioception exercises should be included in a rehabilitation program is more challenging than asking a student to define proprioception. Higher-level thinking questions should start or end with words or phrases such as, “explain,” “compare,” “why,” “which is a solution to the problem,” “what is the best and why,” and “do you agree or disagree with this statement?” For example, a student could be asked to compare the use of parachlorophenylalanine versus serotonin for control of posttreatment soreness. Examples of words that can be used to begin questions to challenge at the different levels of the Bloom Taxonomy 25 are given in Table ​ Table4. 4 . The Bloom Taxonomy 25 is a hierarchy of thinking skills that ranges from simple skills, such as knowledge, to complex thinking, such as evaluation. Depending on the initial words used in the question, students can be challenged at different levels of cognition.

Examples of Questions 23

Another type of questioning technique is Socratic questioning. Socratic questioning is defined as a type of questioning that deeply probes or explores the meaning, justification, or logical strength of a claim, position, or line of reasoning. 4 , 26 Questions are asked that investigate assumptions, viewpoints, consequences, and evidence. Questioning methods, such as calling on students who do not have their hands up, can enhance learning by engaging students to think. The Socratic method focuses on clarification. A student's answer to a question can be followed by asking a fellow student to summarize the previous answer. Summarizing the information allows the student to demonstrate whether he or she was listening, had digested the information, and understood it enough to put it into his or her own words. Avoiding questions with one set answer allows for different viewpoints and encourages students to compare problems and approaches. Asking students to explain how the high school and the collegiate or university field experiences are similar and different is an example. There is no right or wrong answer because the answers depend upon the individual student's experiences. 19 Regardless of the answer, the student must think critically about the topic to form a conclusion of how the field experiences are different and similar.

In addition to using these questioning techniques, it is equally important to orient the students to this type of classroom interaction. Mills 22 suggested that provocative questions should be brief and contain only one or two issues at a time for class reflection. It is also important to provide deliberate silence, or “wait” time, for students upon asking questions. 22 , 27 Waiting at least 5 seconds allows the students to think and encourages thought. Elliot 18 argued that waiting even as long as 10 seconds allows the students time to think about possibilities. If a thought question is asked, time must be given for the students to think about the answer.

Classroom Discussion and Debates

Classroom discussion and debates can promote critical thinking. Various techniques are available. Bernstein 28 developed a negotiation model in which students were confronted with credible but antagonistic arguments. Students were challenged to deal with the tension between the two arguments. This tension is believed to be one component driving critical thought. Controversial issues in psychology, such as animal rights and pornography, were presented and discussed. Students responded favorably and, as the class progressed over time, they reported being more comfortable arguing both sides of an issue. In athletic training education, a negotiation model could be employed to discuss certain topics, such as the use of heat versus ice or the use of ultrasound versus electric stimulation in the treatment of an injury. Students could be assigned to defend the use of a certain treatment. Another strategy to promote students to seek both sides of an issue is pro and con grids. 29 Students create grids with the pros and cons or advantages or disadvantages of an issue or treatment. Debate was used to promote CT in second-year medical students. 30 After debating, students reported improvements in literature searching, weighing risks and benefits of treatments, and making evidence-based decisions. Regardless of the teaching methods used, students should be exposed to analyzing the costs and benefits of issues, problems, and treatments to help prepare them for real-life decision making.

Observing the reasoning skills of another person was used by Galotti 31 to promote CT. Students were paired, and 4 reasoning tasks were administered. As the tasks were administered, students were told to talk aloud through the reasoning process of their decisions. Students who were observing were to write down key phrases and statements. This same process can be used in an injury-evaluation class. One student performs an evaluation while the others in the class observe. Classroom discussion can then follow. Another alternative is to divide students into pairs. One student performs an evaluation while the other observes. After the evaluation is completed, the students discuss with each other the evaluation (Table ​ (Table5 5 presents examples). Another option is to have athletic training students observe a student peer or ATC during a field evaluation of an athlete. While observing, the student can write down any questions or topics to discuss after the evaluation, providing the student an opportunity to ask why certain evaluation methods were and were not used.

Postevaluation Questions

Daily newspaper clippings directly related to current classroom content also allow an instructor to incorporate discussion into the classroom. 32 For example, an athlete who has been reported to have died as a result of heat illness could provide subject matter for classroom discussion or various written assignments. Such news also affords the instructor an opportunity to discuss the affective components involved. Students could be asked to step into the role of the ATC and think about the reported implications of this death from different perspectives. They could also list any assumptions made by the article or follow-up questions they would ask if they could interview the persons involved. This provides a forum to enlighten students to think for themselves and realize that not each person in the room perceives the article the same way. Whatever the approach taken, investigators and educators agree that assignments and arguments are useful to promote thought among students.

Written Assignments

In-class and out-of-class assignments can also serve as powerful vehicles to allow students to expand their thinking processes. Emig 33 believed that involving students in writing serves their learning uniquely because writing, as process and product, possesses a cluster of attributes that correspond uniquely to certain powerful learning strategies. As a general rule, assignments for the purpose of promoting thought should be short (not long term papers) and focus on the aspect of thinking. 19 Research or 1-topic papers may or may not be a student's own thoughts, and Meyers 32 argued that term papers often prove to be exercises in recapitulating the thoughts of others.

Allegretti and Frederick 34 used a variety of cases from a book to promote CT regarding different ethical issues. Countless case-study situations can be created to allow students to practice managing situations and assess clinical decision making. For example, after reading the National Athletic Trainers' Association position statement on lightning, a student can be asked to address the following scenario: “Explain how you would handle a situation in which a coach has kept athletes outside practicing unsafely. What information would you use from this statement to explain your concerns? Explain why you picked the specific concerns.” These questions can be answered individually or in small groups and then discussed in class. The students will pick different concerns based on their thinking. This variety in answers is not only one way to show that no answer is right or wrong but also allows students to defend their answers to peers. Questions posed on listservs are excellent avenues to enrich a student's education. Using these real-life questions, students read about real issues and concerns of ATCs. These topics present excellent opportunities to pose questions to senior-level athletic training students to examine how they would handle the situation. This provides the students a safe place to analyze the problem and form a decision. Once the students make a decision, additional factors, assumptions, and inferences can be discussed by having all students share the solution they chose.

Lantz and Meyers 35 used personification and assigned students to assume the character of a drug. Students were to relate themselves to the drug, in the belief that drugs exhibit many unique characteristics, such as belonging to a family, interaction problems, adverse reactions, and so forth. The development of analogies comes from experience and comparing one theory or scenario to another with strong similarities.

Fopma-Loy and Ulrich 36 identified various CT classroom exercises educators can implement to promote higher-order thought (Table ​ (Table6). 6 ). Many incorporate a personal reaction from the student and allow the student to link that learning to his or her feelings. This personal reaction of feelings to cognitive information is important to show the relevance of material.

Exercises to Promote Critical Thought 36

Last, poems are another avenue that can be used to promote CT. 20 Although poems are widely thought of as an assignment in an English class, athletic training students may benefit from this creative writing activity. The focus of this type of homework activity should be on reviewing content creatively. The lines of the poem need not rhyme as long as appropriate content is explained in the poem. For example, a poem on the knee could be required to include signs, symptoms, and anatomical content of one injury or various injuries. A poem on head injuries could focus on the different types of history questions that should be asked. Students should understand that the focus of the assignment is a creative review of the material and not a test of their poetic qualities. The instructor should complete a poem as well. To break the ice, the instructor's poem can be read first, followed by a student volunteering to read his or her poem.

CONCLUSIONS

Regardless of the methods used to promote CT, care must be taken to consider the many factors that may inhibit a student from thinking critically. The student's disposition to think critically is a major factor, and if a deficit in a disposition is noticed, this should be nurtured. Students should be encouraged to be inquisitive, ask questions, and not believe and accept everything they are told. As pointed out by Loving and Wilson 14 and Oermann, 19 thought develops with practice and evaluation over time using multiple strategies. Additionally, faculty should be aware of their course goals and learning objectives. If these goals and objectives are stated as higher-order thought outcomes, then activities that promote CT should be included in classroom activities and assignments. 14 Finally, it is important that CT skills be encouraged and reinforced in all classes by teaching faculty, not only at the college level but at every level of education. Although huge gains in CT may not be reflected in all college students, we can still plant the seed and encourage students to use their thinking abilities in the hope these will grow over time.

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4 Strategies for Sparking Critical Thinking in Young Students

Fostering investigative conversation in grades K–2 isn’t easy, but it can be a great vehicle to promote critical thinking.

In the middle of class, a kindergartner spotted an ant and asked the teacher, “Why do ants come into the classroom?” Fairly quickly, educational consultant Cecilia Cabrera Martirena writes , students started sharing their theories: Maybe the ants were cold, or looking for food, or lonely. 

Their teacher started a KWL chart to organize what students already knew, what they wanted to know, and, later, what they had learned. “As many of the learners didn’t read or write yet, the KWL was created with drawings and one or two words,” Cabrera Martirena writes. “Then, as a group, they decided how they could gather information to answer that first question, and some possible research routes were designed.” 

As early elementary teachers know, young learners are able to engage in critical thinking and participate in nuanced conversations, with appropriate supports. What can teachers do to foster these discussions? Elementary teacher Jennifer Orr considered a few ideas in an article for ASCD .

“An interesting question and the discussion that follows can open up paths of critical thinking for students at any age,” Orr says. “With a few thoughtful prompts and a lot of noticing and modeling, we as educators can help young students engage in these types of academic conversations in ways that deepen their learning and develop their critical thinking skills.”

While this may not be an “easy process,” Orr writes—for the kids or the teacher—the payoff is students who from a young age are able to communicate new ideas and questions; listen and truly hear the thoughts of others; respectfully agree, disagree, or build off of their peers’ opinions; and revise their thinking. 

4 Strategies for Kick-Starting Powerful Conversations

1. Encourage Friendly Debate: For many elementary-aged children, it doesn’t take much provoking for them to share their opinions, especially if they disagree with each other. Working with open-ended prompts that “engage their interest and pique their curiosity” is one key to sparking organic engagement, Orr writes. Look for prompts that allow them to take a stance, arguing for or against something they feel strongly about. 

For example, Orr says, you could try telling first graders that a square is a rectangle to start a debate. Early childhood educator Sarah Griffin proposes some great math talk questions that can yield similar results:

• How many crayons can fit in a box?
• Which takes more snow to build: one igloo or 20 snowballs?
• Estimate how many tissues are in a box.
• How many books can you fit in your backpack?
• Which would take less time: cleaning your room or reading a book?
• Which would you rather use to measure a Christmas tree: a roll of ribbon or a candy cane? Why?

Using pictures can inspire interesting math discussions as well, writes K–6 math coach Kristen Acosta . Explore counting, addition, and subtraction by introducing kids to pictures “that have missing pieces or spaces” or “pictures where the objects are scattered.” For example, try showing students a photo of a carton of eggs with a few eggs missing. Ask questions like, “what do you notice?” and “what do you wonder?” and see how opinions differ.

2. Put Your Students in the Question: Centering students’ viewpoints in a question or discussion prompt can foster deeper thinking, Orr writes. During a unit in which kids learned about ladybugs, she asked her third graders, “What are four living and four nonliving things you would need and want if you were designing your own ecosystem?” This not only required students to analyze the components of an ecosystem but also made the lesson personal by inviting them to dream one up from scratch.

Educator Todd Finley has a list of interesting writing prompts for different grades that can instead be used to kick off classroom discussions. Examples for early elementary students include: 

• Which is better, giant muscles or incredible speed? Why?
• What’s the most beautiful person, place, or thing you’ve ever seen? Share what makes that person, place, or thing so special. 
• What TV or movie characters do you wish were real? Why? 
• Describe a routine that you often or always do (in the morning, when you get home, Friday nights, before a game, etc.).
• What are examples of things you want versus things you need? 

3. Open Several Doors: While some students take to classroom discussions like a duck to water, others may prefer to stay on dry land. Offering low-stakes opportunities for students to dip a toe into the conversation can be a great way to ensure that everyone in the room can be heard. Try introducing hand signals that indicate agreement, disagreement, and more. Since everyone can indicate their opinion silently, this supports students who are reluctant to speak, and can help get the conversation started. 

Similarly, elementary school teacher Raquel Linares uses participation cards —a set of different colored index cards, each labeled with a phrase like “I agree,” “I disagree,” or “I don’t know how to respond.” “We use them to assess students’ understanding, but we also use them to give students a voice,” Linares says. “We obviously cannot have 24 scholars speaking at the same time, but we want everyone to feel their ideas matter. Even if I am very shy and I don’t feel comfortable, my voice is still heard.” Once the students have held up the appropriate card, the discussion gets going.

4. Provide Discussion Sentence Starters: Young students often want to add their contribution without connecting it to what their peers have said, writes district-level literacy leader Gwen Blumberg . Keeping an ear out for what students are saying to each other is an important starting point when trying to “lift the level of talk” in your classroom. Are kids “putting thoughts into words and able to keep a conversation going?” she asks.

Introducing sentence starters like “I agree…” or “I feel differently…” can help demonstrate for students how they can connect what their classmate is saying to what they would like to say, which grows the conversation, Blumberg says. Phrases like “I’d like to add…” help students “build a bridge from someone else’s idea to their own.”

Additionally, “noticing and naming the positive things students are doing, both in their conversation skills and in the thinking they are demonstrating,” Orr writes, can shine a light for the class on what success looks like. Celebrating when students use these sentence stems correctly, for example, helps reinforce these behaviors.

“Students’ ability to clearly communicate with others in conversation is a critical literacy skill,” Blumberg writes, and teachers in grades K–2 can get students started on the path to developing this skill by harnessing their natural curiosity and modeling conversation moves.

A Crash Course in Critical Thinking

What you need to know—and read—about one of the essential skills needed today..

Posted April 8, 2024 | Reviewed by Michelle Quirk

• In research for "A More Beautiful Question," I did a deep dive into the current crisis in critical thinking.
• Many people may think of themselves as critical thinkers, but they actually are not.
• Here is a series of questions you can ask yourself to try to ensure that you are thinking critically.

Conspiracy theories. Inability to distinguish facts from falsehoods. Widespread confusion about who and what to believe.

These are some of the hallmarks of the current crisis in critical thinking—which just might be the issue of our times. Because if people aren’t willing or able to think critically as they choose potential leaders, they’re apt to choose bad ones. And if they can’t judge whether the information they’re receiving is sound, they may follow faulty advice while ignoring recommendations that are science-based and solid (and perhaps life-saving).

Moreover, as a society, if we can’t think critically about the many serious challenges we face, it becomes more difficult to agree on what those challenges are—much less solve them.

On a personal level, critical thinking can enable you to make better everyday decisions. It can help you make sense of an increasingly complex and confusing world.

In the new expanded edition of my book A More Beautiful Question ( AMBQ ), I took a deep dive into critical thinking. Here are a few key things I learned.

First off, before you can get better at critical thinking, you should understand what it is. It’s not just about being a skeptic. When thinking critically, we are thoughtfully reasoning, evaluating, and making decisions based on evidence and logic. And—perhaps most important—while doing this, a critical thinker always strives to be open-minded and fair-minded . That’s not easy: It demands that you constantly question your assumptions and biases and that you always remain open to considering opposing views.

In today’s polarized environment, many people think of themselves as critical thinkers simply because they ask skeptical questions—often directed at, say, certain government policies or ideas espoused by those on the “other side” of the political divide. The problem is, they may not be asking these questions with an open mind or a willingness to fairly consider opposing views.

When people do this, they’re engaging in “weak-sense critical thinking”—a term popularized by the late Richard Paul, a co-founder of The Foundation for Critical Thinking . “Weak-sense critical thinking” means applying the tools and practices of critical thinking—questioning, investigating, evaluating—but with the sole purpose of confirming one’s own bias or serving an agenda.

In AMBQ , I lay out a series of questions you can ask yourself to try to ensure that you’re thinking critically. Here are some of the questions to consider:

• Why do I believe what I believe?
• Are my views based on evidence?
• Have I fairly and thoughtfully considered differing viewpoints?
• Am I truly open to changing my mind?

Of course, becoming a better critical thinker is not as simple as just asking yourself a few questions. Critical thinking is a habit of mind that must be developed and strengthened over time. In effect, you must train yourself to think in a manner that is more effortful, aware, grounded, and balanced.

For those interested in giving themselves a crash course in critical thinking—something I did myself, as I was working on my book—I thought it might be helpful to share a list of some of the books that have shaped my own thinking on this subject. As a self-interested author, I naturally would suggest that you start with the new 10th-anniversary edition of A More Beautiful Question , but beyond that, here are the top eight critical-thinking books I’d recommend.

The Demon-Haunted World: Science as a Candle in the Dark , by Carl Sagan

This book simply must top the list, because the late scientist and author Carl Sagan continues to be such a bright shining light in the critical thinking universe. Chapter 12 includes the details on Sagan’s famous “baloney detection kit,” a collection of lessons and tips on how to deal with bogus arguments and logical fallacies.

Clear Thinking: Turning Ordinary Moments Into Extraordinary Results , by Shane Parrish

The creator of the Farnham Street website and host of the “Knowledge Project” podcast explains how to contend with biases and unconscious reactions so you can make better everyday decisions. It contains insights from many of the brilliant thinkers Shane has studied.

Good Thinking: Why Flawed Logic Puts Us All at Risk and How Critical Thinking Can Save the World , by David Robert Grimes

A brilliant, comprehensive 2021 book on critical thinking that, to my mind, hasn’t received nearly enough attention . The scientist Grimes dissects bad thinking, shows why it persists, and offers the tools to defeat it.

Think Again: The Power of Knowing What You Don't Know , by Adam Grant

Intellectual humility—being willing to admit that you might be wrong—is what this book is primarily about. But Adam, the renowned Wharton psychology professor and bestselling author, takes the reader on a mind-opening journey with colorful stories and characters.

Think Like a Detective: A Kid's Guide to Critical Thinking , by David Pakman

The popular YouTuber and podcast host Pakman—normally known for talking politics —has written a terrific primer on critical thinking for children. The illustrated book presents critical thinking as a “superpower” that enables kids to unlock mysteries and dig for truth. (I also recommend Pakman’s second kids’ book called Think Like a Scientist .)

Rationality: What It Is, Why It Seems Scarce, Why It Matters , by Steven Pinker

The Harvard psychology professor Pinker tackles conspiracy theories head-on but also explores concepts involving risk/reward, probability and randomness, and correlation/causation. And if that strikes you as daunting, be assured that Pinker makes it lively and accessible.

How Minds Change: The Surprising Science of Belief, Opinion and Persuasion , by David McRaney

David is a science writer who hosts the popular podcast “You Are Not So Smart” (and his ideas are featured in A More Beautiful Question ). His well-written book looks at ways you can actually get through to people who see the world very differently than you (hint: bludgeoning them with facts definitely won’t work).

A Healthy Democracy's Best Hope: Building the Critical Thinking Habit , by M Neil Browne and Chelsea Kulhanek

Neil Browne, author of the seminal Asking the Right Questions: A Guide to Critical Thinking, has been a pioneer in presenting critical thinking as a question-based approach to making sense of the world around us. His newest book, co-authored with Chelsea Kulhanek, breaks down critical thinking into “11 explosive questions”—including the “priors question” (which challenges us to question assumptions), the “evidence question” (focusing on how to evaluate and weigh evidence), and the “humility question” (which reminds us that a critical thinker must be humble enough to consider the possibility of being wrong).

Warren Berger is a longtime journalist and author of A More Beautiful Question .

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Critical thinking refers to deliberately scrutinizing and evaluating theories, concepts, or ideas using reasoned reflection and analysis. The act of thinking critically involves moving beyond simply understanding information, but rather, to question its source, its production, and its presentation in order to expose potential bias or researcher subjectivity [i.e., being influenced by personal opinions and feelings rather than by external determinants ] . Applying critical thinking to investigating a research problem involves actively challenging basic assumptions and questioning the choices and potential motives underpinning how the author designed the study, conducted the research, and arrived at particular conclusions or recommended courses of action.

Mintz, Steven. "How the Word "Critical" Came to Signify the Leading Edge of Cultural Analysis." Higher Ed Gamma Blog , Inside Higher Ed, February 13, 2024; Van Merriënboer, Jeroen JG and Paul A. Kirschner. Ten Steps to Complex Learning: A Systematic Approach to Four-component Instructional Design . New York: Routledge, 2017.

Thinking Critically

Applying Critical Thinking to Research and Writing

Professors like to use the term critical thinking; in fact, the idea of being a critical thinker permeates much of higher education writ large. In the classroom, the idea of thinking critically is often mentioned by professors when students ask how they should approach a research and writing assignment [other approaches your professor might mention include interdisciplinarity, comparative, gendered, global, etc.]. However, critical thinking is more than just an approach to research and writing. It is an acquired skill associated with becoming a complex learner capable of discerning important relationships among the elements of, as well as integrating multiple ways of understanding applied to, the research problem. Critical thinking is a lens through which you holistically interrogate a topic.

Given this, thinking critically encompasses a variety of inter-related connotations applied to writing a college-level research paper:

• Integrated and Multi-Dimensional . Critical thinking is not focused on any one element of research, but instead, is applied holistically throughout the process of identifying the research problem, reviewing the literature, applying methods of analysis, describing the results, discussing their implications, and, if appropriate, offering recommendations for further research. It permeates the entire research endeavor from contemplating what to write to proofreading the final product.
• Humanizes the Research . Thinking critically can help humanize what is being studied by extending the scope of your analysis beyond the traditional boundaries of prior research. This prior research could have involved, for example, sampling homogeneous populations, considering only certain factors related to the investigation of a phenomenon, or limiting the way authors framed or contextualized their study. Critical thinking creates opportunities to incorporate the experiences of others into the research process, leading to a more inclusive and representative examination of the topic.
• Non-Linear . This refers to analyzing a research problem in ways that do not rely on sequential decision-making or rational forms of reasoning. Creative thinking relies on intuitive judgement, flexibility, and unconventional approaches to investigating complex phenomena in order to discover new insights, connections, and potential solutions . This involves going back and modifying your thinking as new evidence emerges , perhaps multiple times throughout the research process, and drawing conclusions from multiple perspectives.
• Normative . This is the idea that critical thinking can be used to challenge prior assumptions in ways that advocate for social justice, equity, and inclusion and that can lead to research having a more transformative and expansive impact. In this respect, critical thinking can be viewed as a method for breaking away from dominant culture norms so as to produce research outcomes that illuminate previously hidden aspects of exploitation and injustice.
• Power Dynamics . Research in the social sciences often includes examining aspects of power and influence that shape social relations, organizations, institutions, and the production and maintenance of knowledge. These studies focus on how power operates, how it can be acquired, and how power and influence can be maintained. Critical thinking can reveal how societal structures perpetuate power and influence in ways that marginalizes and oppresses certain groups or communities within the contexts of history , politics, economics, culture, and other factors.
• Reflection . A key component of critical thinking is practicing reflexivity; the act of turning ideas and concepts back onto yourself in order to reveal and clarify your own beliefs, assumptions, and perspectives. Being critically reflexive is important because it can reveal hidden biases you may have that could unintentionally influence how you interpret and validate information. The more reflexive you are, the better able and more comfortable you are in opening yourself up to new modes of understanding.
• Rigorous Questioning . Thinking critically is guided by asking questions that lead to addressing complex concepts, principles, theories, or problems more effectively and, in so doing, help distinguish what is known from from what is not known [or that may be hidden]. Critical thinking involves deliberately framing inquiries not just as research questions, but as a way to apply systematic, disciplined,  in-depth forms of questioning concerning the research problem and your positionality as a researcher.
• Social Change . An overarching goal of critical thinking applied to research and writing is to seek to identify and challenge sources of inequality, exploitation, oppression, and marinalization that contributes to maintaining the status quo within institutions of society. This can include entities, such as, schools, courts, businesses, government agencies, or religious organizations, that have been created and maintained through certain ways of thinking within the dominant culture.

Although critical thinking permeates the entire research and writing process, it applies most directly to the literature review and discussion sections of your paper . In reviewing the literature, it is important to reflect upon specific aspects of a study, such as, determining if the research design effectively establishes cause and effect relationships or provides insight into explaining why certain phenomena do or do not occur, assessing whether the method of gathering data or information supports the objectives of the study, and evaluating if the assumptions used t o arrive at a specific conclusion are evidence-based and relevant to addressing the research problem. However, an assessment of whether a source is helpful to investigating the research problem also involves critically analyzing how the research challenges conventional approaches to investigations that perpetuate inequalities or hides the voices of others.

Critical thinking applies to the discussion section of your paper because this is where you internalize the results of your study and explain its significance. This involves more than summarizing findings and describing outcomes. It includes reflecting on their importance and providing reasoned explanations why your paper is important in filling a gap in the literature or expanding knowledge and understanding in ways that inform practice. Critical reflection helps you think introspectively about your own beliefs concerning the significance of the findings, but in ways that avoid biased judgment and decision making.

Behar-Horenstein, Linda S., and Lian Niu. “Teaching Critical Thinking Skills in Higher Education: A Review of the Literature.” Journal of College Teaching and Learning 8 (February 2011): 25-41; Bayou, Yemeserach and Tamene Kitila. "Exploring Instructors’ Beliefs about and Practices in Promoting Students’ Critical Thinking Skills in Writing Classes." GIST–Education and Learning Research Journal 26 (2023): 123-154; Butcher, Charity. "Using In-class Writing to Promote Critical Thinking and Application of Course Concepts." Journal of Political Science Education 18 (2022): 3-21; Loseke, Donileen R. Methodological Thinking: Basic Principles of Social Research Design. Thousand Oaks, CA: Sage, 2012; Mintz, Steven. "How the Word "Critical" Came to Signify the Leading Edge of Cultural Analysis." Higher Ed Gamma Blog , Inside Higher Ed, February 13, 2024; Hart, Claire et al. “Exploring Higher Education Students’ Critical Thinking Skills through Content Analysis.” Thinking Skills and Creativity 41 (September 2021): 100877; Lewis, Arthur and David Smith. "Defining Higher Order Thinking." Theory into Practice 32 (Summer 1993): 131-137; Sabrina, R., Emilda Sulasmi, and Mandra Saragih. "Student Critical Thinking Skills and Student Writing Ability: The Role of Teachers' Intellectual Skills and Student Learning." Cypriot Journal of Educational Sciences 17 (2022): 2493-2510. Suter, W. Newton. Introduction to Educational Research: A Critical Thinking Approach. 2nd edition. Thousand Oaks, CA: SAGE Publications, 2012; Van Merriënboer, Jeroen JG and Paul A. Kirschner. Ten Steps to Complex Learning: A Systematic Approach to Four-component Instructional Design. New York: Routledge, 2017; Vance, Charles M., et al. "Understanding and Measuring Linear–Nonlinear Thinking Style for Enhanced Management Education and Professional Practice." Academy of Management Learning and Education 6 (2007): 167-185; Yeh, Hui-Chin, Shih-hsien Yang, Jo Shan Fu, and Yen-Chen Shih. "Developing College Students’ Critical Thinking through Reflective Writing." Higher Education Research & Development 42 (2023): 244-259.

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The Ultimate Guide to Making Science Fun for Kids: Tips and Tricks

Making science fun for kids is a great way to enhance their learning experience and stimulate their curiosity.

As we've discussed many times at Major League Mommy, science education provides numerous benefits to children, including critical thinking skills, problem-solving skills, and fostering a love for learning.

Additionally, science education should extend beyond the classroom walls to continue nurturing children's scientific interests and abilities.

So let's discuss some ways we can make science fun for kids even when they're not in the classroom.

*Post contains affiliate links. Full disclosure can be viewed here .

Tips for Making Science Fun for Kids

Promote curiosity and asking questions

Encourage kids to ask questions about the world around them and provide explanations or guide them to discover the answers themselves.

Take advantage of hands-on experiments and activities

Provide kids with opportunities to engage in hands-on experiments and activities . This allows them to explore scientific concepts through direct experience, promoting active learning and furthering their understanding.

Make science relevant to their interests and daily life

Help kids understand how science relates to their interests and daily experiences. Whether it’s cooking, gardening, playing video games, or understanding the weather, relate scientific concepts to their everyday life to make it more engaging and relatable.

Use games and technology to teach science

Utilize educational games, websites, and apps that are specifically designed to teach science in a fun and interactive manner. These technological tools can make learning more accessible, appealing, and enjoyable for kids.

Make science a social activity

Encourage children to participate in scientific experiments or activities with friends or family . Group experiments allow for collaboration, communication, and sharing of ideas, enhancing the overall learning experience.

Take advantage of a Science kit subscription

Consider subscribing to a Science kit service that delivers age-appropriate experiments and materials to your doorstep on a regular basis. These kits provide children with exciting hands-on experiments and reinforce their interest in science. MEL Science is one of our favorite options for science kits.

Science Experiment Ideas for Kids

1. Homemade Lava Lamp: Create a lava lamp using simple household materials like oil, water, food coloring, and Alka-Seltzer tablets.

2. Elephant Toothpaste: Entertain kids with this explosive chemical reaction that produces a foamy eruption using hydrogen peroxide, dish soap, and yeast.

3. Step Through an Index Card: This mind-blowing activity shows children how to make a solid object pass through an index card with the help of a little science and careful preparation.

4. Frozen Bubbles: Explore the science behind freezing bubbles and create beautiful frozen spheres using a bubble solution and cold temperatures.

5. Make Butter: Teach kids about the process of separating cream from milk and turning it into a yummy homemade butter with just a jar and heavy cream.

6. Ice Cream in a Bag: Combine science and a tasty treat by making ice cream in a bag using milk, sugar, vanilla extract, and ice.

7. Moldy Bread Experiment: Investigate the growth of mold and learn about the importance of cleanliness and proper food storage using bread slices.

8. Natural Object Observation and Painting: Guide kids to observe and paint objects from nature while discussing scientific concepts like textures, shapes, and colors.

We share even more science experiments for kids here .

Using MEL Science Kits

We've discussed MEL Science Kits many times on Major League Mommy because they're honestly so awesome!

MEL Science Kits are designed to provide hands-on experiments and activities that make science relevant and engaging for children. These kits offer a wide variety of experiments and topics to explore. They also come with the necessary materials and step-by-step instructions, allowing kids to experience the joy of scientific discovery in the comfort of their own homes.

You can check out our full MEL Science Kit Review here .

Final Thoughts

Making science fun for kids is a great way to keep kids excited about scientific exploration. By incorporating exciting experiments and resources like MEL Science Kits, both parents and educators can create an enjoyable and engaging learning environment.

We encourage you to use the tips and resources provided in this guide to spark the curiosity of young minds and inspire them to explore the wonders of science.

The post The Ultimate Guide to Making Science Fun for Kids: Tips and Tricks appeared first on Major League Mommy .