critical thinking grade 11

Educationise

11 Activities That Promote Critical Thinking In The Class

Ignite your child’s curiosity with our exclusive “Learning Adventures Activity Workbook for Kids” a perfect blend of education and adventure!

Critical thinking activities encourage individuals to analyze, evaluate, and synthesize information to develop informed opinions and make reasoned decisions. Engaging in such exercises cultivates intellectual agility, fostering a deeper understanding of complex issues and honing problem-solving skills for navigating an increasingly intricate world.

Through critical thinking, individuals empower themselves to challenge assumptions, uncover biases, and constructively contribute to discourse, thereby enriching both personal growth and societal progress.

Critical thinking serves as the cornerstone of effective problem-solving, enabling individuals to dissect challenges, explore diverse perspectives, and devise innovative solutions grounded in logic and evidence. For engaging problem solving activities, read our article problem solving activities that enhance student’s interest.

52 Critical Thinking Flashcards for Problem Solving

What is Critical Thinking?

Critical thinking is a 21st-century skill that enables a person to think rationally and logically in order to reach a plausible conclusion. A critical thinker assesses facts and figures and data objectively and determines what to believe and what not to believe. Critical thinking skills empower a person to decipher complex problems and make impartial and better decisions based on effective information.

More Articles from Educationise

• 10 Innovative Strategies for Promoting Critical Thinking in the Classroom
• How to Foster Critical Thinking Skills in Students? Creative Strategies and Real-World Examples
• 9 Must-Have AI Tools for Teachers to Create Interactive Learning Materials
• The Future of Education: 8 Predictions for the Next Decade
• The Latest in EdTech: 5 Innovative Tools and Technologies for the Classroom
• 8 Free Math Problem Solving Websites and Applications

Importance of Acquiring Critical Thinking Skills

Critical thinking skills cultivate habits of mind such as strategic thinking, skepticism, discerning fallacy from the facts, asking good questions and probing deep into the issues to find the truth. Acquiring critical thinking skills was never as valuable as it is today because of the prevalence of the modern knowledge economy.

Today, information and technology are the driving forces behind the global economy. To keep pace with ever-changing technology and new inventions, one has to be flexible enough to embrace changes swiftly.

Today critical thinking skills are one of the most sought-after skills by the companies. In fact, critical thinking skills are paramount not only for active learning and academic achievement but also for the professional career of the students.

The lack of critical thinking skills catalyzes memorization of the topics without a deeper insight, egocentrism, closed-mindedness, reduced student interest in the classroom and not being able to make timely and better decisions.

Incorporating critical thinking lessons into the curriculum equips students with the tools they need to navigate the complexities of the modern world, fostering a mindset that is adaptable, inquisitive, and capable of discerning truth from misinformation.

Benefits of Critical Thinking for Students

Certain strategies are more eloquent than others in teaching students how to think critically. Encouraging critical thinking in the classroom is indispensable for the learning and growth of the students. In this way, we can raise a generation of innovators and thinkers rather than followers. Some of the benefits offered by thinking critically in the classroom are given below:

• It allows a student to decipher problems and think through the situations in a disciplined and systematic manner
• Through a critical thinking ability, a student can comprehend the logical correlation between distinct ideas
• The student is able to rethink and re-justify his beliefs and ideas based on facts and figures
• Critical thinking skills make the students curious about things around them
• A student who is a critical thinker is creative and always strives to come up with out of the box solutions to intricate problems

Read our article: How to Foster Critical Thinking Skills in Students? Creative Strategies and Real-World Examples

• Critical thinking skills assist in the enhanced student learning experience in the classroom and prepares the students for lifelong learning and success
• The critical thinking process is the foundation of new discoveries and inventions in the world of science and technology
• The ability to think critically allows the students to think intellectually and enhances their presentation skills, hence they can convey their ideas and thoughts in a logical and convincing manner
• Critical thinking skills make students a terrific communicator because they have logical reasons behind their ideas

Critical Thinking Lessons and Activities

11 Activities that Promote Critical Thinking in the Class

We have compiled a list of 11 critical thinking activities for students that will facilitate you to promote critical thinking abilities in the students. By incorporating these activities, educators can introduce real-world examples of critical thinking in the classroom, empowering students to apply these skills in everyday situations.

We have also covered problem solving activities that enhance student’s interest in our another article. Click here to read it.

1. Worst Case Scenario

Divide students into teams and introduce each team with a hypothetical challenging scenario. Allocate minimum resources and time to each team and ask them to reach a viable conclusion using those resources.

The scenarios can include situations like stranded on an island or stuck in a forest. Students will come up with creative solutions to come out from the imaginary problematic situation they are encountering. Besides encouraging students to think critically, this activity will enhance teamwork, communication and problem-solving skills of the students.

This critical thinking activity not only pushes students to devise innovative solutions in challenging scenarios but also strengthens their teamwork, communication, and problem-solving abilities, making it an engaging and educational experience.

Read our article: 10 Innovative Strategies for Promoting Critical Thinking in the Classroom

2. If You Build It

It is a very flexible game that allows students to think creatively. To start this activity, divide students into groups. Give each group a limited amount of resources such as pipe cleaners, blocks, and marshmallows etc.

Every group is supposed to use these resources and construct a certain item such as building, tower or a bridge in a limited time. You can use a variety of materials in the classroom to challenge the students. This activity is helpful in promoting teamwork and creative skills among the students.

Incorporating critical thinking games like this into your classroom not only promotes teamwork and creativity but also challenges students to think outside the box as they work together to build their structures.

It is also one of the classics which can be used in the classroom to encourage critical thinking. Print pictures of objects, animals or concepts and start by telling a unique story about the printed picture. The next student is supposed to continue the story and pass the picture to the other student and so on.

This engaging exercise is one of the most effective critical thinking activities for kids, as it encourages them to use their creativity and problem-solving skills while working together to construct innovative structures with limited resources.

4. Keeping it Real

In this activity, you can ask students to identify a real-world problem in their schools, community or city. After the problem is recognized, students should work in teams to come up with the best possible outcome of that problem.

5. Save the Egg

Make groups of three or four in the class. Ask them to drop an egg from a certain height and think of creative ideas to save the egg from breaking. Students can come up with diverse ideas to conserve the egg like a soft-landing material or any other device. Remember that this activity can get chaotic, so select the area in the school that can be cleaned easily afterward and where there are no chances of damaging the school property.

6. Start a Debate

In this activity, the teacher can act as a facilitator and spark an interesting conversation in the class on any given topic. Give a small introductory speech on an open-ended topic. The topic can be related to current affairs, technological development or a new discovery in the field of science. Encourage students to participate in the debate by expressing their views and ideas on the topic. Conclude the debate with a viable solution or fresh ideas generated during the activity through brainstorming.

7. Create and Invent

This project-based learning activity is best for teaching in the engineering class. Divide students into groups. Present a problem to the students and ask them to build a model or simulate a product using computer animations or graphics that will solve the problem. After students are done with building models, each group is supposed to explain their proposed product to the rest of the class. The primary objective of this activity is to promote creative thinking and problem-solving skills among the students.

8. Select from Alternatives

This activity can be used in computer science, engineering or any of the STEM (Science, Technology, Engineering, Mathematics) classes. Introduce a variety of alternatives such as different formulas for solving the same problem, different computer codes, product designs or distinct explanations of the same topic.

Form groups in the class and ask them to select the best alternative. Each group will then explain its chosen alternative to the rest of the class with reasonable justification of its preference. During the process, the rest of the class can participate by asking questions from the group. This activity is very helpful in nurturing logical thinking and analytical skills among the students.

9. Reading and Critiquing

Present an article from a journal related to any topic that you are teaching. Ask the students to read the article critically and evaluate strengths and weaknesses in the article. Students can write about what they think about the article, any misleading statement or biases of the author and critique it by using their own judgments.

In this way, students can challenge the fallacies and rationality of judgments in the article. Hence, they can use their own thinking to come up with novel ideas pertaining to the topic.

10. Think Pair Share

In this activity, students will come up with their own questions. Make pairs or groups in the class and ask the students to discuss the questions together. The activity will be useful if the teacher gives students a topic on which the question should be based.

For example, if the teacher is teaching biology, the questions of the students can be based on reverse osmosis, human heart, respiratory system and so on. This activity drives student engagement and supports higher-order thinking skills among students.

11. Big Paper – Silent Conversation

Silence is a great way to slow down thinking and promote deep reflection on any subject. Present a driving question to the students and divide them into groups. The students will discuss the question with their teammates and brainstorm their ideas on a big paper.

After reflection and discussion, students can write their findings in silence. This is a great learning activity for students who are introverts and love to ruminate silently rather than thinking aloud.

Incorporating critical thinking activities for high school students, like silent reflection and group brainstorming, encourages deep thought and collaboration, making it an effective strategy for engaging both introverted and extroverted learners.

Finally, for students with critical thinking, you can go to GS-JJ.co m to customize exclusive rewards, which not only enlivens the classroom, but also promotes the development and training of students for critical thinking.

Share this:

Discover more from educationise.

Subscribe to get the latest posts sent to your email.

Type your email…

4 thoughts on “ 11 Activities That Promote Critical Thinking In The Class ”

• Pingback: What is Growth Mindset? 50+ Motivational Quotes on Growth Mindset - Educationise
• Pingback: 6 Steps To Implement Project-Based Learning In The Classroom - Educationise
• Pingback: Engaging Problem-Solving Activities That Spark Student Interest - Educationise

Thanks for the great article! Especially with the post-pandemic learning gap, these critical thinking skills are essential! It’s also important to teach them a growth mindset. If you are interested in that, please check out The Teachers’ Blog!

Leave a Reply Cancel reply

Subscribe now to keep reading and get access to the full archive.

Continue reading

19 Short Stories and Questions For Critical Thinking

Apr 2, 2024

There have been rumblings in different online teacher groups recently about replacing novels with short stories and informational articles in middle and high school English classrooms. I have to admit I was shocked when I first read the comments because I am a book lover at heart, but since then, I’ve considered that there are several pros and cons to this approach.

Short stories and other smaller texts can provide a briefer timeline to complete tasks, and this process is helpful when there is already SO MUCH curriculum to cover. Short stories and related activities can also be more engaging for our students because of the exposure to diverse voices and themes! Using short stories and lessons provides students with amazing choices to meet their needs and preferences!

On the other hand, incorporating mainly short stories and other shorter passages means students’ already-pressed attention spans (as a result of social media influences and pervasive sources of technology) are reinforced. Plus, students miss out on the more complex stories within longer pieces of fiction that are, dare I say, life-altering! A novel can provide opportunities for sustained reading and layers for analysis that shorter pieces of literature like short stories and related texts cannot offer.

Ultimately, no matter where you find yourself on the issue, I think we can all agree that short stories and their counterparts can be vital, effective, and helpful in the modern classroom!

Continue reading for 19 Short Stories and Questions For Critical Thinking!!

Need help with Test Prep ?  Check out this  FREE Pack of 3 Test Prep Activities  to help students achieve success on standardized tests!

Table of Contents

19 Short Stories and Questions – Suggestions for Teaching Them

You don’t need to remove all novels to be able to include short stories and smaller passages like vignettes, articles, and narratives; there’s a time and place for all genres! But if you’re thinking about ways to include more short stories and fun activities, check out this list of 19 varied short stories and critical thinking questions as well as suggestions for teaching them in middle school and high school.

1.  “The Most Dangerous Game” 

“The Most Dangerous Game” is one of my absolute favorite short stories and overall plots to teach! This suspenseful short story by Richard Connell follows the harrowing ordeal of Sanger Rainsford, a skilled hunter who becomes the prey of a deranged aristocrat named General Zaroff. Stranded on Zaroff’s secluded island, Rainsford must outwit the cunning general in a deadly game of survival, where the stakes are life and death. 

SUGGESTIONS FOR TEACHING:

• You could focus on the setting (description of time and place) and examine how the setting changes throughout the story.
• Students could learn about the plot (major events in the story) and list the major events and evidence as they read.
• Define foreshadowing (hints for what will happen by the end of the story) and encourage students to hypothesize about what will happen after every page.
• Analyze the character development (how a character changes over time) of Rainsford and highlight his traits/actions as you read along.

CRITICAL THINKING QUESTIONS:

• How does the setting contribute to the tension and suspense in the story?
• How does the author use foreshadowing? How does the author hint at the danger Rainford is facing?
• What inferences can you make about the main character and the changes he undergoes from the beginning to the end of the story?

If you want to teach plot elements and plot analysis , check out this lesson bundle for the story , which includes comprehension quizzes and a variety of activities!

2.  “An Occurrence at Owl Creek Bridge”

Ambrose Bierce’s story is a gripping tale set during the American Civil War, where a Southern civilian named Peyton Farquhar faces execution by hanging after attempting to sabotage a Union railroad bridge. As Farquhar falls through the trapdoor, time seems to stretch, and he experiences a surreal moment, only to realize his grim reality. 

Integrating historical texts with other short stories and passages like “An Occurrence at Owl Creek Bridge” will make history come more alive and relevant for our students!

• Teach about irony (when the opposite occurs from what is expected) and how it plays a role throughout the story.
• Explain the term characterization (how a character is depicted) by looking at direct and indirect references while reading with your students.
• Discuss the major themes (messages) of the story and how they connect to our modern era within a Socratic Seminar.
• How does the author use characterization to convey Peyton Farquhar’s thoughts, emotions, and motivations?
• What is the purpose of irony in this story? How does its use affect the reader’s interpretation and understanding of events?
• What is the significance in our contemporary/real world of the themes of the story, including reality and fantasy, the passage of time, and the consequences of actions?

Ensure students’ understanding of the story with this set of reading questions that are perfect for state test prep, too !

3.  “The Masque of the Red Death”

This chilling tale from Edgar Allan Poe is set in a secluded abbey where Prince Prospero and his wealthy guests attempt to escape a deadly plague known as the Red Death. Despite their isolation efforts, the guests are confronted with their own mortality as a mysterious figure in a blood-red mask appears.

If you have not read any short stories and poems from Poe, this story is a perfect journey into the horror genre!

• The setting (description of time and place) plays a MAJOR role in the story, so following the Prince from room to room and highlighting the imagery (description that connects to the five senses) is very important when reading.
• If you have not introduced mood  (emotion intended for the reader to experience), this story is PERFECT for delineating its progression from start to finish.
• As students read, you might guide them through identifying various examples of  symbolism  (object, person, or place that represents something else); each room, objects within, and the “antagonist” is symbolic in some way!
• How does the author convey the tone of the story? How would you, as the reader, describe the story’s mood?
• What role does the plot structure (focus on the different rooms) play in shaping the reader’s understanding of the story?
• What is the purpose of the symbolism in the story such as the clock and the masked figure?

Check out this EASY-TO-TEACH bundle , you can practice with your students, so they will feel more confident analyzing higher-level language in “The Masque of the Red Death!”

4.  “The Cask of Amontillado”

Another chilling tale from Poe is the classic story “The Cask of Amontillado.” This one is set during Carnival in an unnamed Italian city. The plot centers on a man seeking revenge on a ‘friend’ he believes has insulted him. If your students are anything like mine, they will relish the ending particularly!

This is just one more of Poe’s short stories and tales that will capture the mind of every reader!

•  As you plan for this short story, be sure to encourage your students to analyze the changing setting (description of time and place); following Fortunato from scene to scene will help your students track what is really going on.
• This story is the perfect moment to teach about dialogue (conversation within someone=internal and/or between someone and someone/thing else=external); Montresor certainly means more than what he SEEMS to say!
• You might also offer a mini-lesson on the 3 types of irony and how each plays a role in the story: verbal (when a person says the opposite of what is really intended), situational (an action occurs that is the opposite from what the reader expects), and dramatic (a character expects a result, but the opposite occurs and the audience can tell what will happen)!
• Describe Montresor. What are his motives and personality?
• What inferences can you make about Montresor’s mindset based on his dialogue?
• What is the purpose of the family’s motto and the carnival atmosphere? 

Check out this Short Story Activity & Quiz Bundle for Edgar Allan Poe’s “The Cask of Amontillado,” which contains questions and answers modeled after various reading standardized tests as well as pre-quiz reading comprehension questions, graphic organizers, and a writing activity to get students thinking critically about this classic short story involving REVENGE!

Want 7 more teaching ideas for one of Poe’s epic short stories and questions to go with it? Click below!

5.  “To Build a Fire”

This story by Jack London describes the treacherous journey of a man through the harsh Yukon wilderness during extreme cold. Despite warnings and the company of a loyal dog, the man’s arrogance and underestimation of nature’s power lead to a tragic end.

Short stories and ideas related to survival in nature are still relevant today! Who knows when you might get lost on a hike or crashland in no man’s land?

• This story is PERFECT for a bit of  literary analysis  (examining the impact of various ideas, elements, or themes within a piece of literature); you could hone in on literary devices, characterization, theme, etc.!
• Integrating clips from survival shows will help students see connections to the world and extend their thinking by comparing (recognizing similarities) and contrasting (recognizing differences) varied experiences!
• Write a short narrative about surviving 24 hours in a different setting (description of time and place).
• How does the author use irony? Provide an example and explain. 
• What real-world connections can be made between this story and our contemporary life? 
• What is the story’s message about preparedness and respecting nature?

Grab these engaging short stories and activities to make teaching this Jack London story stress-free!

6.  “The Cactus”

Told from the point of view of a young man at his former lover’s wedding, the narrator retells their story. Like most of O. Henry’s short stories and texts, this one has a twist that involves the titular cactus plant.

The ending will end in a bit of fun for your students!

• Introduce diction (word choice) and its impact within the story by hyperfocusing on specific words within the story . Students can look up definitions, locate synonyms, create their own sentences, replace the words, etc.
• Investigate twist endings (unexpected finish to a story); before reading the end of the story, ask students to guess why the girl “rejected” him. Some students may know the answer before reading it!
• Describe the main characters. What similarities and differences are evident? How does this affect the story’s action?
• What inferences can you make about Trysdale and his feelings about love and marriage?
• What are the real and symbolic meanings of the cactus?

This resource packed with questions and answers, graphic organizers, and writing activities is sure to get your students thinking about this love story driven by misconceptions.

7.  “After Twenty Years”

This tale of friendship and betrayal focuses on the reunion of two old friends after twenty years apart on a New York City street corner. As they reminisce, something is revealed that demonstrates the reality of their bond as well as the choices they’ve made in life.

If you have not read O. Henry’s short stories and incorporated character analysis yet, this is your chance! The story is not long and can be completed in one to two class periods!

• Sometimes, we ask students to visualize (create a picture) in their minds, but why not give them the opportunity to use their artistic skills to draw the two characters?
• As students read, annotate for a description of each character; then, students can do a character analysis (investigation of the characters’ similarities and differences).
• What type of irony is used in the story? How does its use affect your interpretation and understanding of the story?
• How does the urban setting contribute to the mood of the story?
• What is the story’s message about friendship and loyalty?

Examine the links between loyalty and duty with this set of resources designed specifically for this O. Henry story.

8.  “The Lottery”

“The Lottery” is the quintessential short story for middle school or high school English! Shirley Jackson’s “The Lottery” tells the story of an annual ritual that takes place in a seemingly idyllic town. When the townsfolk gather for the lottery drawing, a shocking turn of events demonstrates the dark side of human nature and their ties to (outdated) traditions.

• Introduce the terms suspense (uncertainty and/or excitement leading up to a major event) and tension (anxiety or uneasy feelings experienced by characters). While reading, identify evidence that relates to each of these concepts and chat/write about their impact on meaning and plot.
• Teach title (the name of the text) analysis. The title of “The Lottery” is perfect for teaching the impact of the title and audience expectations. Before reading, students may write what they believe the story will be about based on the title. After reading, students can complete a quick write responding to their previous expectations! You can do a text analysis for all short stories and poems!
• What role does the plot structure play in building suspense and tension? (Consider the revelation of the lottery’s ‘prize’ in particular.)
• What social commentary is being made through the story and its characters?
• Describe Mr. Summers, Tessie, and Old Man Warner. What does the story reveal about their role in the community and their feelings about the lottery?

Give yours elf a breath of fresh air with this NO PREP curriculum that integrates test prep within the teaching of literature by using Shirley Jackson’s quintessential story!

9.  “The Pedestrian”

This Ray Bradbury story follows a lone walker in a futuristic society in which everyone else is consumed by technology, particularly the television. One evening, the walker encounters a police car that questions his unusual behavior and the end is quite unexpected! (Most of Bradbury’s short stories and texts connect to the future and technology in some way!)

• This story exemplifies Dystopian Literature (texts that include a supposedly perfect future society marred in some way by governmental or societal oppression). Using this story to introduce this type of literature is always fun for students because they will easily make connections to other dystopic short stories and poems!
• Teach about mood (the emotional impact of a story’s description/action). The goal is to get students to deepen their critical thinking skills by recognizing how the mood changes and the purpose for that change!
• How does the author use foreshadowing and suspense to build the mood of the story?
• What is the central theme of the story? How might it connect with our current world?
• What similes and metaphors does Bradbury use to describe the community and its members? What is notable about these comparisons?

With this resource about Bradbury’s “The Pedestrian,” you can just print and teach the lesson and activities with EASE! 

10.  “The Gift of the Magi”

This 1905 story by O. Henry relays a tale about a couple struggling to make ends meet. Throughout the story, they both figure out gifts to buy one another for Christmas and realize what love truly means!

• Review character traits (how a character is depicted internally and externally). Log the traits of each character within the story and how they are important to the meaning of the story.
• Extend (move beyond the text) critical thinking skills by encouraging students to think and write about other people. If they had $1,000 to spend on someone else, how would they spend the money and why?

• How would you describe Della and Jim, and their relationship?
• What values do the characters have, when you consider their actions and decisions?
• Explain how dramatic irony is used in the story. Is it necessary? Is it effective? Why or why not?

This tale is a great addition to your short stories and questions unit around the winter holidays! Save yourself time at that time of the year with this lesson bundle . 

11.  “The Monkey’s Paw” 

“The Monkey’s Paw” is a classic horror story about the White family who come into possession of a mystical monkey’s paw that grants three wishes. Despite warnings, they use it and then face devastating consequences as a result.

• Teach about the elements of the horror/suspense genre (Ex. Scary movies are typically dark, stormy, surprising, morbid, etc.).
• Create a thematic statement (message relayed by the text in a complete sentence). There is no perfectly created theme (message) unless it is directly stated by the author; however, students can create a theme by supporting their ideas with evidence from the story!
• What is the main theme of the story? Or how does the author communicate the themes of greed or fate? Is one stronger than the other?
• Are Mr. and Mrs. White more alike or different from one another? How do you know?
• Should we be afraid of the unknown? What message does the story share? Do you agree or disagree?

Examine W.W. Jacobs’ classic story with this set of questions and answers along with rigorous reading and writing activities . While it is ideal for a spooky season, the story is valuable for its ability to hook readers any time of year!

12.  “Lamb to the Slaughter” 

This classic story with a killer plot twist is about a woman who kills her husband and gets away with murder thanks to cooking a leg of lamb!

• You could introduce the plot elements (exposition, rising action, climax, falling action, resolution), encourage students to identify major events to fit each element and write down textual evidence to support their ideas.
• Complete a film analysis (examination of film techniques and their effects) to compare/contrast the short story with the classic Alfred Hitchcock television episode.
• What is Mary Maloney’s state of mind? Does it remain the same or does it change throughout the story? Explain.
• Is the resolution of the story satisfying? Why or why not? Why do you think the author ended it as he did?
• How does irony contribute to the theme of deception in the story? Explain.

Spice up your middle school English or high school English class with this short stories and activities bundle for Dahl’s famous story!

13.  “The Tell-Tale Heart” 

Poe’s classic psychological thriller is narrated by an unnamed protagonist who insists on their sanity while recounting how they murdered an old man. The narrator is haunted by the sound of the victim’s beating heart, which ultimately drives him to confess to the crime despite not originally being a suspect. 

• Teach symbolism (object, person, or place that represents something else) by focusing on the heart and eye . The author used these symbols in various ways!
• Investigate psychology (the study of the human mind) as a part of the story. Determine what is fact and what is fiction within the narrator’s mind.
• What does the story reveal about the human psyche?
• What is the deeper meaning of the two key symbols in the story – the beating heart and the eye of the old man?
• What role do the narrator’s inner thoughts play in the development of the plot?

This Short Story Comprehension Bundle offers quick (and effective!) ways to assess students’ learning and understanding of the story. It’s easy to use and will no doubt save you time too!

14.  “The Scarlet Ibis” 

Emotional short stories and their counterparts have a place as well in English classrooms! This short story by James Hurst about two brothers is a heartbreaking must-read. Through flashbacks, the unnamed narrator tells the life story of his younger sickly brother William Armstrong, who is nicknamed Doodle. And the end…well, you’ll see.

• Define and explain the purpose of a flashback (referring back to the past within a story). Think about the implications of never thinking back on the past or always thinking about the past.
• Complete a comparison chart between Doodle and the Ibis as you read along. Then, students can create a visual of each after they have ready by using their own evidence!
• What is the meaning of the story’s title and the presence of a scarlet ibis in the story?
• What is the central theme of the story? How do the events of the story support this chosen theme?
• How does the author use personification for the storm? What effect does this have on the story?

This flexible resource features critical thinking questions and answers as well as writing and reading activities for students to explore Hurst’s heartbreaking story.

15.  “The Veldt” 

This science fiction story by Ray Bradbury was first published as “The World the Children Made” and it is quite fitting as a title! The story focuses on a futuristic world in which a video screen can be controlled and it turns out to be more than simple virtual reality! By the story’s conclusion, the world the children made is the downfall of their parents. 

• Compare and contrast “The Veldt” with “The Pedestrian,” two short stories and dystopic texts by Ray Bradbury. Analyze the similarities and differences of both short stories and create a thematic statement that connects to both texts!
• Make connections to our current reality in the 21st century. Locate research about the implications of technology on young people and integrate this information as you discuss this short story.
• How does the author address the theme of technology versus humanity in the story? Do you agree with this commentary? Why or why not?
• How does the nursery reflect the personalities of Wendy and Peter in this story?
• Do you know the story of Peter Pan and his friend Wendy? What connections can you make between it and this story by Ray Bradbury?

Ray Bradbury’s classic short stories and similar passages are the BEST to teach in middle and high school English! With so much to dive into, they are sure to be a hit with your students. Grab this set of activities to extend your students’ engagement with rigorous reading and writing activities about “The Veldt.” 

16.  “The Necklace” 

A woman who longs for a life of luxury and elegance beyond her means faces consequences when she loses a borrowed necklace. Guy de Maupassant’s story ends with a twist that has the reader question the value of material possessions. 

• I love comparing this short story with O. Henry’s “The Gift of the Magi.” You might choose to focus on the theme, characterization, setting, etc.
• Summarize (writing about the main idea with details) each chunk of the story as you read with your students. Instead of asking students to write a paragraph, you could ask students to create each summary in only one sentence.
• The story explores vanity, deception, and the consequences of striving for social status. Which theme do you think is the most important? Explain with support from the story.
• Is Mathilde Loisel a likable character? Does this change during the story? Does it matter if the reader likes her? Why or why not?
• What clues does the author provide throughout the story that foreshadow the twist at the story’s end?

Focus on the standards with this Short Story Lesson Bundle for “The Necklace” by Guy de Maupassant!

Need help with implementing activities for “The Necklace?” See below!

17.  “A Vendetta” 

Guy de Maupassant’s late-19th-century story is all about REVENGE. A mother is obsessed with creating a plan to avenge her son’s murder and she then puts the plan into action with a morbid outcome.

• There are so many texts that involve REVENGE! Why not use this concept as a focus for a thematic unit (texts linked to a similar concept and/or message)? You could read “A Poison Tree,” “The Cask of Amontillado,” and “Lamb to the Slaughter” as well as “A Vendetta” with the intention of writing about all 4 for a comparison/contrast paper, presentation, or seminar.
• Analyze the development (how a character changes over time) of the mother and the dog throughout the story; you might annotate for similarities and differences as well as their motivations!
• What comment is the story making about the nature (or need) for justice? Do you agree or disagree? Why or why not?
• What similes and metaphors does the author use to communicate the main character’s feelings about the vendetta?
• How does the author use details to explain the main character’s thoughts, feelings, and motivation?

Add these activities for this lesser-known work to your short story plans. It’s sure to keep things fresh for your short stories and activities unit! 

18.  “Thank You, Ma’am” (also known as “Thank You, M’am”)

This heartfelt story by Langston Hughes tells the story of Luella, an older woman in the neighborhood, who is nearly robbed by a young man named Roger. In response to Roger, Luella brings him back to her home and treats him with an abundance of kindness, which has a profound effect on Roger.

This tale is at the top of the list for the BEST short stories and passages for upper middle and younger high school students!

• Introduce perspective and/or point of view (how a story is told: 1st, 2nd, 3rd omniscient, 3rd limited, 3rd objective). Students might rewrite the story from another perspective or extend the story using the perspective of one of the main characters.
• Review plot elements with a focus on the exposition (introduction to the characters, setting, and conflict), climax (highest point of interest/turning point of the story), and resolution (how the story is concluded and/or resolved in some way.) You could assign an activity surrounding each concept: visualization of the scene, a journal response to the event, or a short response focused on how the element is important to the overall theme!

• Do you believe in second chances? What does the story say about second chances? 
• How might the climax of the story also be seen as the turning point in Roger’s life?
• How would you describe Mrs. Luella Bates Washington Jones? Are her actions expected or unexpected in the story? Consider from Roger’s and the reader’s point of view.

Click to check out all of the details for this BUNDLE with differentiated options , which includes a Test Prep Quiz (with varied options), Venn Diagrams, Graphic Organizers, and Writing Responses!! 

19.  “Click Clack the Rattle Bag”

This short story by Neil Gaiman is creepy and fun in the best ways possible! The narrator is taking care of his girlfriend’s little brother and walking him to bed when the child asks for a story. Instead of the narrator sharing a story, the boy shares about the Click Clacks who drink their prey and leave behind rattling bodies. The end is too good to be missed!

Short stories and plots like those in “Click Clack the Rattle Bag” will most certainly engage even your most struggling learners!

• We all know that test prep can be tough as many reading passages are, well, boring! Why not accomplish some test prep with your students and incorporate 5 standardized test-related questions ? You could focus on theme, structure, order of events, characterization, etc.!
• Help students make inferences (acknowledging and hypothesizing about the impact of details that are not directly referenced or stated) as the scene moves along. Students can analyze the change in the setting, the little boy himself, the story the boy is telling, and specific phrases from the story.
• What details in the story contribute to its eerie atmosphere or mood? Or what figurative language devices does Neil Gaiman use to create a sense of suspense in the story? 
• How does the author use ambiguity in the story? Is it effective or not? Explain.
• What inferences can you make about the relationship between the narrator and the young boy?

This “Click Clack the Rattle Bag” Quiz Pack for middle and high school students uses the Common Core standards and contains questions and answers modeled after various state standardized tests! Make teaching this amazing short story by Neil Gaiman SIMPLE & EASY!

Why should we incorporate more short stories and activities in our teaching?

While I would never advocate replacing all novels with short stories and smaller texts, there is still something to be said about spending quality time with short stories and excerpts. 

Including short stories and standards-based activities is an ideal option to improve reading comprehension and develop skills, especially in middle and high school English classes!

SHORT STORIES AND ACTIVITIES RESOURCES: 

This  Short Stories and Test Prep Questions ULTIMATE BUNDLE with Lessons, Quizzes, and Activities uses the Common Core standards with reading comprehension QUESTIONS and ANSWERS for 18 short stories such as “The Most Dangerous Game,” “The Monkey’s Paw,” “The Tell-Tale Heart,” “After Twenty Years,” “The Gift of the Magi,” “The Veldt,” “The Lottery,” “The Pedestrian,” etc. modeled after various state reading exams.

Make teaching short stories and activities SIMPLE & EASY!

Just PRINT & TEACH with engaging short stories and lessons!!

Need more fun ideas for teaching short stories and corresponding activities? Check out my store Kristin Menke-Integrated ELA Test Prep !

Hi, I’m KRISTIN!

I primarily focus on  integrating multiple disciplines and subjects. The goal is to make teaching simplified and effective!

Let's Connect

• Follow Follow

Click below to download “13 Simple Strategies to make test prep a breeze!”

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

A Detailed Lesson Plan in English Grade XI - Critical Thinking

Objectives: *Define unfamiliar words found in the text; *Explain critical reading; *Identify the five essential keys on how to think critically; and *Relate ideas to critical reading and critical thinking through semantic webbing.

Related Papers

Judith Langer

Investigación y Desarrollo

CYNTHIA SOLEDAD HIDALGO CAMACHO

Encouraging critical thinking (CT) in the EFL classroom is something that every professional in the educational field should be responsible for. The aim of this paper was to make an analysis of different studies on the topic. The methodology used was based on a descriptive study through the analysis of several primary sources such as research papers on the topic that have been published in scientific journals, books, records of or- ganizations, among others. These sources lead to the identification of important elements in a lesson plan for critical thinking: elements of thought, intellectual standards and intellectual traits. Writing good learning objectives is just as important as selecting effective activities and determining ideal assessments to facilitate that teachers and students perceive what is to be achieved in the class and how. Aligning the tenets of critical thin- king when planning a lesson promotes real learning in our students through the achievement of effective lea...

Asifa Qasim

The original input of this study involves in creating a critical thinking structure that can be used to explore the elements of critical thinking in the textbooks. The teachers, who are concerned with the improvement of students’ critical thinking skills, can also use this structure as a guideline. This study attempts to find out the extent to which critical thinking has been manifested in the two selected English textbooks, Punjab Textbook Board (PTB) and Oxford Progressive English (OPE) taught at secondary level in different Pakistani schools. It is the text that determines how effectively the critical thinking and knowledge is being developed in the learners. Both critical thinking and knowledge are the need of students at secondary level and these skills are essential for the English Language classrooms. These skills enable the students to learn concepts more thoroughly and without this learning outcome cannot be achieved. The questions given at the end of chapters of English te...

Nguyen V . My

In the international integration and globalization context and the strong influences of the fourth industrial revolution (Industry 4.0), critical thinking (CT) is becoming a more and more important skill that students need to be trained. To undergraduate students, critical thinking is not only a key study skill to meet the targets of the university curriculum but also the individuals' ability to think independently and make appropriate decisions in real-life situations. Consequently, preparing students to utilize the widest range of academic language skills through analysis, synthesis, and problem-solving facilitates them to the highest levels of academic achievement and the future continuous professional development. This article analyses the crucial roles of critical thinking skills in teaching English as a foreign language (EFL) and developing practical professionals for English pedagogical major students. For practical purposes, examples of activities and steps of implementation are given to enhance critical thinking skills for students at HCM City University of Education, Vietnam.

Teaching and Teacher Education

Michelle Commeyras

Elmarie Kleynhans

Advances in Asian …

Reza Gholami

Considering the substantial roles of EFL/ESL reading comprehension and critical thinking skills, it can be noted that these two variables are required for students to succeed in academic English settings. This paper aims at reviewing the various pedagogical approaches and theories in critical thinking, reading comprehension and critical reading. It also highlights the significance of critical thinking in reading instruction by describing the major aspects of critical thinking that could be most effective to learners’reading comprehension performance. Finally, it examines the related theoretical and empirical studies in line with the goal of this study.

Semih Irfaner

Title: Implementation of the components of critical thinking in an Eng 101 course in the F.Y.E.P. at Bilkent University Author: Semih İrfaner Thesis Chairperson: Dr. William Snyder Bilkent University, MA TEFL Program Committee Members: Dr. Sarah Klinghammer Bilkent University, MA TEFL Program Dr. Dannelle Stevens, Bilkent University, Graduate School of Education Critical thinking has been a controversial topic in the field of education over several decades. The idea behind it is that in order to become more valuable members of society, students have to be encouraged to think and be taught how to use the information gained in classes. Courses should include not only content to be learned but also the opportunity for students to question what they learn. Students should be able to implement the learning, not only within the academic atmosphere but also in the larger society. The objective of this study was to investigate one teacher’s implementation of the components of critical think...

Matthew Gilles

This research article focused on exploring critical thinking and offered several examples of different skills associated with critical thinking and how to develop them in students.

International Journal of Language Academy

cemile dogan

Loading Preview

Sorry, preview is currently unavailable. You can download the paper by clicking the button above.

RELATED PAPERS

Inquiry: Critical Thinking Across the Disciplines

Amanda Hiner

International Journal of Linguistics

iman alizadeh

The Journal of Adolescent and Adult Literacy

Lisa Mendelman

Assessment Update

Joseph Bochner

Íkala, Revista de Lenguaje y Cultura

english learning

Denise Santos , Branca Fabrício

James Underwood

Celia Thompson

Towards a Critical Thinking Classroom

Omnia Othman

JULISSA MARIBEL IÑIGUEZ AÑAZCO

Ilha do Desterro A Journal of English Language, …

Leda Tomitch

Harriz Zaini

jeyaraj john sekar

Nuray Alagözlü

Elena Vdovina

International Journal of Multilingual Education, by Nino Kemertelidze & Meri Giorgadze

International Journal of Multilingual Education

Dr. Ganzul Gantuya

Jurnal Kependidikan: Penelitian Inovasi Pembelajaran

Ashadi Ashadi

katherine velasquez

Awik Manurung

KnE Social Sciences

Imam Agus Basuki

RELATED TOPICS

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

• Our Mission

Helping Students Hone Their Critical Thinking Skills

Used consistently, these strategies can help middle and high school teachers guide students to improve much-needed skills.

Critical thinking skills are important in every discipline, at and beyond school. From managing money to choosing which candidates to vote for in elections to making difficult career choices, students need to be prepared to take in, synthesize, and act on new information in a world that is constantly changing.

While critical thinking might seem like an abstract idea that is tough to directly instruct, there are many engaging ways to help students strengthen these skills through active learning.

Make Time for Metacognitive Reflection

Create space for students to both reflect on their ideas and discuss the power of doing so. Show students how they can push back on their own thinking to analyze and question their assumptions. Students might ask themselves, “Why is this the best answer? What information supports my answer? What might someone with a counterargument say?”

Through this reflection, students and teachers (who can model reflecting on their own thinking) gain deeper understandings of their ideas and do a better job articulating their beliefs. In a world that is go-go-go, it is important to help students understand that it is OK to take a breath and think about their ideas before putting them out into the world. And taking time for reflection helps us more thoughtfully consider others’ ideas, too.

Teach Reasoning Skills 

Reasoning skills are another key component of critical thinking, involving the abilities to think logically, evaluate evidence, identify assumptions, and analyze arguments. Students who learn how to use reasoning skills will be better equipped to make informed decisions, form and defend opinions, and solve problems. 

One way to teach reasoning is to use problem-solving activities that require students to apply their skills to practical contexts. For example, give students a real problem to solve, and ask them to use reasoning skills to develop a solution. They can then present their solution and defend their reasoning to the class and engage in discussion about whether and how their thinking changed when listening to peers’ perspectives. 

A great example I have seen involved students identifying an underutilized part of their school and creating a presentation about one way to redesign it. This project allowed students to feel a sense of connection to the problem and come up with creative solutions that could help others at school. For more examples, you might visit PBS’s Design Squad , a resource that brings to life real-world problem-solving.

Ask Open-Ended Questions 

Moving beyond the repetition of facts, critical thinking requires students to take positions and explain their beliefs through research, evidence, and explanations of credibility. 

When we pose open-ended questions, we create space for classroom discourse inclusive of diverse, perhaps opposing, ideas—grounds for rich exchanges that support deep thinking and analysis. 

For example, “How would you approach the problem?” and “Where might you look to find resources to address this issue?” are two open-ended questions that position students to think less about the “right” answer and more about the variety of solutions that might already exist. 

Journaling, whether digitally or physically in a notebook, is another great way to have students answer these open-ended prompts—giving them time to think and organize their thoughts before contributing to a conversation, which can ensure that more voices are heard. 

Once students process in their journal, small group or whole class conversations help bring their ideas to life. Discovering similarities between answers helps reveal to students that they are not alone, which can encourage future participation in constructive civil discourse.

Teach Information Literacy 

Education has moved far past the idea of “Be careful of what is on Wikipedia, because it might not be true.” With AI innovations making their way into classrooms, teachers know that informed readers must question everything. 

Understanding what is and is not a reliable source and knowing how to vet information are important skills for students to build and utilize when making informed decisions. You might start by introducing the idea of bias: Articles, ads, memes, videos, and every other form of media can push an agenda that students may not see on the surface. Discuss credibility, subjectivity, and objectivity, and look at examples and nonexamples of trusted information to prepare students to be well-informed members of a democracy.

One of my favorite lessons is about the Pacific Northwest tree octopus . This project asks students to explore what appears to be a very real website that provides information on this supposedly endangered animal. It is a wonderful, albeit over-the-top, example of how something might look official even when untrue, revealing that we need critical thinking to break down “facts” and determine the validity of the information we consume. 

A fun extension is to have students come up with their own website or newsletter about something going on in school that is untrue. Perhaps a change in dress code that requires everyone to wear their clothes inside out or a change to the lunch menu that will require students to eat brussels sprouts every day. 

Giving students the ability to create their own falsified information can help them better identify it in other contexts. Understanding that information can be “too good to be true” can help them identify future falsehoods. 

Provide Diverse Perspectives 

Consider how to keep the classroom from becoming an echo chamber. If students come from the same community, they may have similar perspectives. And those who have differing perspectives may not feel comfortable sharing them in the face of an opposing majority. 

To support varying viewpoints, bring diverse voices into the classroom as much as possible, especially when discussing current events. Use primary sources: videos from YouTube, essays and articles written by people who experienced current events firsthand, documentaries that dive deeply into topics that require some nuance, and any other resources that provide a varied look at topics. 

I like to use the Smithsonian “OurStory” page , which shares a wide variety of stories from people in the United States. The page on Japanese American internment camps is very powerful because of its first-person perspectives. 

Practice Makes Perfect 

To make the above strategies and thinking routines a consistent part of your classroom, spread them out—and build upon them—over the course of the school year. You might challenge students with information and/or examples that require them to use their critical thinking skills; work these skills explicitly into lessons, projects, rubrics, and self-assessments; or have students practice identifying misinformation or unsupported arguments.

Critical thinking is not learned in isolation. It needs to be explored in English language arts, social studies, science, physical education, math. Every discipline requires students to take a careful look at something and find the best solution. Often, these skills are taken for granted, viewed as a by-product of a good education, but true critical thinking doesn’t just happen. It requires consistency and commitment.

In a moment when information and misinformation abound, and students must parse reams of information, it is imperative that we support and model critical thinking in the classroom to support the development of well-informed citizens.

The Critical Thinking Skills and the Academic Performance of Grade 11 Academic Strand Students in Camp Vicente Lim Integrated School

• Lalaine G. Masongsong

INTRODUCTION

Critical thinking plays an important role in people's lives. It becomes essential for a student as it helps in comprehending lessons and accomplishing tasks. Considering the need to build the society that possess higher level of cognitive abilities, educational institutions considered the development of their students' critical thinking skills through providing lectures and activities that test their skills. It is understood that being able to think critically enables students to perform well; however, it was found that the current classroom appears to be ineffective in developing students' thinking skills. From this, the researcher aimed to know if there is really a significant relationship between a students' ability to think critically and his academic performance; if the development of the thinking skill contributes to the increase in the students' academic performance.

The respondents of the study were the 115 grade 11 academic strand students of Camp Vicente Lim Integrated School whereas the researcher computed the sample size for each section to distribute the questionnaires equally. The descriptive-correlational method of research was used with the questionnaires as its primary tool in data gathering. Statistical treatment applied to the research data were weighted mean and Pearson's r using SPSS 23.

The researcher found out that the respondents' level of critical thinking skills was very high in terms of analytical thinking, logical reasoning and problem solving skills. More so, the researcher concluded that majority of the respondents have a very satisfactory academic performance. A moderate positive correlation was found between the level of critical thinking and academic performance.

DISCUSSIONS

The researcher concluded that there is a significant relationship between the critical thinking skills and the academic performance of grade 11 academic strand students. It is a proof that students with critical thinking skills can give an exemplary performance academically. That is why it is a challenge for the future study to know how to improve students in terms of thinking analytically, problem solving and logical reasoning as well.

Information

• For Readers
• For Authors
• For Librarians

©2017 by Ascendens Asia Pte. Ltd. | NLB Singapore-Registered Publisher.

• Rating Count
• Price (Ascending)
• Price (Descending)
• Most Recent

11th grade critical thinking resources

Resource type.

Egg Drop STEM Activity- S.T.E.M. ACTIVITY

*PERFECT FOR SEPT* Fahrenheit 451 Non-Literary Censorship Current Event Reports

Fruit Sudoku: Cut and Paste Activity for Kids

PRINTABLE Halloween Escape Room, Middle, High School Team-building Escape

Complete High School Physics Curriculum Bundle (NGSS Aligned, Grades 9-12)

Algebra 2 Activities Bundle with Digital Updates

Full Year Chemistry Guided Notes and Google Slides Bundle Unit 1-14

VCE Business Management (ALL 24 RESOURCES BUNDLED)

BRAIN TEASERS 4-Pack Bundle, Logic, Word Sense, Puzzles, Lateral Thinking – Fun!

BUNDLE: Doodle Word Search Puzzles | Early Finishers, Fun Brain Breaks

Shark Tank Interactive Invention & Innovation Project! (DIGITAL and PRINT)

One Pager Templates - 40 Print and Digital One Pager Templates

CHRISTMAS Escape Room (Activities, Trivia & Puzzle Games for Students)

Growth Mindset Activities Grit Social Emotional Learning Worksheet Brain Teasers

How to use GOOGLE SEARCH like a BOSS!! | Research Skills | Digital Citizenship

Book Report Templates - One Pager Book Reports - Book Report Projects

"Emoji" Doodle Word Searches | Fun Challenge, Early Finishers, Brain Break

Think Outside the Box Thursday Doodle Prompt Finish the Drawing SEL Activity

Full Year of Weekly Rebus Brainteaser Puzzles! Bell-Ringer Warm Ups! (Gr. 6-12)

Think Outside the Box Drawings - growing resource

Listening Skills Podcasts 5-Pack Listen & Learn Bundle #1 PDF Google Drive CCSS

Vocabulary Activities Bundle Differentiated for Any Word List: Set 1

Inferencing Task Cards

Positive Self Talk Activities/Coloring Pages | Positive Affirmations Posters

Organization 101; Full Curriculum; Study Skills; Executive Funct; School Start

BRAIN TEASERS VOL. 2 – Logic, Word Sense, Puzzles, Lateral Thinking – Fun Stuff

Perspective Taking Scenarios - Social Skills for Middle School & High School

The Teacher's Box of Tricks: No prep, collaborative active learning strategies

7th 8th 9th 10th Grade Paperless Good Morning Meeting Agenda Bell Ringer Slides

Minute Mysteries Brain Teaser Riddles Logic Deductive Reasoning Puzzles

Team Building STEM Cup Challenge Activity!

Budgeting Board Game for Financial Literacy - Students Practice Real Life Skills

• We're hiring
• Help & FAQ
• Privacy policy
• Student privacy
• Terms of service
• Tell us what you think

Developing Students' Critical Thinking Skills Through Whole-Class Dialogue

• Resources & Preparation
• Instructional Plan
• Related Resources

Students take positions all the time. They defend their love of a television show or character with evidence or support that justifies their position. However, students may struggle to think critically about the books they've read and take a position about events from those books. In this lesson, students either listen to the instructor read a book aloud or read the book silently. (The book used in this lesson is My Freedom Trip by Frances Park and Ginger Park.) After reading, students answer an open-ended question about an issue that could have multiple perspectives. Students take positions, then identify reasons to support their positions. They then evaluate the reasons and draw their own conclusions. The lesson may be followed by additional whole-class discussion sessions that place emphasis on dialogue, eventually transferring more and more responsibility to the students for their learning.

From Theory to Practice

• Dialogical-Thinking Reading Lessons (D-TRLs), in which students articulate their thoughts in response to literature through dialogue, go beyond the question-and-answer and recitation methods that usually deal only with literal thinking.
• Students develop critical thinking as they learn to justify their reasons for a certain position on a story-specific issue.
• The basic format of a D-TRL provides practice with identifying and evaluating reasons as well as drawing conclusions. As more responsibility for the elements of the D-TRL is transferred to students, they receive additional practice in formulating hypotheses and identifying central themes and issues
• When students have opportunities to pose questions, they assume more responsibility for determining what needs to be understood and for directing their own learning processes.
• Literature discussions based on student-posed questions address an array of reading, writing, and oral language core curriculum objectives.
• When student questioning reigns in literature discussions, students generate many questions, help one another clarify questions, listen carefully to their peers, engage in critical thinking, and appreciate the opportunity to reflect on their own questions.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
• 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
• 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
• 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

• My Freedom Trip by Frances Park and Ginger Park (Boyds Mills Press, 1998)
• Chart paper, board, or overhead

Central Question Chart

Preparation

Student Objectives

Students will

• Develop and demonstrate critical thinking skills as they take positions in response to a question, consider other viewpoints, identify reasons in support of their positions, evaluate supporting reasons for truth and acceptability, and draw final conclusions based on discussion
• Take responsibility for their own learning and for evaluating their own thoughts
• Participate as knowledgeable, reflective, creative, and critical persons in respectful dialogue with one another

Instruction and Activities

Before reading (15 minutes) Open the lesson with an informal discussion of what students already know about the Korean War. Tell them that they will be reading and discussing a book about one girl's experience during that war. Can they make predictions about the book based on its title and cover and what they already know about the war? Let students know that after reading the book, they're going to be asked a question that will take the whole class to answer-and everyone's answer could be different. What will be important is whether they can provide acceptable reasons to support their answers. Reading phase (about 15 minutes, depending on the length of the text and the reading comprehension method you use) Depending on your students' needs and the availability of book copies, you can read the book to your students using the guided reading approach, have the students partner/group read, or have the students read silently. The important thing to consider when conducting the reading phase is to make sure students understand the text entirely. This will allow them to fully participate in the discussion phase to follow.

• With the guided reading approach, intermittent discussion should take place. The discussion breaks should be informal and focus on sharing an understanding of what is happening in the text.
• If you use another approach, check in with the individuals or groups to ensure understanding by asking questions during or after the reading. Keep the questions focused for now on students' comprehension of the book, making sure everyone understands the basic story well enough to be able to participate in the discussion phase to follow.

Discussion phase (30 to 60 minutes, depending on class size) There are four basic components to this part of the lesson:

• Posing a central question and possible answers
• Identifying reasons to support the possible answers
• Evaluating the truth and acceptability of the supporting reasons
• Drawing final conclusions on the merit of the possible answers

As students become familiar with the critical-thinking process, these components can be modified to give students greater responsibility for their learning. (See Modifications for examples.) Before proceeding with the discussion, make sure to establish a few guidelines with the students. These guidelines can include

• Listening carefully to other students' questions, opinions, and reasons and responding to them in a helpful manner
• Respecting everyone's questions and everyone's responses
• Agreeing or disagreeing, but giving reasons to support your opinion
• Respecting everyone's opportunity to speak and waiting your turn

Central question. At this point, introduce a question that will be of interest to students and in response to which they will each have to take a position. The question should be thought-provoking, the answer to which can be debated. A sample question for this book (as listed on the Central Question Chart ) is, "Why did Mr. Han try to convince the soldier to let Soo go across the river instead of himself?" Once you have a question, you should offer two hypotheses (or positions) as answers to it. Record the two positions on chart paper, the board, or overhead. Sample positions are listed on the Central Question Chart. (Until students have practiced the subsequent processes of identifying and evaluating reasons, it is important to limit the position options for now to two.) Once the two positions are listed, ask each student to decide which position he or she thinks best answers the central question and to be prepared to explain why. Let students know that they can change their positions after the discussion. Identifying reasons . Have students explore each position by identifying supporting reasons for it. Talk to a student who supports the first position, for example. Ask the student why he or she believes it's correct. How about a student who supports the second position? Get the students to begin talking to each other, with you acting as facilitator between them. This may be a good time to abandon a rule of raising hands; instead, let students dialogue freely but respectfully. As they cite reasons, encourage them to use examples from the text, from their own background knowledge of not only the Korean War but any experiences they have had that help them understand the text, and from what they feel makes sense. Record all reasons on the chart underneath their respective positions, even those that make little sense or seem wrong. (In the course of the discussion, students will be evaluating the truth and acceptability of the reasons. If you filter out reasons according to your judgment, it will deny students the opportunity to evaluate their own thinking.) Evaluating reasons. After all the reasons are listed (and perhaps even as they are being listed), students should decide whether they are completely true, completely false, or are true or false depending on certain factors. As the facilitator, put each reason before the group for discussion and let students decide amongst themselves the truth and acceptability of each reason. For each reason, ask students the following kinds of questions (and eventually encourage them to ask each other and themselves): What makes this reason true? Or what makes it false? Are there times that it could be true, but other times when it could be false? What examples can you give from the book to support a reason as acceptable? Does it make sense? Why or why not? Should we accept this as a supporting reason for the position? Throughout this discussion, you may need to question the students or rephrase their ideas to help them formulate their thoughts. However, be sure not to put words in students' mouths. As students discuss the reasons, record their decisions about the reasons in the truth column of the chart. You can use a 'T' for true, 'F' for false, and 'D' for depends. For the 'T' and 'D' reasons, mark what makes them acceptable: 'TXT' for text support, 'BK' for background knowledge support, and 'LOG' for logical support. Students themselves may not know at first that an acceptable reason is based on text, background knowledge, or logic (i.e., what seems to make sense), but they should be able to decide if it's acceptable or not. As you classify the reasons, help them to understand why you are categorizing them as you are-that their discussion is leading you to figure out the kind of support each reason is based upon. Guide them in this thought process until they are able to tell you what justifies the reasons. Drawing conclusions. After all reasons have been evaluated, give students the opportunity to say what their positions are based on the discussion. Has anyone changed his or her mind? For those who are sticking with their original positions, do they feel more strongly about them now? Also, give students the option to say they have not made up their minds (for the ability to withhold judgment is central to critical thinking). Another way to end the lesson could be to have the students write their conclusions and justify their reasons in a journal entry or a more formal writing assignment. Modifications After a few lessons with the same book or subsequent readings, students will have had practice identifying and evaluating reasons for positions you hypothesize. Next, allow them to generate several positions of their own to new central questions. This will help them to develop hypothesizing skills. After practice at hypothesizing, move on to allowing them to generate their own central questions. You will have to determine their readiness for identifying central themes and issues, but also, you can expect by this time for students to help guide each other in this process. Another modification as students become more and more responsible for their own learning may include switching to peer discussion groups, which then report their results in writing or to the class.

My Freedom Trip does not have a great deal of factual information, so creating a K-W-L chart may help lead the class into a research project as an extension of the book. Ask the students what they already know about Korea and the issues that arose around the Korean War. Use the W column in the K-W-L as a springboard for research. As examples, students could research why the soldiers divided the country of Korea or why North Korea was oppressed while South Korea was "the freedom land." Since My Freedom Trip has a theme of bravery and not giving up, ask each student to write a personal narrative about a time when he or she was faced with a tough situation, but stuck it out. Remind students that their stories do not have to be of the same magnitude and that we all face challenges, big and small. You may want to take these pieces through the entire writing process to publication. Invite people who have lived through challenging situations to speak to the class about their ordeals. Send a letter to parents and community members to see if they would like to share their experiences. Students can respond to guest speakers' experiences through discussion afterward or in journal entries.

Student Assessment / Reflections

Observe the following in students:

• Do they participate in the discussion before the book is read, as well as during the reading (whether using the guided reading approach or other method)?
• Do they offer reasons for their positions that can be verified by the text, background knowledge, or logic?
• Do they rightfully evaluate and dismiss reasons that are not acceptable or valid?
• Do they participate fully in the discussion, giving due regard for differing opinions and viewpoints?

Provide students with an opportunity to demonstrate their critical thinking skills with the following assessment:

• Have students read a new text or read it aloud to the entire class
• Present students with a central question and two positions
• Have students, on an individual basis, provide support for both positions and evaluate each as they did in the lessons
• Have students give a written response regarding one of the positions
• Evaluate the written response the same way as the journal entry (see below)

Evaluate student journal entries on the following (minimum) criteria:

• Do the students justify their conclusions using reasons supported by the text, background knowledge, or logic?
• Do the students' writing responses reflect your expectations for them?
• Print this resource

Explore Resources by Grade

• Kindergarten K

• Grades 6-12
• School Leaders

Have you gotten your free poster delivered? ✨

100+ Critical Thinking Questions for Students To Ask About Anything

Critical thinkers question everything.

In an age of “fake news” claims and constant argument about pretty much any issue, critical thinking skills are key. Teach your students that it’s vital to ask questions about everything, but that it’s also important to ask the right sorts of questions. Students can use these critical thinking questions with fiction or nonfiction texts. They’re also useful when discussing important issues or trying to understand others’ motivations in general.

“Who” Critical Thinking Questions

Questions like these help students ponder who’s involved in a story and how the actions affect them. They’ll also consider who’s telling the tale and how reliable that narrator might be.

• Is the protagonist?
• Is the antagonist?
• Caused harm?
• Is harmed as a result?
• Was the most important character?

• Is responsible?
• Is most directly affected?
• Should have won?
• Will benefit?
• Would be affected by this?

• Makes the decisions?

“What” Critical Thinking Questions

Ask questions that explore issues more deeply, including those that might not be directly answered in the text.

• Background information do I know or need to know?
• Is the main message?
• Are the defining characteristics?

• Questions or concerns do I have?
• Don’t I understand?
• Evidence supports the author’s conclusion?
• Would it be like if … ?
• Could happen if … ?
• Other outcomes might have happened?
• Questions would you have asked?
• Would you ask the author about … ?
• Was the point of … ?
• Should have happened instead?
• Is that character’s motive?
• Else could have changed the whole story?

• Can you conclude?
• Would your position have been in that situation?
• Would happen if … ?
• Makes your position stronger?
• Was the turning point?
• Is the point of the question?
• Did it mean when … ?
• Is the other side of this argument?
• Was the purpose of … ?
• Does ______ mean?
• Is the problem you are trying to solve?
• Does the evidence say?
• Assumptions are you making?
• Is a better alternative?
• Are the strengths of the argument?

• Are the weaknesses of the argument?
• Is the difference between _______ and _______?

“Where” Critical Thinking Questions

Think about where the story is set and how it affects the actions. Plus, consider where and how you can learn more.

• Would this issue be a major problem?
• Are areas for improvement?
• Did the story change?
• Would you most often find this problem?

• Are there similar situations?
• Would you go to get answers to this problem?
• Can this be improved?
• Can you get more information?
• Will this idea take us?

“When” Critical Thinking Questions

Think about timing and the effect it has on the characters or people involved.

• Is this acceptable?
• Is this unacceptable?

• Does this become a problem?
• Is the best time to take action?
• Will we be able to tell if it worked?
• Is it time to reassess?
• Should we ask for help?
• Is the best time to start?
• Is it time to stop?
• Would this benefit society?

• Has this happened before?

“Why” Critical Thinking Questions

Asking “why” might be one of the most important parts of critical thinking. Exploring and understanding motivation helps develop empathy and make sense of difficult situations.

• Is _________ happening?
• Have we allowed this to happen?
• Should people care about this issue?

• Is this a problem?
• Did the character say … ?
• Did the character do … ?
• Is this relevant?
• Did the author write this?
• Did the author decide to … ?
• Is this important?

• Did that happen?
• Is it necessary?
• Do you think I (he, she, they) asked that question?
• Is that answer the best one?
• Do we need this today?

“How” Critical Thinking Questions

Use these questions to consider how things happen and whether change is possible.

• Do we know this is true?
• Does the language used affect the story?
• Would you solve … ?
• Is this different from other situations?

• Is this similar to … ?
• Would you use … ?
• Does the location affect the story?
• Could the story have ended differently?
• Does this work?
• Could this be harmful?
• Does this connect with what I already know?
• Else could this have been handled?
• Should they have responded?

• Would you feel about … ?
• Does this change the outcome?
• Did you make that decision?
• Does this benefit you/others?
• Does this hurt you/others?
• Could this problem be avoided?

More Critical Thinking Questions

Here are more questions to help probe further and deepen understanding.

• Can you give me an example?

• Do you agree with … ?
• Can you compare this with … ?
• Can you defend the actions of … ?
• Could this be interpreted differently?
• Is the narrator reliable?
• Does it seem too good to be true?

• Is ______ a fact or an opinion?

What are your favorite critical thinking questions? Come exchange ideas on the WeAreTeachers HELPLINE group on Facebook .

Plus, check out 10 tips for teaching kids to be awesome critical thinkers ., you might also like.

5 Critical Thinking Skills Every Kid Needs To Learn (And How To Teach Them)

Teach them to thoughtfully question the world around them. Continue Reading

Copyright © 2024. All rights reserved. 5335 Gate Parkway, Jacksonville, FL 32256

Free Printable Text Analysis Worksheets for 11th Grade

Text Analysis: Discover an extensive collection of free printable ELA worksheets tailored for Grade 11 students, designed to enhance their analytical skills and comprehension of literary texts. Empower your teaching with Quizizz!

11th - 12th

10th - 11th

Explore Text Analysis Worksheets by Grades

Explore other subject worksheets for grade 11.

• social studies

Explore printable Text Analysis worksheets for 11th Grade

Text Analysis worksheets for Grade 11 ELA are an essential resource for teachers looking to enhance their students' reading comprehension and critical thinking skills. These worksheets are specifically designed to cater to the unique needs of eleventh-grade students, focusing on advanced literary concepts and techniques. By incorporating these worksheets into their lesson plans, teachers can provide their students with a comprehensive understanding of various texts, ranging from classic literature to contemporary works. Furthermore, these worksheets help students develop their analytical skills, enabling them to dissect complex themes and ideas, ultimately preparing them for success in their future academic endeavors. Text Analysis worksheets for Grade 11 ELA are a valuable tool for educators seeking to enrich their students' learning experience.

Quizizz is an innovative platform that offers a wide range of educational resources, including Text Analysis worksheets for Grade 11 ELA, to help teachers create engaging and interactive learning experiences for their students. With Quizizz, educators can access a vast library of pre-made quizzes, worksheets, and other learning materials that are tailored to the specific needs of eleventh-grade students. Additionally, teachers can customize these resources to align with their curriculum and learning objectives, ensuring that their students receive the most relevant and effective instruction. Beyond worksheets, Quizizz also offers features such as real-time feedback, gamification elements, and progress tracking, which can significantly enhance the learning process for students. By incorporating Quizizz into their teaching strategies, educators can provide their Grade 11 ELA students with a dynamic and immersive learning experience that fosters academic growth and success.

Daily Lesson Log for Senior High School Grade 11

Attached is a Daily Lesson Log to be distributed to all teachers in Senior High School (SHS) for implementation in the the first 3 weeks.

DOWNLOAD: SENIOR HIGH SCHOOL SHS TEACHING GUIDES

READ: Class Activities for the First Three Weeks of Senior High School

[scribd id=315228612 key=key-LA2wemHssrR8U9terMP5 mode=scroll]

• Guidelines and Reminders for 2016 Oplan Balik Eskwela
• Balik Eskwela 2016 Campaign
• Downloadable Resources
• 2016 Oplan Balik Eskwela (OBE)
• Pointers to Minimize Administrative Complaints Against Teachers and School Heads

DOWNLOAD: Daily Lesson Log for Senior High School Grade 11

Mark Anthony Llego

Mark Anthony Llego, a visionary from the Philippines, founded TeacherPH in October 2014 with a mission to transform the educational landscape. His platform has empowered thousands of Filipino teachers, providing them with crucial resources and a space for meaningful idea exchange, ultimately enhancing their instructional and supervisory capabilities. TeacherPH's influence extends far beyond its origins. Mark's insightful articles on education have garnered international attention, featuring on respected U.S. educational websites. Moreover, his work has become a valuable reference for researchers, contributing to the academic discourse on education.

413 thoughts on “Daily Lesson Log for Senior High School Grade 11”

GOOD DAY SIR BAKA MY DLL PO SA EARTH AND LIFE SCIENCES GRADE 11 SALAMAT

Good day sir. May DLL po kayo Gen Math. Pwede po pa send. [email protected]

Gud.evng po pwde hu bang hihingi ng DLL ng Pagbasa at pagsusuri ng ibat-ibang teksto module po at DLL? At pwde hu bang malaman kong ano po ang output na dapat kong ibigay sa aking mga studyante? Maraming salamat po.

good day po. Pwede pong makahingi dll po ng Physical Education 11 at 12 Quarter 3 at 4 po thanks

Good day po sir baka meron po kayong EMPOWERMENT TECHNOLOGIES po sir. Pa send po sana ako. Ito po email ko po

[email protected]

Good day po! Please send me a copy of daily lesson log in Creative Nonfiction and Inquiries, Investigations and Immersion. Thank you very much!

hello good day po sir can I have a copy of the DLL of STATISTICS AND PROBABILITY po. Marami pong salamat. GOD bless po. Here’s my email: [email protected]

Hi sir, Pwede po pa share nang DLL in General Mathematics and Stat. and Prob…here’s my email : [email protected]

Good day sir pa send po DLP sa MIL grade 11 second quarter email add . [email protected]

HELLO po pa send po DLL MIL 11 new teacher here

Good day po pwedi po makahingi ng Komunikasyon at Pananaliksik, Practical Research 1, Pagbasa at Pagsuri po ng DLL? Thank youu po

hello po, pwede po pa send ng DLL sa UCSP at Contemporary Arts from the Regions po.. ty ng marami… God Bless

pa send po ng dll sa Statistics and probability, arynmaryauguis@gmailcom

Good Day! Pwede po ba make hingi ng soft copy ng DLL sa Personal Development and Philosophy. Thank you. Email add: [email protected]

Good day Sir, baka may DLL po kayo ng Media and Info Literacy pasend po through my email [email protected] . thank you…

Can I ask MIL Daily Lesson Log

kindly send DLL eapp senior high school. THANKS

A blessed day po. DLL for Oral Communication please. My first time to teach senior high

good day po pwedi pong pahingi ng dll sa personal development quarter 2,organization and manaement and filipino -9 po salamat and GOD BLESS po.

good day po sir,, pwd po makahingi po sana ng dll ng PERSONAL DEVELOPMENT.. maraming thank you… [email protected] ..thank you so much po

Hello po sir baka pwede pong mkahingi Ng dll Ng reading and writing hul semester

Good Day po! Pwde po maka hingi ng DLL ng organization and management po at personal development ang email ko po is [email protected] . Marami pong salamat!

Hello po. Meron na po ba kayong DLL for Organization and Management po?

Pwede po pa share nang DLL in ORAL COMMUNICATION IN CONTEXT and READING AND WRITING..here’s my email : [email protected]

hello po sir same case po pa share po sana ng dll sa reading and writing skills here is my email: [email protected]

GOOD DAY PO! PWEDE PO PA SHARE DLL PERSONAL DEVELOPMENT? send it to my email po? [email protected]

Sir Good Day po, pa share po DLL at Lesson Plan in SHS Grade 11 CSS & Grade 12 CSS. Ito po email add ko Sir [email protected]

New teacher here, do you have sample DLL for Oral Comm., EAPP and Writing in the Discipline for the 2nd quarter?

[email protected]

Magandang araw po, kung pwede lang po makahingi ng DLL sa Komunikasyon at pananaliksik mula epesode 1-8 po, saka Pagbasa at pagsusuri DLL, maramming salamat po. my email ad: [email protected]

Magandang araw po, kung pwede lang po makahingi ng DLL sa Komunikasyon at pananaliksik mula epesode 1-8 po, saka Pagbasa at pagsusuri DLL, maramming salamat po.

good day sir, pwede ho ba manghingi ng dlp sir sa oral communication ,eapp at 21st century sa grade 11 for humss 1st quarter? [email protected]

Good day Sir, May i ask dll ng trends, networking and critical thinking in the 21st century and phil pol gov po. Pls and thanks.

More power!

[email protected]

hello po sir. Pwede po makahingi ng DLL about plumbing nc 1 and 2, at tile setting nc 2. Salamat po.

Good day sir! Pwede po ba makahinge ng DLL na naka align sa MELC ng mga subjectna po to: Komunikasyon, General Math., Practical Research 2, Thanks po

Good Day po. Pwd po ba makahingi ng DLL sa Gen Math. Pa send naman po dito sa email add ko po [email protected] Salamat po.

Hai po sir..pwedi po bang manghingi ng dll CPAR and P.E and Health 11 and 12 first quarter to 4th quarter.. salamat po

Good Day po. May DLL po kayo sa Personal Development. pwedeng makahingi. [email protected]

Hello sir/ma’m pwede po ba pa share ng DLL sa Komunikasyon? Maraming salamat po.

Good Day po!

Pwede po makahingi ng DLL for MIL(new teacher here). Thank you po and God Bless.

hello po, new teacher here. bka po pwd mka hingi po ng DLL ng housekeeping at bread and pastry po. maraming slamat po

hello sir good day. baka meron po kayong dll sa AUTOMOTIVE SERVICING at PE & health, pls po send pahingi..

Sir pwede po pa share ng DLL niyo sa automotive servicing maraming maraming salamat po ito po email ko [email protected]

Good day po Sir..pwedi po pa send ng DLP/DLL organization and management at Applied Economics po..slmt po and more powers..ito po email add ko po [email protected]

hello sir, kindly send me a copy of Lesson Plan for Practical research 1 4th QTR

Sir pwdi Po makahingi Ng DLL in statistics and probability 2nd quarter..

Good day po Sir Mark may DLL po ba kayo ng Statistics and Probability. Please send me a copy po here is my gmail [email protected] …Thank you and God bless po.

Good day sir, pwede po ba maqsend po dll ng entrep, work immersion and FBS. [email protected] po ang email ko. thanks and Godbless sir!

Hello sir pahinge ng DLL mo sa FBS. thanks. [email protected]

Good day Sir. Pwedi po ba makahingi ng DLL for Organization and Management at Pagbasa at Pagsusuri ng Iba’t ibang teksto Tungo sa pananaliksik? Please po. Here is my email add [email protected]

Good da po… meron po bah kau sa org man?

good day po ! parequest po ng copy ng DLL sa General Chemistry 1 and 2 for STEM. Thank you po.

please send me po ng DLL sa grade 11 SHS1. reading and writing 2. Pagbasa 3. Housekeeping nc II

Hello mam pahinge po ng DLL mo sa reading & writing skills [email protected] Thank you.

Pa Sent po ng available lesson plan for 11 SMAW, THANKS

Good Day ma’am/Sir, may lesson plan kao sa 11 SMAW PO? Pwedi po mang hingi… salamat Ito po gmail [email protected]

hello po! pwede po makahingi ng copy ng daily lesson log po ng General Mathematics. salamat po!

pwede po ba pashare dn po ng dll gen.math

New teacher po here. Pwede po ba kong makahingi ng DLL for ABM strands SHS? Pasend na lang po sa email.

[email protected]

Thanks a lot po!

Hello po Sir/Ma’am.. pwede po ba makahingi ng DLL for General Physics 1 and 2, Earth Sciece and Bilogy 2. Thank you so much po.

Good day Sir, pwede po makahingi DLL sa Empowerment Technology at Personal Development? Pakisend po sa – [email protected] kung pwede po. Thanks in advance po..

Good day Sir request po ako DLL ng Intro to World Religion, PE 11 at PE 12 po.

Sir goodevening po…can you send me DLL in intro to world religion and belief system.

Good day po sir. May dll po kau ng p.e 11 and p.e 12?

Request po sana ako, dll ng Intro to World Religion, PE 11 at 12

Pwd din po ba makahinge ng DLL aligned with MELC 1. General mathematics 2. Komunikasyon at pananaliksik sa wika 3. Filipino sa piling larang-akademik 4. Oral communication 5. EAPP 6. PE 11 & 12 7. Disaster Risk Reduction and Readiness 8. Media and Literature. Here’s my email po [email protected] . Thanks in advance po.

May i ask for DLL , DISCIPLINE AND IDEAS OF SOCIAL SCIENCE (DISS) grade 11 HUMSS [email protected]

Hello mam my DLP na po ba kau sa gpost niu? Plsnpa eend din po salamat!

PAHINGI din po ng daily lesson plan aligned with MELC ng mga sumusunod na asignatura 1.komunikasyon at pananaliksik sa wika 2.filipino sa pling larang 3.pagbasa at pagsusuri nawa’y inyong paunlakan pasiuna na po ang aking pasasalamat

Good day po pwd din po aq kahinge dll pra po sa piling larang..thanks po

pwede po makahingi ng DLL sa Filipino sa piling Larang-akademik

good day po…baka po nabigyan po kayo ng copy ng dll sa mil-pa share nmn po…salamat,,

[email protected]

Blessed Day! Sir, i am a senior high teacher, may i have a copy- DLL for Entrepreneurship and Understanding Culture, Society and Politics, my email add [email protected]

Sir pasend nman po Ng DLL sa Filipino sa piling Larang-akademik

Good day. May I ask a dll of creative nonfiction heres my email [email protected]

Good Day Sir! may DLL na po ba kayo sa Pre Calculus and Basic Calculus? pwede po pasend din? Thank po. God Bless!

[email protected]

hello sir good day. baka meron po kayong dll sa contemporary arts at PE & health, pls po send pahingi..

[email protected] …

gd day sir pwede pahingi ng dll sa MIL AT EMTECH. tnx sa [email protected] lng po.

hello po, pa send din po entrepreneurship dll here [email protected]

Pasend din po ng applied economics salamat po [email protected]

Hello maam, pwde rin po ba pa send ng Dll Applied economics po [email protected]

Good afternoon Sir…pwede po ba maka hingi ng DLL for food and beverage Service? Subrang kailangan po Kasi sa Amin Yung mga new method of teaching especially in this subject. Pa send Lang po sa imail ko Kung pwede…salamat ok Ang God you always….

[email protected]

Good day sir! Baka po may dlp o dll kayo ng creative writing at creative non fiction..Pasend pls po s gmail ko. venturamagie25@gmail com.Thank you and God bless!

Hello po Good Day! Pwede po pasend ng DLL ng mga lesson log ng Grade 11 to Grade 12>. Specially mga CORE SUBJECTS po 🙂 Sobrang kailangan po eh 🙂 Thanks po pasend nalang po sa email ko na : [email protected]

sir, baka po pwede makahingi ng dlp copy po ng MIL grade 11 po-thank you very much…

Mam good day. May dll po kau sa MIL?

sir, baka po pwede makahingi ng dlp copy pong MIL grade 11 po-thank yiu very much…

Good Day po.. Pwede po ba makahingi ng DLL sa Basic Calculus, Gen. Math, Pre- calculus at Statistics and Probability. Thank you very much po. God bless po. Ito po ang aking email account: [email protected]

Hello po. Pwedi rin sana makahingi copy ng Dll niyo reading and writing. thank you. [email protected]

Good day po. pwede po makahingi ng copy ng DLL ng > gen math >pre-calculus > stat and prob > basic calculus

[email protected]

Thank you so much and Godbless po!

goodmorning sir. pwede po ako makahingi ng DLL for Social Science. Thank you! [email protected]

Hello po. baka may dll po kayo sa oral com and reading and writing. thanks…. email add [email protected]

MAAM /SIR PASENT PO NG DLL NG P.E 11- -12 SALAMAT PO IN ADVANCE SA MAAWA NEEDED BADLY PO TALAGA

psent nman po ng dll mo po for pe. 11 and 12.. [email protected] tnx and Godbless

hello po pa send po ako nang Daily lesson log in marketing, applied econ and business ethicspa send po ako sa email add ko.. [email protected]

Kindly send DLL for PE 11 and PE 12 through my email address [email protected] . Thank you very much

hello maam, paki send po ng dll sa p.e saku gmail account. tnx po [email protected]

pwde po b makahingi ako ng kopya ng dll ng komunikasyon sa wika at kultura,malikhaing pagsulat at filipino sa piling larang-akademik at tech-voc.pls.po..Salamat po!

Sir maya nakuha ka? Pa share.

hello po pwede po manghingi ng Dll ng gen.bio1 and 2 at gen. chem. 1 and 2…heres my email [email protected] ..thanks po

GOOD DAY!! May i ask help from you sir? a DLL for GEN CHEM 1 & 2 as well. PHYSICAL SCIENCE, and PRACTICAL RESEARCH 1. Thank You

Hello pahingi po ng dll copy ng gen bio 1&2. Pati na rin gen chem 1&2 po. Salamat.

Good evening po maam! May nakuha ko po? Pwede po pasend po? Badly needed din po sana. Salamat po nang sobra. Here’s my email po: [email protected]

Hi po.. sir baka pede po ako makahingi sayo ng dll ng general mathematics.. maraming maraming salamat po.. eto po ang email ko.. [email protected] Pagpalain ka po nawa ng Panginoon.

Hi po, pwede po ba makahingi ng copy ng DLL ng subjects na 21st Century Literature, Entrepreneurship, Principles of Marketing, and Bread and Pastry po..Thank you po God bless po

Good day po, pwedi po pahingi ng DLL ng 21st Century Literature from the Philippines and the World po?

good eve sir…..pwedepo makahingi ng dll sa eim grade 11 sir….?

GOOD DAY, PA SHARE NAMAN PO SANA NG DLL FOR APPLIED ECONOMICS. THNKS.!!

Good am sir pwede pong humingi ng DLL for general chenistry 1 and 2, general physics 1 and 2, at organization and management. pasend po s email ko [email protected]

Hi po baka pwede po makahingi ng dlp po for earth and life science at saka physical science po grade 11. [email protected] po. Thank u

Good day po! pahingi po ng DLL sa Media and Information Literacy. tnx… here is my email add… [email protected]

good day po…baka po nabigyan po kayo ng copy ng dll sa mil-pa share nmn po…salamat,,

Good day po! pahingi po ng DLL sa MIL. tns… here is my email add… [email protected]

pwede po ako makahingi ng DLL or DLP ng Creative Writing? Thank you and God bless

Good day! Do you have DLL for BARTENDING, Personal Development, and Reading and Writing Skills? Can you please send it to [email protected] . Thank you.

Good day! can you please send me DLL for Food and Beverage Services? Thank you

Good day! can you please send me DLL for bread and pastry production? Thank you.

hi po, my copy kna po ng dll? pwd po b mka hingi ng copy nyo. thank u po

Good Day! Can I have a DLL for creative writing? Thank you so much and God bless!

Good afternoon po. Pwede po makahingi ng DLL sa General Biology 1 and 2? pati na rin po sa General Chemistry1 and 2, Earth and Life science? salamat po.

Good day .pA AVAIL po . please send me your personal development DLL thank u God bless [email protected]

Pwede po huminggi ng DLL for Entrepreneurship?

Gud day po. Maari po bang makahingi ng DLL sa asignaturang Filipino 11 at 12 Filipino sa Piling LArang Tech Voc Grade 12 Pagbasa at pagsusuri sa filipino tungo sa pananaliksik grade 11 po

pwd po ba makahingi? Fil 11 at 12. Salamat po

Pwede po huminggi ng DLL for Entrepreneurship? Thank you pa email na lamang po sa [email protected]

pwede po bang makahingi ng dll/dlp ng reading and writing salamat po paki send lang po sa [email protected] . God bless po and more power

Good day po! Kung pwede po sana pahingi naman po copy nyo ng teaching guide and dll/lesson plan ng Applied Economics and Entrepreneurship. Pasend na lang po sana dito: [email protected] …..Thanks po in advance Godbless you po!

Mam pwede po makahingi ng dll sa applied economics…tnxs a lot [email protected] ..

hello… pwede pong makahingi ng inyong DLL sa Applied Economics? [ [email protected] ]

Helo gudpm! Sino po may dll sa grade 11 statistics and probability at practical research work…pwede po pahingi…kahit po may bayad ok lng [email protected]

hi po.. pwede po bng makahingi ng DLL sa Biology 2? [email protected] po email add ko.. thank you in advance

Hello, sir! Can I have a softcopy of Creative Writing DLL on my email? Thanks!

Hello. Kindly send me a copy of your DLL in DRRR, Gen Chemistry 1 and Biology 1. Thank you.

Good day po!!! may dll po ba kayo sa Entrepreneurship po ? Pwde po humingi po ng copy. [email protected] . Thank You po!!

Good day po!!! may dll po ba kayo sa Entrepreneurship po ?

good day po! baka pwede po makahingi ng soft copy ng dll ng ucsp. thank you.

Good day! Can I ask a copy for the dll of Filipino sa Piling Larangan

Kindly post any DLP of general math probability and statistics MIL. Thanks a lot po Please send me a copy : [email protected]

May DLL po kayo ng GEneral Mathematics? pwede po humingi ng copy. Salamat po

Hi! Greetings may i ask for a DLP for personal development

may DLL po ba kayo sa pagbasa at pagsulat sa piling larangan grade 12 pwd po humingi ng copy? [email protected]

Sir , good morning, pwede po ba makahingi ng dll for media and information literacy and empowerment technologies, thank [email protected]

Sir, good day, can i ask a copy or any link kong pwede po nga DLL mo sa personality development at MIL, sir email add po, [email protected] . kong pwede po salamat.

May DLL po ba kayo ng General Math grade 11. Pwede pong Huming ng copy. Thank you so much

mam/sir pahingi po dll for math 7,8,gen math 11

May DLL po kayo ng Media Information Literacy? Pwede po humingi ng copy? [email protected] account ko po..salamat

good day meron po ba kayong learner’s manual ng physical education & health volume 2? tas meron din po ba kayong dll sa p.e. shs.salamat po

Good day po. Can I ask a copy of DLL for Oral communication, Reading and Writing Skills, Creative Writing and Creative Non-Fiction? Thank you po and God bless you. 🙂

can I ask a copy of DLL for oralcommunication in context , Empowerment technologies: ICT strands, and PROG113 (Oracle Database) NC111 [email protected] . Thank so much po

can I ask a copy of DLL for oralcommunication in context , Empowerment technologies: ICT strands, and PROG113 (Oracle Database) NC111 [email protected]

can i have a dll in oral com , & earth & life science subj.. thank you!! here’s my email add. [email protected]

hello po good afternoon pwede po ba maka hinge ng DAILY LESSON LOG about PHYSICAL EDUCATION AND HEALTH volume 1 at PHYSICAL EDUCATION AND HEALTH volume 2 my email [email protected]

Greetings of peace! May I request for a copy of DLL for Introduction to World Region and Belief Systems. Much thanks po, best regards and God bless

Hello po good morning. Pwede po humingi ng DLL for 21st century literature and Creative Writing? My email ad is [email protected] . Thank you.

Good evening po. may DLL po ba kayo for practical research 2? ito po email ad ko hannycherryvega@gmail. com

HI SIR HAVE A NICE DAY! CAN I ASK DLP FOR ENTREPRENEURSHIP FOR SENIOR HIGH SCHOOL GRADE 12 AND KOMUNIKASYON AT PANANLIKSIK SA WIKA AT KULTURANG PILIPINO. PAKI SENT NLNG PO SA EMAIL AD KO THANK YOU PO

Kindly send DLL for English For academic & Professional purposes, Intro. to world religion through my email address [email protected]

can I ask a copy of dlp for oral communication in context po…Thak you! [email protected]

Hello po good afternoon. Pwede po humingi ng dlp for the 21st century literature? my email ad is [email protected] .

Sir can I ask DLP for EARTH SCIENCE,UCSP AND PE AND HEALT.please send to my gmail.thanks much

mam meron n po b kaung copy ng dll ng ucsp pwd pong paforward tnamks

good evening! just want to ask for help i need po lesson plan for intro to world religion, ucsp , p.e.and 21st century, im teaching this lesson but i wasnt able to attend the mtot sayang at wala akong overview sa subject mahirap i absurb im teaching 4 diff. subjects pa naman. please help me po. you can send to my email add po – [email protected]

thank u po and God bless.

Hi! Pashare naman po ng DLL fpr Applied Economics and Disciplines and Ideas in the Applies Social Sciences….. Thank you

Gud day, hingi po ako ng copy ng dll oral communication. thanks.

sir.. pasend nga po dll ng personal development at PE 11 and PE 12… thank u so much po..

please send me dll for earth science, general chemistry 1 and 2, earth and life science and drrr

Good day po ma’am and sir, Pa share naman ng DLL of 21st century literature from the Philippines and the world. Thanks and GOD bless po.

Pwede po ba makahingi ng DLL, TG and LM for EIM, General Math, Personal Development, Uncderstanding Culture Society and Politics and Introduction to the Philosophy of Man. Thank You po.

Good morning, pwede po makahingi ng lesson plan for earth science? Thanks po [email protected]

Hi po, pa-send din po ng dll or dlp sa pagsulat sa filipino sa piling larang (tech voc). my email ad is [email protected] . thanks and God bless.

I will be teaching Oral Communication this year, may I please have a soft copy of the DLL of the subject. Please send it to my email. Thank you so much.

hi po sir… I would like to ask help with the DLL with understanding culture society and politics subject. this will be my first time to handle this subject. if there is, pls send it to [email protected]

Sir pwede po ba makahingi ng TG or LM ng mga ito: Introduction to Philosophy in Human Person Discipline and Ideas in Applied Science Trends, Materials, and Critical Thinking in 21st Century Culture World Religion and Belief System

Can we have LP for ABM- Entrepreneurship, Applied Economics, Prin of marketing, Business Enterprise Simulation

can i have a soft copy of dll for biology 2?

pls. po kailangan ko lang po ng DLL 21st century literature from the Philippines and the World. salamat po!

mam pasend naman po ako ng dll sa 2st century . thanks

can i have a copy of DLLfor personal development and introduction to world religion and belief system? thank you

me too dll for personal development..thankz po

DLL nga po ng 21st century literature from the Philippines and the World. [email protected] po email ko. salamat po ng madami… badly needed lang po talaga.

HI TO ALL SHS TEACHERS..ASK LNG SANA SINU MY DLL SA TVL IDUSTRIAL ARTS SA AUTOMOTIVE SERVICING NC1 & II..

sir gd eve po….pwede po bang makahinnge ng dll po sa personalty development saka po 21st entury literature from the philippines and the world.maaming salamat po.. h

why cant i download the dll for stat and probs

tulong naman oh..sino may completo dlp or dll sa contemporary arts.. pakisend naman sa email ko. [email protected]

Can I have a copy of DLL in physical science? Thanks. [email protected]

may dll po kau sa filipino sa Piling Larang tech voc?

sir gud pm..sir,ask po akuh if meron kang dll s p.e. and health for 4th quarter? .tnx po

sir patulong naman po. can i have some copy of dll in “Media & Information Literacy” please . thanks po.

hello sir,,pwede po makahingi ng DL sa business mathematics, general math & statistics & probability? here is my email [email protected] ..thnk u in advance.

Hi po good morning!!!!! can I have the DLL of Inquiries and investigation for immersion of senior high school and Bread and Pastry…kindly send in my email [email protected] ..thank you

Good day po sir. Pki send po s aking email ang DLL copy s social studies.ito email ko. [email protected] . thank you po.

GOOD PM.PLS SEND ME OF A DLL COPY FOR CONTEMPORARY ARTS FROM THE REGION . THANX N MORE POWER

Hi sir, may I ask DLL for stat & prob. Thank you and God Bless.

Gd noon sir!..pls send me a copy of my dll in reading and writing..tnx a lot and godbless!…

Hi po! May dll po ba kau ng stat&prob? Pls send po if meron.thanks po.

good day sir can you you send me the daily lesson log or teaching guide in general mathematics, business mathematics and probability and statistics thank you and God bless @[email protected]

Good day Sir.. please do send me a copy of DLL of Fundamentals of accountancy and probability an statistics. Thank you and God bless.

A blessed day Sir. May I please ask for DLL of EACAD and Research 1 and 2. It would be a good help since I am new in the field. thank you in advance , and God bless.

[email protected]

goodmorning po. may i ask for a copy of statistics and probability, fundamentals of accty 1, pre calculus and practical research 1 – DLL. THANKYOU IN ADVANCE!

Good Morning Sir 🙂 Please send me a soft copy of Empowerment Technology TG.. sa email ko po. Thank you sir

hi sir good afternoon po can you send a copy of stat and prob po to my email acct po [email protected] . Thank you po and God Bless

Hi sir, please send me dll for stat & prob po thru my email [email protected] . Thank you..

Hi sir kindly send me this file po thank you!

[email protected] is my email add po

Sir pwede ba maghingi ng dll for reading and writing skill for gr. 11?

Sir pwd po bang humingi ng halimbawa ng lesson plan Filipino senior high school po. Thanks po Sir!

sir need help can i have some copy of dll in “oral communication in context” please . thanks poh this is my gmail … [email protected]

hai sir can you send me a copy of your daily lesson log in general mathematics and probability and statistics in my gmail account.. [email protected]

hai po.. can i send me a copy of daily lesson log in general mathematics and probability and statistics in my email account [email protected]

hai sir can you you send me the daily lesson log in general mathematics, probability and statistics @[email protected]

Please send me the daily lesson log for entrepreneurship for senior high school thru my email add [email protected] . Thanks a lot and God Bless!

Sir please to me a softcopy of dlp for english for academic ang profesional purposes

Sir may i have a copy of DLL for senior high school teachers. Thank you and god bless. heres my email add [email protected]

Sir/Ma’am,

Kindly send me a copy of daily lesson log for Filipino sa Piling Larangan,Trends,Networks and critical thinking in the 21st century and Empowerment Technologies. You can send through my email address [email protected] .

thank you in advance.

Sir, kindly send copy of that daily lesson log for senior high school teachers, specially for Intro. to Philosophy and Practical research. here is my email add [email protected]

DLL for Oral Communication [email protected]

Sir may i have a copy of DLL Filipino sa Piling Larang (Akademik). Thank you and god bless. [email protected]

good day po! meron po ba kayong DLL ng Entrepreneurship? pasend nalang po sa email ko if meron. here is my email add: [email protected]

Hi po sir! Good Day po! Pwede po bang makahingi ng DLL ng grade 11 General Mathematics at Statistics & Probability. Maraming salamat po Sir ha.

Thanks, Tony

Sir I am new teacher. I don’t have a book and my references are very limited. please help me. kindly send me a copy of a sample DLL in Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino.

email add [email protected] Thank You

Please join our facebook discussion group: https://www.facebook.com/groups/teacherph/

hi po. may Daily Lesson Log po ba kayo para sa Contemporary arts? thank you po. [email protected] pasend na lang po salamat po

good day po. can i have a copy of dll ng Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino. Thanks po. Heto po ang e-mail add ko. [email protected] . God bless us all.

hello po…meron po ba kayo copy of DLL for organizational and management for grade 11 and12? email add po is [email protected] ..salamat po

Good day po sir! Long live po. Can i lend me a copy of DLL of Contemporary Philippine Arts from the Region po, salamat po! This is my gmail po: [email protected] .

May i have a copy of DLL Filipino sa piling Larang (AKADEMIK)? Thanks [email protected]

Good day sir, Pwede po ba ako makahingi ng DLL for Philippine Politics and Governance. eto po yung email address ko [email protected] thank you po in advance.

Good Day po baka meron po na Daily Lesson Log/Plan for STEM Grade-11 Pre-Calculus

Can I have sir a copy of your DLL for Senior high school? My email add is [email protected] it is a great help for us. Thank you very much and God Bless!

Sir, can I have a copy of DLL for Physical Science, Practical Research 2, and Filipino sa Piling Larang (Acads). [email protected]

Hi po! Can i also request for DLL Grade 11 and 12 TVL Electrical Installation and Maintenance? Thanks a lot. [email protected]

Hello Sir! Can I have a copy of TG/DLL/DPL for SHS11 and 12, PE and HEALTH sent to my email add [email protected] please? Thanks and God bless you all!

Good Day Sir. pahingi po DLL for Personal Development for Grade 11 po sana. Maraming Salamat po. ito po ang aking email. [email protected]

Good day sir, Pwede po ba ako makahingi ng DLL for Philippine Politics and Governance. eto po yung email address ko [email protected]

thank you po in advance.

sir send me a copy a daily lesson log in entrepreneurship,here is my email add [email protected] thank you

DLL po ng MIL – Media Information Literacy salamat po my email add [email protected]

Hello po Meron po bang DLL ng Media and Information Literacy paki send po here is my emailadd [email protected] salamat po..

sir please send me a copy of DLL for Gen. Chem. 2 for Senor High School. Thanks

Practical res 2 stat and prob physical science pe 1 and 2 gen math [email protected] thanks sir

Good morning sir! Baka po pwede makahingi ng DLL of Introduction to Philosophy ng grade 12. here’s my email. [email protected] po..please sir.

Sir, may copy na po kayo ng DLL sa Philo Human Person? Pwede po pahingi? hehe, kung meron ka po at kung ok pwd mo pa-send naman sa [email protected]

sir pahingi po DLL for Personal Development for Grade 11.. ty po.. here’s my gmail.. [email protected]

sir good day po. Baka pede din pong mag pa send po ng copy ng dll ng understanding culture, society and politics. Disciplines and Ideas in the Applied Social Sciences G11 and 12 contemporary arts from the region Philippine politics and governance Maraming Salamat po.

help please send me a copy of dlp in physical science [email protected]

Hello po. Meron po bang DLL sa Personal Development at UCSP? Can I ask a copy po? Please send po [email protected] Thank you so much po and God bless

Hello po… Can I ask a copy of Personal Development po…. [email protected]

PLEASE, please…send me a copy of Senior High school DLL..specially EmpoTech [email protected] or [email protected]

Hi sir! May I request a DLL copy po of 21st century and entrepreneurship for grade 12. [email protected] Thank you po.

hello po ma’am, may copy ka na po ba ng DLL ng entrepreneurship? Pwede po pahingi? Salamat po. [email protected]

Good day po! Baka pwede po makahingi ng copy ng DLL ng Physical Science and Entrpreneurship. Thanks po. Makiki-send na lang po dito: [email protected]

Sir may i request po a copy of DLL sa 21st century & entrepreneurship po for grade 12. Thank you po.

sir pa send po ng copy ng dll ng understanding culture, society and politics. contact center services contemporary arts from the region Philippine politics and governance someabautista@gmail. com salamat po

Hi po magandang hapon.. meron kn po bang dll sa ucsp po? pashare aman po ako salamat. [email protected]

Sir pahingi po ng daily lesson plan for applied economics and Komunikasyon at pananaliksik sa wika at kulturang pilipino.. salamat po…[email protected]

Good day sir/maam. pahingi po ng DLL Contemporary ARts. send to my FB [email protected]

sir pls. do send the ready made DLL or DLP, for intro. to philosophy of the human person. thnks.

Hi pls send me DLL for : -Physical science Grade 12 ( TVL) -Introduction to the Philosophy of the Human Person Grade 12

kindly send me copy of daily lesson log for contemporary phil arts and PE po.. [email protected]

Good day, pwede po pasend ng dll for 21st century at reading and writing for k11. New hire po ako. Please po. Thanks, this is my email [email protected]

Good day, pwede po pasend ng dll for 21st century at reading and writing for k11. New hire po ako. Please po. Thanks

Maam/sir kindly send me a ddl for grade 1 gen math, komunikasyon at pananaliksik, and applied economics it will be a great help thank you here is my email add : [email protected]

sir pls. do send the ready made DLL or DLP, for genmath, pre-calculus and general physics 1,

sir pls. do send the ready made DLL or DLP, for genmath, pre-calculus and general physics 1, heres my email add [email protected]

sir pwede po makahingi ng dll for personal development at Media & Information Literacy thank you po pasend n lang po sa email ko [email protected]

good day could i ask for a copy of the DLL for practical research 1 & 2

sir meron ka po tg ng pe & health12, and DLL nf Media and information literacy?

Sir Good morning.. I humbly ask for DLL for Entrepreneurship and Understanding Culture, SOciety and Politics kung meron po..and TG also as well..Thanks and Godbless 🙂

Sir, can you send me a copy a DLL for senior high school for the Contemporary Philippine Arts from the Regions?

Can you send me a copy of DLL for senior high school Contemporary Philippine Arts from the Regions?

sir, good evening po. parequest naman po ako ng dll for understanding culture society and politics… here’s my email po.. [email protected] . thanks po..

sir can i ask for a copy of DLL for earth and life science. ito po email add ko. thanks po…

sir pwede po makahingi ng dll for personal development thank you po pasend n lang po sa email ko [email protected]

Sir pwede po ba makahingi ng dlp ng earth and life science 11? Ito po email ko.. [email protected] . thanks po

Sir can I have a copy for TG or LM in *English for academic and professional purposes, *Komunikasyon at pananaliksik *PE Grade12 ….thank you po.. ito po yung email add ko po [email protected]

AQ din po bka pede mkahingi dll and tg ng english for academic and professional purposes… salamat

pls send copy DLL of the ff: > General Mathematics > Statistics & Probability > Practical Research 1 > Practical Research 2 > Understanding Culture, Society, and Politics > Intro to Human Philo

Sir, pwede po makahingi ng teahing guide ng English for Academic and Professional Purposes?

DLL NG EARTH AND LIFE SCIENCE PA SHARE PO SANA TY

Sir kindly send the lesson plan of Komunikasyon at pananaliksik sa kulturang pilipino. Pls2x Sir! Kailangan ko lang po.

teacher pahingi din po akong copy ng dll po ng earth science, biology 1, at disaster risk po,, maraming salamt po,, [email protected]

Good day po sir. Pwede po ba makahingi ng kopya ng DLL for oral communication and english for professional and academic purposes? here is my email sir [email protected] . Thanks a lot.

Sir pwede humingi ng DLL sa DRR at saka sa READING AND WRITING [email protected]

haloo sir pwd po mka ask ng DLL FOR MATH 11 or genmath po! tnx po sir & more power to tch.ph

Hello! Mam/sir, can I have a copy of DLL’s for Senior High School? Thank you.

Can i have a copy of dll for stat and prob, physical science, pe, practical researh 2 sir. Thanks [email protected]

Sir, may I ask a favor, please send me a copy of dll for media and information literacy, here’s my email add: [email protected] Thank you very much

Good day po… Sir pwede po ba makahingi ng copy TG at DLL ng Fundamentals of Accounting 1… and hairdressing po….. [email protected] Salamat po Sir

Good day po… Sir pwede po ba makahingi ng copy TG at DLL ng Fundamentals of Accounting 1… and hairdressing po….. Salamat po Sir

hi sir,good morning pwd bang makahingi ng DLL ng Computer System Servicing NC II.-Thank you & GodBless

hi sir,good morninpwd bang makahingi ng DLL ng Computer System Servicing NC II.-Thank you & GodBless

joy hi sir,good morning…pwd bang makahingi ng DLL ng personality devt, philosophy, understanding culture..thanks…[email protected]

Good evening po..Pde po b padownload po Ng Tg at LM po Ng komunikasyon at pananaliksik sa wikang Filipino at kulturang Filipino.. First time q po magturo Ng senior high school..Sana po matulungan nyo po aq maraming Salamat po sa pagreply.

Sir, if ever lang po sana, you can help me. please send a copy of lesson plans of english for academics and professional purposes, komunikasyon at pananaliksik sa wika at kulturang pilipino, filipino sa piling larangan (tech-voc) and physical education and health 1? email me po at [email protected]

Sir, do you have a copy of lesson plans for EAPP? Can I ask for it?

Sir, do you have a copy of lesson plans for EAPP? Can I ask for it? Please send it through my email ad. Salamat

eve sir… i would like to ask a copy of TGs or LMs of the following subjects: EMPOWERMENT TECHNOLOGIES, PE & HEALTH 11 & 12, INTRODUCTION TO PHILOSOPHY OF THE HUMAN PERSON, MEDIA AND INFORMATION LITERACY, PHYSICAL SCIENCE. Thanks po sir in advance. [email protected]

If ever please furnish mo din ako ng copy DLL

Kindly send me a copy of the dll for earth science.. i badly need it. thanks in advance…here is my email [email protected]

sir pwede po makahingi ng dll ng personal development, bread and pastry, food and beverage services

Sir, I need your help for the CG, TG and LM for humanities and English for academic for senior high school.

Hello ma’ams and sirs. Can u send me the ready made dll for earth and life, media and info lit, physical science, contemporary arts and pagbasa at pagsusuri. Thank you in advance

Hi I’m a newly hired teacher. I just want ask for a sample po sana with guidelines ng doll for grade 11 and 12 for Filipino subjects po. Ty

please send me a Daily Lesson Plan or IPlan for P.E. & Health 1&2, and Introduction to the Philosophy of the Human Person

Can I have a copy of DLL in reading and writing? Please send to [email protected] Thanks and God bless you

good afternoon mam & sir pls send this file for me – senior high school daily lesson contemporary phil arts from the region

May you share your DLL with me sir? *Grade 11 – General MAthematics *Grade 11 – Media and Information Literacy Thanks in advance sir.

Sir, i thought that u could really help meby sending a copy of your sample lesson plan for senior high school. Im teaching college bit im doing a demo on thursday for senior high teaching position. Im doing a demo about kilowatt-hour. Looking forward for ur favorable response.thanks.Gof bless here is my email: [email protected]

HeLlo ma’am /siR… May I ask for a copy of your DLL in MIL.. Thank You! Kindly send it to my email accT. [email protected]

Kindly send me a ready made DLL of the F injects Earth N life, gen math, drr, physical science, contemporary

please upload k12 animation book.thank you

can I ask po DLL for Intro to philosopy email add : [email protected]

entrepreneurship, reading and writing, oral com, world religion, understanding culture and politics, komunikasyon, pagbasa at pagsulat philosophy,

can I ask po DLL for senior high subjects , paki send po sa [email protected]

Pwede po ba makahurot ng DLL sa statistics? Whole semester po. Pls….

gd pm sir, pwd po makahingi ng dll sa grade 10 filipino at dll sa pagbasa at pagsusuri ng teksto tungo sa pananaliksik? gayun din po if may competensi kau ng 2016 0r 2017 NAT reviewer filipino grade 10. ito po email add ko. [email protected]

can i have a DLL of english 2 and literature for senior high… [email protected] …thanx much…

Will you please send me copies of TGs & DLLs of the ff: Gen. Math, Probability & Statistics, Practical research 1. Thanks & God bless.

Sir, I am in dire need of Physical science DLL. If it is made available please send me a copy.Please send it to my email [email protected]

hi there sir! kindly send me copies of dll for the subject understanding society, culture and politics?

Sir/ Ma’am may I ask for copy of lesson plan for Statistics and Probability. Thank you

good day sir can i have a copy of your Daily lesson log of statistics and probability of senior high school here is my email add [email protected]

good pm sir pwede po ba makahingi ng copy ng dll ng komunikasyon sa pananaliksik tungo sa wika at kulturang pilipino at filipino sa piling larang tech-voc po pls po maraming salamat po sir

email add ko po ay [email protected]

Good day sir, can i have a copy of DLL in Understanding Culture, Society and Politics? Please send me, it would be of great help. I will be waiting for the help you could render me sir. Thanks a lot in advance.

Here is my gmail. [email protected]

Kindly send me copies of DLL in Physical Science and Media and Information Literacy..thanks po..

meron n po bang DLL para sa grade 11 Personal Development

sir pwede po makahingi ng copy ng media and information literacy and statistics and probability? [email protected] thank you po

sir pwede po makahingi ng copy of dll: – understanding culture, society and politics – Pagbasa at Pagsusuri ng Iba’t ibang Teksto tungo sa Pananaliksik – Physical Education – Personal Development – Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino if available lang po. maraming salamat po. my email add [email protected] ..

Pwd rin po bang makahingi ng DLL or iPlan for Understanding Society, Culture and politics?

sir can i ask for dll of practical research and stat and prob pls here is my email [email protected]

Sir pwede po humingi ng DLL ng Intro to Philosophy of Human Person, my email is [email protected] . Thanks

Good day sir! Can I ask a copy of DLL for Practical Research 1 if ever available. Thank you so much and God bless.

Good day sir! Can I ask a DLL for Practical Research 1 if ever available.

good day. meron po bang dll ng personal development? pede po bang pasend [email protected] thanks!!!

Hello po Sir. Kindly send me a copy of DLL for 3rd quarter in P.E and Health Grade 11. Thank you so much your help is very much appreciated.

Sir/ Ma’am may I ask for copy of lesson plan for Physical Science. Thank you

Good day sir! Pwede po makahingi ng DLL sa Gen Math, Stat and Proba, Physics, Applied Economics, and Media and Information Literacy. If available lng poh. Thanks in advance. Kindly send to [email protected]

Goodmorning Sir can you please send me a copy of DLL for Physical Science Senior High School 3rd and 4TH quarter email address: [email protected] Thank you very much

Sir Can I get a copy of S.H.S DLL for Gen. Chemistry, Gen. Biology, and Earth Science

Kindly send it to my email add. Thanks and God Bless!

kindly send copy of the dll for understanding culture, society and politics.my email add [email protected] you so much!

sir kindly send me copy of dll understanding culture, society and politics.my email [email protected] you so much!

Hi sir, kindly send me a copy of daily lesson log for komunikasyon at pananaliksik

Kindly send me also a copy of TG and LM of Intro.to the Philosophy of Human Person.

[email protected]

Thanks Po! 🙂

Sir kindly send me a copy of DLL for SHS in Introduction to Philosophy, Economics and Reading and Writing to my email [email protected] . Thank you in advance

pls send me a copy of dll/curriculum guide/teaching guide of gen math.. [email protected] … tnx a lot

kindly send me a DLL for Contemporary Philippine Arts…thanks…God bless!

Good morning Sir. Sir, can I have a copy of DLL for 21st Literature from the Philippines and the world and for Understanding Culture, Society and Politics. Thank you. Godbless. Here is my email ad. [email protected]

Sir puwede po ako pahingi ng DLL ng earth and life science? puwede ma send sa email ko? salamat po [email protected]

Sir kindly send me gen math dll please @ [email protected]

hello sir/maam can i have also a dll of ict.?thank you very much God bless

Sir can i ask for personality development dll.. Kindly please send me. Here. [email protected]

sir thanks for all these materials , i cannot seem to download earth and life science teaching guide, i would like to seek help on this. thank you

I’ve received same errors ma’am. Ma’am can I ask for a sample detailed lesson plan? thanks

Good PM Sir, pwde po magpasend ng DLL sa Math 11. Thank you Sir!

Sir kindly send me a copy of DLL grade11. Here is my email ad [email protected] . thnx a lot

Good morning Sir!

Asking for a copy of the daily lesson log for Understanding Culture, Society and Politics (Grade 11) @ [email protected] 🙂 Many thanks!

pls send me DLL in Personal Development Tnx..

Good day! Pls send me a DLL in Personality Development. Thanks a lot. That will be a great help for me. [email protected]

can i have the lesson plans of english for academics and professional purposes, komunikasyon at pananaliksik sa wika at kulturang pilipino, filipino sa piling larangan (tech-voc) and physical education and health 1? email me po at [email protected]

Can you share your copy for English for Academic and Professional Purposes lesson plan. Thank you.

Please send nyo po ako ng DLL for Personal Development for g11 po maraming salamat po [email protected]

gud day..pls help me gve me a copy of dlp jhs science 9 and also shs earth and life science&komunikasyon sa pananaliksik sa wikang filipino..im having a hard tym po..snce i started po teaching lage nlang po akng may sakit.

ako rin please. Filipino

I am interested for Statistics and Probability Teaching Guide. Please send me. Thank you very much.

ask lang po kung available na po ba ang daily lesson log for earth and life science. if pwede po makahingi…. please send po [email protected] MABUHAY po kau!

Please send me DLL of Grade 11 General Math and Pre-Calculus on my email add:[email protected]’s a great help for me.Thank you very much.God bless

Pls send dll for earth science and physical sxcience tnx po

mam rose ann good day! pls if u have DLL/Lesson Plan or teaching guide for physical science share it to me.. I really need it very much..Tnx in advance mam..

kindly send copy of that daily lesson log for senior high school teachers sir/ma’am. here is my email add [email protected] . thanks

gen math dll please…. [email protected]

Sir, can you send me the DLL of general math 1 sir. It would be a big help sir…thanks a lot

hi ma’am. if you have the copy of gen math dll please pasend po. [email protected] thank you

Kindly send to me the dll math 11 po sir. Thank you po. [email protected]

Hello sir, meyron po bang teaching sa applied economics..thanks po.

Please send a copy of TG of English for Academic and Professional Purposes. Thank you and God bless!

Good day! Pls send me a TG for general mathematics. Thanks a lot. That will be a great help for me.

Hi! If you could be so kind to send me a copy of this DDL format for grade 11, it would surely be appreciated. Thank you. My E-mail is [email protected]

A blessed evening sir. Kindly send me resources for sciences. Thank you so much for you positive response. God bless!

sir, pa-share naman po TG Understanding Culture, Society and Politics at Introduction to Philosophy of Human Person .. thanks po in anticipation to your positive response…

Kindly send to me the dll math 11 po sir. Thank you po. lorna_camiguing @gmail.com Salamat po.

Please send me DLL for Grade11… my email is [email protected] .

Thank you God bless

please send me sir DLL grade 11 science in my email [email protected]

gud day po mam. pa share naman po DLL sa earth science grade 11. thanks po

send me daily lesson log thanks

high sir, how about teacher’s guide po for “organization and management?

Please send me a copy of daily lesson log for Mathematics of grade 11.thank you very much. [email protected]

sir, kindly email me a sample lesson log and sample lesson plan for science grade 11 ..thank you po.. [email protected]

i think the Week 2 sessions 1-4 are applicable also in English subject? correct me if i’m wrong please??

Download Link: http://www.teacherph.com/class-activities-first-three-weeks-senior-high-school/

Sir, Good day… can i ask a copy of DLL of Empo Tech? my e-mail [email protected] / [email protected]

ako rin pahinge empowerment dll and dlp….pls sent in my email [email protected]

please send me a copy of daily lesson log for math of grade 11.thank you very much [email protected]

Gud day sir please send me a copy of daily lesson plan in general math.thank u and God bless.

Good day, I am a secondary school teacher I, Panamao National High School-Lower Patibulan, Panamao, Sulu. Kindly send me a daily lesson log in science 7 to 10 through my e-mail add: [email protected] .

hi sir, please send me a copy, i am a Grade 11 teacher.tnx [email protected]

Please send me a copy. Email ad: [email protected] Salamat po.?

Kindly send me a copy of shs daily lesson log in my email.. Thank you!!!

please send me a copy of SHS daily lesson log, tnx…

[email protected]

please send DLL for all subjects in SHS tnx

kindly send copy of that daily lesson log for senior high school teachers. here is my email add [email protected]

Good morning po,,please send me a copy of daily lesson log for sh.thank you.

Pls send a copy of dll for senior hs at my email [email protected] . tnx alot!

Sir, please send me a copy too

Kindly send me sir a copy of SHS daily lesson log

kindly send copy of that daily lesson log for senior high school teachers. here is my email add [email protected]

will this cover the whole day for three weeks? Does it mean we send the SHS students after finising the session assigned for the day?

More info please.

hi sir.. “the document has been removed from scribd”. pa send man po ng copy: torpydoo@yahoocom thanks.

please send a copy sir thanks in advance

mam please send me a copy! [email protected] Thanks!

Good day Sir baka may DLL ka po sa HUMSS computer Literacy pa send naman ako ito po email add ko [email protected]

Leave a Comment Cancel reply

Can't find what you're looking for.

We are here to help - please use the search box below.

JavaScript seems to be disabled in your browser. For the best experience on our site, be sure to turn on Javascript in your browser.

• Order Tracking
• Create an Account

200+ Award-Winning Educational Textbooks, Activity Books, & Printable eBooks!

• Compare Products

Reading, Writing, Math, Science, Social Studies

• Search by Book Series
• Algebra I & II  Gr. 7-12+
• Algebra Magic Tricks  Gr. 2-12+
• Algebra Word Problems  Gr. 7-12+
• Balance Benders  Gr. 2-12+
• Balance Math & More!  Gr. 2-12+
• Basics of Critical Thinking  Gr. 4-7
• Brain Stretchers  Gr. 5-12+
• Building Thinking Skills  Gr. Toddler-12+
• Building Writing Skills  Gr. 3-7
• Bundles - Critical Thinking  Gr. PreK-9
• Bundles - Language Arts  Gr. K-8
• Bundles - Mathematics  Gr. PreK-9
• Bundles - Multi-Subject Curriculum  Gr. PreK-12+
• Bundles - Test Prep  Gr. Toddler-12+
• Can You Find Me?  Gr. PreK-1
• Complete the Picture Math  Gr. 1-3
• Cornell Critical Thinking Tests  Gr. 5-12+
• Cranium Crackers  Gr. 3-12+
• Creative Problem Solving  Gr. PreK-2
• Critical Thinking Activities to Improve Writing  Gr. 4-12+
• Critical Thinking Coloring  Gr. PreK-2
• Critical Thinking Detective  Gr. 3-12+
• Critical Thinking Tests  Gr. PreK-6
• Critical Thinking for Reading Comprehension  Gr. 1-5
• Critical Thinking in United States History  Gr. 6-12+
• CrossNumber Math Puzzles  Gr. 4-10
• Crypt-O-Words  Gr. 2-7
• Crypto Mind Benders  Gr. 3-12+
• Daily Mind Builders  Gr. 5-12+
• Dare to Compare Math  Gr. 2-7
• Developing Critical Thinking through Science  Gr. 1-8
• Dr. DooRiddles  Gr. PreK-12+
• Dr. Funster's  Gr. 2-12+
• Editor in Chief  Gr. 2-12+
• Fun-Time Phonics!  Gr. PreK-2
• Half 'n Half Animals  Gr. K-4
• Hands-On Thinking Skills  Gr. K-1
• Inference Jones  Gr. 1-6
• James Madison  Gr. 10-12+
• Jumbles  Gr. 3-5
• Language Mechanic  Gr. 4-7
• Language Smarts  Gr. 1-4
• Mastering Logic & Math Problem Solving  Gr. 6-9
• Math Analogies  Gr. K-9
• Math Detective  Gr. 3-8
• Math Games  Gr. 3-8
• Math Mind Benders  Gr. 5-12+
• Math Ties  Gr. 4-8
• Math Word Problems  Gr. 4-10
• Mathematical Reasoning  Gr. Toddler-11
• Middle School Science  Gr. 6-8
• Mind Benders  Gr. PreK-12+
• Mind Building Math  Gr. K-1
• Mind Building Reading  Gr. K-1
• Novel Thinking  Gr. 3-6
• OLSAT® Test Prep  Gr. PreK-K
• Organizing Thinking  Gr. 2-8
• Pattern Explorer  Gr. 3-9
• Practical Critical Thinking  Gr. 8-12+
• Punctuation Puzzler  Gr. 3-8
• Reading Detective  Gr. 3-12+
• Red Herring Mysteries  Gr. 4-12+
• Red Herrings Science Mysteries  Gr. 4-9
• Science Detective  Gr. 3-6
• Science Mind Benders  Gr. PreK-3
• Science Vocabulary Crossword Puzzles  Gr. 4-6
• Sciencewise  Gr. 4-12+
• Scratch Your Brain  Gr. 2-12+
• Sentence Diagramming  Gr. 3-12+
• Smarty Pants Puzzles  Gr. 3-12+
• Snailopolis  Gr. K-4
• Something's Fishy at Lake Iwannafisha  Gr. 5-9
• Teaching Technology  Gr. 3-12+
• Tell Me a Story  Gr. PreK-1
• Think Analogies  Gr. 3-12+
• Think and Write  Gr. 3-8
• Think-A-Grams  Gr. 4-12+
• Thinking About Time  Gr. 3-6
• Thinking Connections  Gr. 4-12+
• Thinking Directionally  Gr. 2-6
• Thinking Skills & Key Concepts  Gr. PreK-2
• Thinking Skills for Tests  Gr. PreK-5
• U.S. History Detective  Gr. 8-12+
• Understanding Fractions  Gr. 2-6
• Visual Perceptual Skill Building  Gr. PreK-3
• Vocabulary Riddles  Gr. 4-8
• Vocabulary Smarts  Gr. 2-5
• Vocabulary Virtuoso  Gr. 2-12+
• What Would You Do?  Gr. 2-12+
• Who Is This Kid? Colleges Want to Know!  Gr. 9-12+
• Word Explorer  Gr. 4-8
• Word Roots  Gr. 3-12+
• World History Detective  Gr. 6-12+
• Writing Detective  Gr. 3-6
• You Decide!  Gr. 6-12+

• Special of the Month
• Sign Up for our Best Offers
• Bundles = Greatest Savings!
• Sign Up for Free Puzzles
• Sign Up for Free Activities
• Toddler (Ages 0-3)
• PreK (Ages 3-5)
• Kindergarten (Ages 5-6)
• 1st Grade (Ages 6-7)
• 2nd Grade (Ages 7-8)
• 3rd Grade (Ages 8-9)
• 4th Grade (Ages 9-10)
• 5th Grade (Ages 10-11)
• 6th Grade (Ages 11-12)
• 7th Grade (Ages 12-13)
• 8th Grade (Ages 13-14)
• 9th Grade (Ages 14-15)
• 10th Grade (Ages 15-16)
• 11th Grade (Ages 16-17)
• 12th Grade (Ages 17-18)
• 12th+ Grade (Ages 18+)
• Test Prep Directory
• Test Prep Bundles
• Test Prep Guides
• Preschool Academics
• Store Locator
• Submit Feedback/Request
• Sales Alerts Sign-Up
• Technical Support
• Mission & History
• Articles & Advice
• Testimonials
• Our Guarantee
• New Products
• Free Activities
• Libros en Español

What is Critical Thinking?

Critical Thinking Definition

September 2, 2005, by The Critical Thinking Co. Staff

The Critical Thinking Co.™ "Critical thinking is the identification and evaluation of evidence to guide decision making. A critical thinker uses broad in-depth analysis of evidence to make decisions and communicate their beliefs clearly and accurately."

Other Definitions of Critical Thinking: Robert H. Ennis , Author of The Cornell Critical Thinking Tests "Critical thinking is reasonable, reflective thinking that is focused on deciding what to believe and do."

A SUPER-STREAMLINED CONCEPTION OF CRITICAL THINKING Robert H. Ennis, 6/20/02

Assuming that critical thinking is reasonable reflective thinking focused on deciding what to believe or do, a critical thinker:

1. Is open-minded and mindful of alternatives 2. Tries to be well-informed 3. Judges well the credibility of sources 4. Identifies conclusions, reasons, and assumptions 5. Judges well the quality of an argument, including the acceptability of its reasons, assumptions, and evidence 6. Can well develop and defend a reasonable position 7. Asks appropriate clarifying questions 8. Formulates plausible hypotheses; plans experiments well 9. Defines terms in a way appropriate for the context 10. Draws conclusions when warranted, but with caution 11. Integrates all items in this list when deciding what to believe or do

Critical Thinkers are disposed to:

1. Care that their beliefs be true, and that their decisions be justified; that is, care to "get it right" to the extent possible. This includes the dispositions to

a. Seek alternative hypotheses, explanations, conclusions, plans, sources, etc., and be open to them b. Endorse a position to the extent that, but only to the extent that, it is justified by the information that is available c. Be well informed d. Consider seriously other points of view than their own

2. Care to present a position honestly and clearly, theirs as well as others'. This includes the dispositions to

a. Be clear about the intended meaning of what is said, written, or otherwise communicated, seeking as much precision as the situation requires b. Determine, and maintain focus on, the conclusion or question c. Seek and offer reasons d. Take into account the total situation e. Be reflectively aware of their own basic beliefs

3. Care about the dignity and worth of every person (a correlative disposition). This includes the dispositions to

a. Discover and listen to others' view and reasons b. Avoid intimidating or confusing others with their critical thinking prowess, taking into account others' feelings and level of understanding c. Be concerned about others' welfare

Critical Thinking Abilities:

Ideal critical thinkers have the ability to (The first three items involve elementary clarification.)

1. Focus on a question

a. Identify or formulate a question b. Identify or formulate criteria for judging possible answers c. Keep the situation in mind

2. Analyze arguments

a. Identify conclusions b. Identify stated reasons c. Identify unstated reasons d. Identify and handle irrelevance e. See the structure of an argument f. Summarize

3. Ask and answer questions of clarification and/or challenge, such as,

a. Why? b. What is your main point? c. What do you mean by…? d. What would be an example? e. What would not be an example (though close to being one)? f. How does that apply to this case (describe a case, which might well appear to be a counter example)? g. What difference does it make? h. What are the facts? i. Is this what you are saying: ____________? j. Would you say some more about that?

(The next two involve the basis for the decision.)

4. Judge the credibility of a source. Major criteria (but not necessary conditions):

a. Expertise b. Lack of conflict of interest c. Agreement among sources d. Reputation e. Use of established procedures f. Known risk to reputation g. Ability to give reasons h. Careful habits

5. Observe, and judge observation reports. Major criteria (but not necessary conditions, except for the first):

a. Minimal inferring involved b. Short time interval between observation and report c. Report by the observer, rather than someone else (that is, the report is not hearsay) d. Provision of records. e. Corroboration f. Possibility of corroboration g. Good access h. Competent employment of technology, if technology is useful i. Satisfaction by observer (and reporter, if a different person) of the credibility criteria in Ability # 4 above.

(The next three involve inference.)

6. Deduce, and judge deduction

a. Class logic b. Conditional logic c. Interpretation of logical terminology in statements, including (1) Negation and double negation (2) Necessary and sufficient condition language (3) Such words as "only", "if and only if", "or", "some", "unless", "not both".

7. Induce, and judge induction

a. To generalizations. Broad considerations: (1) Typicality of data, including sampling where appropriate (2) Breadth of coverage (3) Acceptability of evidence b. To explanatory conclusions (including hypotheses) (1) Major types of explanatory conclusions and hypotheses: (a) Causal claims (b) Claims about the beliefs and attitudes of people (c) Interpretation of authors’ intended meanings (d) Historical claims that certain things happened (including criminal accusations) (e) Reported definitions (f) Claims that some proposition is an unstated reason that the person actually used (2) Characteristic investigative activities (a) Designing experiments, including planning to control variables (b) Seeking evidence and counter-evidence (c) Seeking other possible explanations (3) Criteria, the first five being essential, the sixth being desirable (a) The proposed conclusion would explain the evidence (b) The proposed conclusion is consistent with all known facts (c) Competitive alternative explanations are inconsistent with facts (d) The evidence on which the hypothesis depends is acceptable. (e) A legitimate effort should have been made to uncover counter-evidence (f) The proposed conclusion seems plausible

8. Make and judge value judgments: Important factors:

a. Background facts b. Consequences of accepting or rejecting the judgment c. Prima facie application of acceptable principles d. Alternatives e. Balancing, weighing, deciding

(The next two abilities involve advanced clarification.)

9. Define terms and judge definitions. Three dimensions are form, strategy, and content.

a. Form. Some useful forms are: (1) Synonym (2) Classification (3) Range (4) Equivalent expression (5) Operational (6) Example and non-example b. Definitional strategy (1) Acts (a) Report a meaning (b) Stipulate a meaning (c) Express a position on an issue (including "programmatic" and "persuasive" definitions) (2) Identifying and handling equivocation c. Content of the definition

10. Attribute unstated assumptions (an ability that belongs under both clarification and, in a way, inference)

(The next two abilities involve supposition and integration.)

11. Consider and reason from premises, reasons, assumptions, positions, and other propositions with which they disagree or about which they are in doubt -- without letting the disagreement or doubt interfere with their thinking ("suppositional thinking")

12. Integrate the other abilities and dispositions in making and defending a decision

(The first twelve abilities are constitutive abilities. The next three are auxiliary critical thinking abilities: Having them, though very helpful in various ways, is not constitutive of being a critical thinker.)

13. Proceed in an orderly manner appropriate to the situation. For example:

a. Follow problem solving steps b. Monitor one's own thinking (that is, engage in metacognition) c. Employ a reasonable critical thinking checklist

14. Be sensitive to the feelings, level of knowledge, and degree of sophistication of others

15. Employ appropriate rhetorical strategies in discussion and presentation (orally and in writing), including employing and reacting to "fallacy" labels in an appropriate manner.

Examples of fallacy labels are "circularity," "bandwagon," "post hoc," "equivocation," "non sequitur," and "straw person."

Dewey, John Critical thinking is "active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends (Dewey 1933: 118)."

Glaser (1) an attitude of being disposed to consider in a thoughtful way the problems and subjects that come within the range of one's experiences, (2) knowledge of the methods of logical inquiry and reasoning, and (3) some skill in applying those methods. Critical thinking calls for a persistent effort to examine any belief or supposed form of knowledge in the light of the evidence that supports it and the further conclusions to which it tends. (Glaser 1941, pp. 5-6).

Abilities include: "(a) to recognize problems, (b) to find workable means for meeting those problems, (c) to gather and marshal pertinent information, (d) to recognize unstated assumptions and values, (e) to comprehend and use language with accuracy, clarity and discrimination, (f) to interpret data, (g) to appraise evidence and evaluate statements, (h) to recognize the existence of logical relationships between propositions, (i) to draw warranted conclusions and generalizations, (j) to put to test the generalizations and conclusions at which one arrives, (k) to reconstruct one's patterns of beliefs on the basis of wider experience; and (l) to render accurate judgments about specific things and qualities in everyday life." (p.6)

MCC General Education Initiatives "Critical thinking includes the ability to respond to material by distinguishing between facts and opinions or personal feelings, judgments and inferences, inductive and deductive arguments, and the objective and subjective. It also includes the ability to generate questions, construct, and recognize the structure of arguments, and adequately support arguments; define, analyze, and devise solutions for problems and issues; sort, organize, classify, correlate, and analyze materials and data; integrate information and see relationships; evaluate information, materials, and data by drawing inferences, arriving at reasonable and informed conclusions, applying understanding and knowledge to new and different problems, developing rational and reasonable interpretations, suspending beliefs and remaining open to new information, methods, cultural systems, values and beliefs and by assimilating information."

Nickerson, Perkins and Smith (1985) "The ability to judge the plausibility of specific assertions, to weigh evidence, to assess the logical soundness of inferences, to construct counter-arguments and alternative hypotheses."

Moore and Parker , Critical Thinking Critical Thinking is "the careful, deliberate determination of whether we should accept, reject, or suspend judgment about a claim, and the degree of confidence with which we accept or reject it."

Delphi Report "We understand critical thinking to be purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological, or contextual considerations upon which that judgment is based. CT is essential as a tool of inquiry. As such, CT is a liberating force in education and a powerful resource in one's personal and civic life. While not synonymous with good thinking, CT is a pervasive and self-rectifying human phenomenon. The ideal critical thinker is habitually inquisitive, well-informed, trustful of reason, open-minded, flexible, fair-minded in evaluation, honest in facing personal biases, prudent in making judgments, willing to reconsider, clear about issues, orderly in complex matters, diligent in seeking relevant information, reasonable in the selection of criteria, focused in inquiry, and persistent in seeking results which are as precise as the subject and the circumstances of inquiry permit. Thus, educating good critical thinkers means working toward this ideal. It combines developing CT skills with nurturing those dispositions which consistently yield useful insights and which are the basis of a rational and democratic society."

A little reformatting helps make this definition more comprehensible:

We understand critical thinking to be purposeful, self-regulatory judgment which results in

• interpretation

as well as explanation of the

• methodological
• criteriological

considerations upon which that judgment is based.

Francis Bacon (1605) "For myself, I found that I was fitted for nothing so well as for the study of Truth; as having a mind nimble and versatile enough to catch the resemblances of things … and at the same time steady enough to fix and distinguish their subtler differences; as being gifted by nature with desire to seek, patience to doubt, fondness to meditate, slowness to assert, readiness to consider, carefulness to dispose and set in order; and as being a man that neither affects what is new nor admires what is old, and that hates every kind of imposture."

A shorter version is "the art of being right."

Or, more prosaically: critical thinking is "the skillful application of a repertoire of validated general techniques for deciding the level of confidence you should have in a proposition in the light of the available evidence."

HELPFUL REFERENCE: http://plato.stanford.edu/entries/logic-informal/

85 Fun Critical Thinking Questions for Kids & Teens

Have you ever thought about using fun questions to practice critical thinking?

Students may need a little guidance to think their way through questions that lack straightforward answers.

But it is that process that is important!

How the Right Questions Encourage Critical Thinking

Every parent knows how natural it is for children to ask questions. 

It should be encouraged. After all, asking questions helps with critical thinking.

As they grow older, however, training them to answer questions can be equally beneficial.

Posing questions that encourage kids to analyze, compare, and evaluate information can help them develop their ability to think critically about tough topics in the future. 

Of course, critical thinking questions for kids need to be age-appropriate—even better if you can mix a little fun into it!

That’s what I hope to help you with today. I’ve organized the questions below into three different ages groups:

• Upper elementary
• Middle school
• High school 

Get a Question-Based Critical Thinking Exercise—Free!

Introduce critical thinking gently & easily with thought-provoking exercises.

Upper Elementary

Students in upper elementary grades can be reluctant to put themselves out there, especially with answers that seem weird. 

In some cases, such hesitancy is actually fear of differing from their peers (and a barrier to critical thinking ). 

But that’s exactly why it’s important to practice answering ambiguous questions. 

We want our children to stand firm for their beliefs—not cave to peer pressure. 

Additionally, students may feel uneasy about answering serious questions, uncertain of tackling “big” problems. 

However, with careful use of creative questions for kids, it’s possible to engage even the most reluctant children in this age group. 

The idea is to simply get them interested in the conversation and questions asked.

If you have an especially reserved student, try starting with the funny critical thinking questions. 

Humor is a natural icebreaker that can make critical thinking questions more lighthearted and enjoyable. 

Of course, most younger kids just like to be silly, so playing upon that can keep them active and engaged.

With that said, here are some great questions to get you started:

1. Someone gives you a penguin. You can’t sell it or give it away. What do you do with it?

2. What would it be like if people could fly?

3. If animals could talk, what question would you ask? 

4. If you were ice cream, what kind would you be and why?

5. Do you want to travel back in time? If yes, how far back would you go? If no, why not?

6. What could you invent that would help your family? 

7. If you could stay up all night, what would you do?

8. What does the man on the moon do during the day?

9. What makes something weird or normal? 

10. Can you describe the tastes “salty” and “sweet” without using those words?

11. What does it feel like to ride a rollercoaster?

12. What makes a joke funny?

13. What two items would you take if you knew you would be stranded on an island and why?

14. Do you have a favorite way of laughing?

15. What noise makes you cringe and cover your ears? Why?

16. If you could be the parent for the day, what would you do?

17. If you could jump into your favorite movie and change the outcome, which one would you pick and why?

18. If you could be invisible for a day, what would you do?

19. What makes a day “perfect”?

20. If you owned a store, what kind of products would you sell?

21. If your parents were your age, would you be friends with them?

22. Would you still like your favorite food if it tasted the same as always, but now had an awful smell?

23. What would you do if you forgot to put your shoes on before leaving home?

24. Who would you be if you were a cartoon character?

25. How many hot dogs do you think you could eat in one sitting?

26. If you could breathe under water, what would you explore?

27. At what age do you think you stop being a kid?

28. If you had springs in your legs, what would you be able to do?

29. Can you describe the color blue to someone if they’re blind?

Middle School

At this point, students start to acquire more complex skills and are able to form their own conclusions based on the information they’re given. 

However, we can’t expect deep philosophical debates with 12 and 13 year olds. 

That said, as parent-teachers, we can certainly begin using more challenging questions to help them examine and rationalize their thought processes. 

Browse the fun critical thinking questions below for students in this age range. 

You might be surprised to see how receptive middle school kids can be to such thought-provoking (yet still fun) questions .

30. What would happen if it really did rain cats and dogs?

31. What does it mean to be lucky?

32. If you woke up in the middle of a dream, where would you be?

33. Is it ever okay to lie? Why or why not?

34. If you were solely responsible for creating laws, what one law would you make?

35. What makes a person a good friend?

36. What do you think is the most important skill you can take into adulthood?

37. If you had to give up lunch or dinner, which would you choose? Why?

38. How much money would you need to be considered rich?

39. If you knew you wouldn’t get caught, would you cheat on a test?

40. If you could live anywhere in the world, where would that be?

41. What is your greatest strength? How is that an asset?

42. If you had an opportunity to visit the International Space Station, would you do it?

43. Is it better to keep the peace or speak your mind?

44. Imagine yourself as your favorite animal. How would you spend your day?

45. Would you be friends with someone who didn’t have the same values as you?

46. How much screen time do you think is too much?

47. Can you describe your favorite color without naming it?

48. If you suddenly became blind, would you see things differently?

49. Would you ever go skydiving?

50. Describe the time you were the happiest in your life. Why did this make you happy?

51. If you had a million dollars, what would you do?

52. If you had to move to a new city, would you change how you present yourself to others?

53. What do you need to do in order to be famous?

54. If you could rewrite the ending of your favorite book or movie, what changes would you make?

55. How would you tackle a huge goal?

56. How would you sell ice to an eskimo in Alaska successfully?

57. What makes you unique?

High School

Critical thinking takes on an entirely different role once students reach high school. 

At this age, they have a greater sense of right and wrong (and what makes things so) as well as a better understanding of the world’s challenges.

Guiding teens to delve deeper and contemplate such things is an important part of developing their reasoning and critical thinking skills. 

Whether it’s fun questions about hypothetical superpowers or tough critical thinking questions about life, older teens typically have what it takes to think their way to a logical conclusion . 

Of course, use your discernment as you choose discussion topics, but here are some questions to help get you started:

58. How can you avoid [common problem] in the future?

59. Do you think it’s okay to take a life in order to save 5, 10, 20 or more people?

60. If you could go back and give your younger self advice, what would it be?

61. Is it better to give or receive a gift?

62. How important is it to be financially secure? Why?

63. If it was up to you, what one rule would you change in your family?

64. What would you do if a group of friends wanted to do something that you thought was a bad idea?

65. How do you know that something is a fact rather than an opinion?

66. What would it take to get you to change your mind?

67. What’s the most important thing in your life?

68. If money were of no concern, what job would you choose and why?

69. How do you know if you’re happy?

70. Do you think euthanasia is moral?

71. What is something you can do today that you weren’t able to do a year ago?

72. Is social media a good thing or not?

73. Is it right to keep animals in a zoo?

74. How does your attitude affect your abilities?

75. What would you do if you found out a friend was doing something dangerous?

76. If you could have any superpower, what would it be? Why?

77. What will life on Earth look like in 50 years?

78. Which is more important, ending world hunger or global warming?

79. Is it a good idea to lower the voting age to 16? Why or why not?

80. If the electrical power went out today, how would you cook if using wood wasn’t an option?

81. If you could magically transport yourself to any other place, where would that be and why?

82. When should teenagers be able to stay out all night?

83. Does the number zero actually exist?

84. What defines a generous person?

85. Does an influential person influence everyone?

Feel free to print out these fun critical thinking questions and incorporate them into your homeschool week!

will your children recognize truth?

About the author.

Jordan Mitchell

Module 1: Success Skills

Critical thinking, introduction, learning objectives.

• define critical thinking
• identify the role that logic plays in critical thinking
• apply critical thinking skills to problem-solving scenarios
• apply critical thinking skills to evaluation of information

Consider these thoughts about the critical thinking process, and how it applies not just to our school lives but also our personal and professional lives.

“Thinking Critically and Creatively”

Critical thinking skills are perhaps the most fundamental skills involved in making judgments and solving problems. You use them every day, and you can continue improving them.

The ability to think critically about a matter—to analyze a question, situation, or problem down to its most basic parts—is what helps us evaluate the accuracy and truthfulness of statements, claims, and information we read and hear. It is the sharp knife that, when honed, separates fact from fiction, honesty from lies, and the accurate from the misleading. We all use this skill to one degree or another almost every day. For example, we use critical thinking every day as we consider the latest consumer products and why one particular product is the best among its peers. Is it a quality product because a celebrity endorses it? Because a lot of other people may have used it? Because it is made by one company versus another? Or perhaps because it is made in one country or another? These are questions representative of critical thinking.

The academic setting demands more of us in terms of critical thinking than everyday life. It demands that we evaluate information and analyze myriad issues. It is the environment where our critical thinking skills can be the difference between success and failure. In this environment we must consider information in an analytical, critical manner. We must ask questions—What is the source of this information? Is this source an expert one and what makes it so? Are there multiple perspectives to consider on an issue? Do multiple sources agree or disagree on an issue? Does quality research substantiate information or opinion? Do I have any personal biases that may affect my consideration of this information?

It is only through purposeful, frequent, intentional questioning such as this that we can sharpen our critical thinking skills and improve as students, learners and researchers.

—Dr. Andrew Robert Baker,  Foundations of Academic Success: Words of Wisdom

Defining Critical Thinking

Thinking comes naturally. You don’t have to make it happen—it just does. But you can make it happen in different ways. For example, you can think positively or negatively. You can think with “heart” and you can think with rational judgment. You can also think strategically and analytically, and mathematically and scientifically. These are a few of multiple ways in which the mind can process thought.

What are some forms of thinking you use? When do you use them, and why?

As a college student, you are tasked with engaging and expanding your thinking skills. One of the most important of these skills is critical thinking. Critical thinking is important because it relates to nearly all tasks, situations, topics, careers, environments, challenges, and opportunities. It’s not restricted to a particular subject area.

Critical thinking is clear, reasonable, reflective thinking focused on deciding what to believe or do. It means asking probing questions like, “How do we know?” or “Is this true in every case or just in this instance?” It involves being skeptical and challenging assumptions, rather than simply memorizing facts or blindly accepting what you hear or read.

Imagine, for example, that you’re reading a history textbook. You wonder who wrote it and why, because you detect certain assumptions in the writing. You find that the author has a limited scope of research focused only on a particular group within a population. In this case, your critical thinking reveals that there are “other sides to the story.”

Who are critical thinkers, and what characteristics do they have in common? Critical thinkers are usually curious and reflective people. They like to explore and probe new areas and seek knowledge, clarification, and new solutions. They ask pertinent questions, evaluate statements and arguments, and they distinguish between facts and opinion. They are also willing to examine their own beliefs, possessing a manner of humility that allows them to admit lack of knowledge or understanding when needed. They are open to changing their mind. Perhaps most of all, they actively enjoy learning, and seeking new knowledge is a lifelong pursuit.

This may well be you!

No matter where you are on the road to being a critical thinker, you can always more fully develop your skills. Doing so will help you develop more balanced arguments, express yourself clearly, read critically, and absorb important information efficiently. Critical thinking skills will help you in any profession or any circumstance of life, from science to art to business to teaching.

Critical Thinking in Action

The following video, from Lawrence Bland, presents the major concepts and benefits of critical thinking.

Critical Thinking and Logic

Critical thinking is fundamentally a process of questioning information and data. You may question the information you read in a textbook, or you may question what a politician or a professor or a classmate says. You can also question a commonly-held belief or a new idea. With critical thinking, anything and everything is subject to question and examination.

Logic’s Relationship to Critical Thinking

The word logic comes from the Ancient Greek logike , referring to the science or art of reasoning. Using logic, a person evaluates arguments and strives to distinguish between good and bad reasoning, or between truth and falsehood. Using logic, you can evaluate ideas or claims people make, make good decisions, and form sound beliefs about the world. [1]

Questions of Logic in Critical Thinking

Let’s use a simple example of applying logic to a critical-thinking situation. In this hypothetical scenario, a man has a PhD in political science, and he works as a professor at a local college. His wife works at the college, too. They have three young children in the local school system, and their family is well known in the community.

The man is now running for political office. Are his credentials and experience sufficient for entering public office? Will he be effective in the political office? Some voters might believe that his personal life and current job, on the surface, suggest he will do well in the position, and they will vote for him.

In truth, the characteristics described don’t guarantee that the man will do a good job. The information is somewhat irrelevant. What else might you want to know? How about whether the man had already held a political office and done a good job? In this case, we want to ask, How much information is adequate in order to make a decision based on logic instead of assumptions?

The following questions, presented in Figure 1, below, are ones you may apply to formulating a logical, reasoned perspective in the above scenario or any other situation:

• What’s happening? Gather the basic information and begin to think of questions.
• Why is it important? Ask yourself why it’s significant and whether or not you agree.
• What don’t I see? Is there anything important missing?
• How do I know? Ask yourself where the information came from and how it was constructed.
• Who is saying it? What’s the position of the speaker and what is influencing them?
• What else? What if? What other ideas exist and are there other possibilities?

Problem-Solving With Critical Thinking

For most people, a typical day is filled with critical thinking and problem-solving challenges. In fact, critical thinking and problem-solving go hand-in-hand. They both refer to using knowledge, facts, and data to solve problems effectively. But with problem-solving, you are specifically identifying, selecting, and defending your solution. Below are some examples of using critical thinking to problem-solve:

• Your roommate was upset and said some unkind words to you, which put a crimp in your relationship. You try to see through the angry behaviors to determine how you might best support your roommate and help bring your relationship back to a comfortable spot.

• Your final art class project challenges you to conceptualize form in new ways. On the last day of class when students present their projects, you describe the techniques you used to fulfill the assignment. You explain why and how you selected that approach.
• Your math teacher sees that the class is not quite grasping a concept. She uses clever questioning to dispel anxiety and guide you to new understanding of the concept.
• You have a job interview for a position that you feel you are only partially qualified for, although you really want the job and you are excited about the prospects. You analyze how you will explain your skills and experiences in a way to show that you are a good match for the prospective employer.
• You are doing well in college, and most of your college and living expenses are covered. But there are some gaps between what you want and what you feel you can afford. You analyze your income, savings, and budget to better calculate what you will need to stay in college and maintain your desired level of spending.

Problem-Solving Action Checklist

Problem-solving can be an efficient and rewarding process, especially if you are organized and mindful of critical steps and strategies. Remember, too, to assume the attributes of a good critical thinker. If you are curious, reflective, knowledge-seeking, open to change, probing, organized, and ethical, your challenge or problem will be less of a hurdle, and you’ll be in a good position to find intelligent solutions.

Evaluating Information With Critical Thinking

Evaluating information can be one of the most complex tasks you will be faced with in college. But if you utilize the following four strategies, you will be well on your way to success:

• Read for understanding by using text coding
• Examine arguments
• Clarify thinking

1. Read for Understanding Using Text Coding

When you read and take notes, use the text coding strategy . Text coding is a way of tracking your thinking while reading. It entails marking the text and recording what you are thinking either in the margins or perhaps on Post-it notes. As you make connections and ask questions in response to what you read,  you monitor your comprehension and enhance your long-term understanding of the material.

With text coding, mark important arguments and key facts. Indicate where you agree and disagree or have further questions. You don’t necessarily need to read every word, but make sure you understand the concepts or the intentions behind what is written. Feel free to develop your own shorthand style when reading or taking notes. The following are a few options to consider using while coding text.

See more text coding from PBWorks and Collaborative for Teaching and Learning .

2. Examine Arguments

When you examine arguments or claims that an author, speaker, or other source is making, your goal is to identify and examine the hard facts. You can use the spectrum of authority strategy for this purpose. The spectrum of authority strategy assists you in identifying the “hot” end of an argument—feelings, beliefs, cultural influences, and societal influences—and the “cold” end of an argument—scientific influences. The following video explains this strategy.

3. Clarify Thinking

When you use critical thinking to evaluate information, you need to clarify your thinking to yourself and likely to others. Doing this well is mainly a process of asking and answering probing questions, such as the logic questions discussed earlier. Design your questions to fit your needs, but be sure to cover adequate ground. What is the purpose? What question are we trying to answer? What point of view is being expressed? What assumptions are we or others making? What are the facts and data we know, and how do we know them? What are the concepts we’re working with? What are the conclusions, and do they make sense? What are the implications?

4. Cultivate “Habits of Mind”

“Habits of mind” are the personal commitments, values, and standards you have about the principle of good thinking. Consider your intellectual commitments, values, and standards. Do you approach problems with an open mind, a respect for truth, and an inquiring attitude? Some good habits to have when thinking critically are being receptive to having your opinions changed, having respect for others, being independent and not accepting something is true until you’ve had the time to examine the available evidence, being fair-minded, having respect for a reason, having an inquiring mind, not making assumptions, and always, especially, questioning your own conclusions—in other words, developing an intellectual work ethic. Try to work these qualities into your daily life.

• "logic." Wordnik . n.d. Web. 16 Feb 2016 . ↵
• "Student Success-Thinking Critically In Class and Online."  Critical Thinking Gateway . St Petersburg College, n.d. Web. 16 Feb 2016. ↵
• Outcome: Critical Thinking. Provided by : Lumen Learning. License : CC BY: Attribution
• Self Check: Critical Thinking. Provided by : Lumen Learning. License : CC BY: Attribution
• Foundations of Academic Success. Authored by : Thomas C. Priester, editor. Provided by : Open SUNY Textbooks. Located at : http://textbooks.opensuny.org/foundations-of-academic-success/ . License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• Image of woman thinking. Authored by : Moyan Brenn. Located at : https://flic.kr/p/8YV4K5 . License : CC BY: Attribution
• Critical Thinking. Provided by : Critical and Creative Thinking Program. Located at : http://cct.wikispaces.umb.edu/Critical+Thinking . License : CC BY: Attribution
• Critical Thinking Skills. Authored by : Linda Bruce. Provided by : Lumen Learning. Project : https://courses.lumenlearning.com/lumencollegesuccess/chapter/critical-thinking-skills/. License : CC BY: Attribution
• Image of critical thinking poster. Authored by : Melissa Robison. Located at : https://flic.kr/p/bwAzyD . License : CC BY: Attribution
• Thinking Critically. Authored by : UBC Learning Commons. Provided by : The University of British Columbia, Vancouver Campus. Located at : http://www.oercommons.org/courses/learning-toolkit-critical-thinking/view . License : CC BY: Attribution
• Critical Thinking 101: Spectrum of Authority. Authored by : UBC Leap. Located at : https://youtu.be/9G5xooMN2_c . License : CC BY: Attribution
• Image of students putting post-its on wall. Authored by : Hector Alejandro. Located at : https://flic.kr/p/7b2Ax2 . License : CC BY: Attribution
• Image of man thinking. Authored by : Chad Santos. Located at : https://flic.kr/p/phLKY . License : CC BY: Attribution
• Critical Thinking.wmv. Authored by : Lawrence Bland. Located at : https://youtu.be/WiSklIGUblo . License : All Rights Reserved . License Terms : Standard YouTube License

Critical Thinking Exercise : Question Answers and Grammar

Share this article, critical thinking, ways with words, a. the words in the crossword puzzle are from the text. find them from the text to solve the puzzle based on the meaning clues given below., 1. unquestionable, impossible to doubt, 2. never done or known before, 3. emergence or origination, 4. obviously or clearly, 5. impossible to achieve or overcome, 6. moved with a violent, irregular action, 7. appropriate or suitable, 8. force back, 9. conservative, 10. up to now, b. find the words from the text that mean the following..

You can download our android app using below button to get offline access to the notes directly from your phone.

Comprehension

Answer these questions., a. what’s the difference between the body and the soul, b. what do you understand by the psychologists’ saying that there is no such thing as mind, c. how can a mental activity be reduced to a physical activity, d. how are mind and body related, e. what is the relation between mind and memory does memory survive a person’s death, f. how is our power on the earth’s surface entirely dependent upon the sun, a. do you believe that soul really exists write your arguments in support of your answer., b. if you want to change your body, you first have to change your mind. discuss., write critically on the given topics., a. the existence of god, a. rewrite the following sentences using ‘used to’. you can make an affirmative/ negative statement or a question., a. i/live in a flat when i was a child., b. she/love eating chocolate but now she hates it., c. he/go to fishing in the summer, d. my sister/play tennis when she was at school., e. he/play football every weekend, f. my grandfather/speak five languages., g. i/not hate school from the beginning., h. you/live in kathmandu, i. he/play dandibiyo when he was a small child., j. she/wear a frock when she was small but nowadays she wears jeans., b. write a short paragraph describing your past habits., don't miss our nepali guide.

Moreover, If you have any doubt, suggestions or feedback about our services, then please feel free to contact us. You can contact us from the Contact Page . We will be happy to read your feedback and suggestions.

Additionally, You can also check our Privacy Policy page if you want to know how we may use your data generated from visiting this website.

The SR Zone

Class 11 english unit 16 critical thinking exercise, grammar notes.

This article is about Class 11 English Unit 16 Exercise Notes. The title of this unit is 'Critical Thinking'. Summary, questions answers solution and grammar of this chapter is discussed here.

For complete notes of Class 11 English Book, go to this link - Class 11 English Guide & Notes.

Unit 16 Critical Thinking Exercise

The existence of the soul is a crucial philosophical question. No matter how many times "religions" claim it to exist, how can we be sure? A slew of recent scientific studies has shed light on this age-old spiritual curiosity.

The concept of a soul is intertwined with our outlook on the future and our faith in life after death. Despite claims to the contrary, it is dependent on the physical body to be the ultimate  principle by which we think and feel.

Many people just assume it's there without doing any research or thinking about it. Birth and death are mysterious phenomena that play with our consciousness during sleep and even everyday mental functions like imagination and memory point to a life force called the lantal that is separate from our physical bodies. So, there must be something spiritual like the soul which controls the emotional functions of our body.

Join Online Class

English Online Class for NG Students - Only Exam-oriented questions - Secret Tips and Tricks to Pass the Exam - PDF Notes and Daily Revision

• Call for Volunteers!
• Our Team of Presenters
• Fellows of the Foundation
• Dr. Richard Paul
• Dr. Linda Elder
• Dr. Gerald Nosich
• Contact Us - Office Information
• Permission to Use Our Work
• Create a CriticalThinking.Org Account
• Contributions to the Foundation for Critical Thinking
• Testimonials
• Center for Critical Thinking
• The National Council for Excellence in Critical Thinking
• International Center for the Assessment of Higher Order Thinking
• Library of Critical Thinking Resources
• Professional Development
• Inservice Information Request Form
• Certification Online Course
• The State of Critical Thinking Today
• Higher Education
• K-12 Instruction
• Customized Webinars and Online Courses for Faculty
• Business & Professional Groups
• The Center for Critical Thinking Community Online
• Certification in the Paul-Elder Approach to Critical Thinking
• Professional Development Model - College and University
• Professional Development Model for K-12
• Workshop Descriptions
• Online Courses in Critical Thinking
• Critical Thinking Training for Law Enforcement
• Consulting for Leaders and Key Personnel at Your Organization
• Critical Thinking Therapy
• Conferences & Events
• Upcoming Learning Opportunities
• 2024 Fall Academy on Critical Thinking
• Daily Schedule
• Transportation, Lodging, and Leisure
• Academy Presuppositions
• Save the Date: 45th Annual International Conference on Critical Thinking
• Presuppositions of the Conference
• Call for Proposals
• Conference Archives
• 44th Annual International Conference on Critical Thinking
• Focal Session Descriptions
• Guest Presentation Program
• Presuppositions of the 44th Annual International Conference on Critical Thinking
• Recommended Reading
• 43rd Annual International Conference on Critical Thinking
• Register as an Ambassador
• Testimonials from Past Attendees
• Thank You to Our Donors
• 42nd Annual International Conference on Critical Thinking
• Overview of Sessions (Flyer)
• Presuppositions of the Annual International Conference
• Testimonials from Past Conferences
• 41st Annual International Conference on Critical Thinking
• Recommended Publications
• Dedication to Our Donors
• 40th Annual International Conference on Critical Thinking
• Session Descriptions
• Testimonials from Prior Conferences
• International Critical Thinking Manifesto
• Scholarships Available
• 39th Annual International Conference on Critical Thinking
• Travel and Lodging Info
• FAQ & General Announcements
• Focal and Plenary Session Descriptions
• Program and Proceedings of the 39th Annual International Conference on Critical Thinking
• The Venue: KU Leuven
• Call for Critical Thinking Ambassadors
• Conference Background Information
• 38th Annual International Conference on Critical Thinking
• Call for Ambassadors for Critical Thinking
• Conference Focal Session Descriptions
• Conference Concurrent Session Descriptions
• Conference Roundtable Discussions
• Conference Announcements and FAQ
• Conference Program and Proceedings
• Conference Daily Schedule
• Conference Hotel Information
• Conference Academic Credit
• Conference Presuppositions
• What Participants Have Said About the Conference
• 37th Annual International Conference on Critical Thinking
• Registration & Fees
• FAQ and Announcements
• Conference Presenters
• 37th Conference Flyer
• Program and Proceedings of the 37th Conference
• 36th International Conference
• Conference Sessions
• Conference Flyer
• Program and Proceedings
• Academic Credit
• 35th International Conference
• Conference Session Descriptions
• Available Online Sessions
• Bertrand Russell Distinguished Scholar - Daniel Ellsberg
• 35th International Conference Program
• Concurrent Sessions
• Posthumous Bertrand Russell Scholar
• Hotel Information
• Conference FAQs
• Visiting UC Berkeley
• 34th INTERNATIONAL CONFERENCE
• Bertrand Russell Distinguished Scholar - Ralph Nader
• Conference Concurrent Presenters
• Conference Program
• Conference Theme
• Roundtable Discussions
• Flyer for Bulletin Boards
• 33rd INTERNATIONAL CONFERENCE
• 33rd International Conference Program
• 33rd International Conference Sessions
• 33rd International Conference Presenters
• The Bertrand Russell Distinguished Scholars Critical Thinking Conversations
• 33rd International Conference - Fees & Registration
• 33rd International Conference Concurrent Presenters
• 33rd International Conference - Hotel Information
• 33rd International Conference Flyer
• 32nd INTERNATIONAL CONFERENCE
• 32nd Annual Conference Sessions
• 32nd Annual Conference Presenter Information
• 32nd Conference Program
• The Bertrand Russell Distinguished Scholars Critical Thinking Lecture Series
• 32nd Annual Conference Concurrent Presenters
• 32nd Annual Conference Academic Credit
• 31st INTERNATIONAL CONFERENCE
• 31st Conference Sessions
• Comments about previous conferences
• Conference Hotel (2011)
• 31st Concurrent Presenters
• Registration Fees
• 31st International Conference
• 30th INTERNATIONAL CONFERENCE ON CRITICAL THINKING
• 30th International Conference Theme
• 30th Conference Sessions
• PreConference Sessions
• 30th Concurrent Presenters
• 30th Conference Presuppositions
• Hilton Garden Inn
• 29th International Conference
• 29th Conference Theme
• 29th Conference Sessions
• 29th Preconference Sessions
• 29th Conference Concurrent Sessions
• 2008 International Conference on Critical Thinking
• 2008 Preconference Sessions (28th Intl. Conference)
• 2007 Conference on Critical Thinking (Main Page)
• 2007 Conference Theme and sessions
• 2007 Pre-Conference Workshops
• 2006 Annual International Conference (archived)
• 2006 International Conference Theme
• 2005 International Conference (archived)
• Prior Conference Programs (Pre 2000)
• Workshop Archives
• Spring 2022 Online Workshops
• 2021 Online Workshops for Winter & Spring
• 2019 Seminar for Military and Intelligence Trainers and Instructors
• Transportation, Lodging, and Recreation
• Seminar Flyer
• 2013 Spring Workshops
• Our Presenters
• 2013 Spring Workshops - Hotel Information
• 2013 Spring Workshops Flyer
• 2013 Spring Workshops - Schedule
• Spring Workshop 2012
• 2012 Spring Workshop Strands
• 2012 Spring Workshop Flier
• 2011 Spring Workshop
• Spring 2010 Workshop Strands
• 2009 Spring Workshops on Critical Thinking
• 2008 SPRING Workshops and Seminars on Critical Thinking
• 2008 Ethical Reasoning Workshop
• 2008 - On Richard Paul's Teaching Design
• 2008 Engineering Reasoning Workshop
• 2008 Academia sobre Formulando Preguntas Esenciales
• Fellows Academy Archives
• 2017 Fall International Fellows Academy
• 4th International Fellows Academy - 2016
• 3rd International Fellows Academy
• 2nd International Fellows Academy
• 1st International Fellows Academy
• Academy Archives
• October 2019 Critical Thinking Academy for Educators and Administrators
• Advanced Seminar: Oxford Tutorial
• Recreational Group Activities
• Limited Scholarships Available
• September 2019 Critical Thinking Educators and Administrators Academy
• 2019 Critical Thinking Training for Trainers and Advanced Academy
• Academy Flyer
• Seattle, WA 2017 Spring Academy
• San Diego, CA 2017 Spring Academy
• 2016 Spring Academy -- Washington D.C.
• 2016 Spring Academy -- Houston, TX
• The 2nd International Academy on Critical Thinking (Oxford 2008)
• 2007 National Academy on Critical Thinking Testing and Assessment
• 2006 Cambridge Academy (archived)
• 2006 Cambridge Academy Theme
• 2006 Cambridge Academy Sessions
• Accommodations at St. John's College
• 44th Annual International Conference Hub
• Conference Welcome Page
• Assessment & Testing
• A Model for the National Assessment of Higher Order Thinking
• International Critical Thinking Essay Test
• Online Critical Thinking Basic Concepts Test
• Online Critical Thinking Basic Concepts Sample Test
• Consequential Validity: Using Assessment to Drive Instruction
• News & Announcements
• Newest Pages Added to CriticalThinking.Org
• Online Learning
• Critical Thinking Online Courses
• Critical Thinking Blog
• 2019 Blog Entries
• 2020 Blog Entries
• 2021 Blog Entries
• 2022 Blog Entries
• 2023 Blog Entries
• Online Courses for Your Students
• 2023 Webinar Archives
• 2022 Webinar Archives
• 2021 Webinar Archive
• 2020 Webinar Archive
• Guided Study Groups
• Critical Thinking Channel on YouTube
• CT800: Fall 2024

Translate this page from English...

*Machine translated pages not guaranteed for accuracy. Click Here for our professional translations.

Critical Thinking: Where to Begin

• For College and University Faculty
• For College and University Students
• For High School Teachers
• For Jr. High School Teachers
• For Elementary Teachers (Grades 4-6)
• For Elementary Teachers (Kindergarten - 3rd Grade)
• For Science and Engineering Instruction
• For Business and Professional Development
• For Nursing and Health Care
• For Home Schooling and Home Study

If you are new to critical thinking or wish to deepen your conception of it, we recommend you review the content below and bookmark this page for future reference.

Our Conception of Critical Thinking...

"Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness..."

"Critical thinking is self-guided, self-disciplined thinking which attempts to reason at the highest level of quality in a fairminded way. People who think critically attempt, with consistent and conscious effort, to live rationally, reasonably, and empathically. They are keenly aware of the inherently flawed nature of human thinking when left unchecked. They strive to diminish the power of their egocentric and sociocentric tendencies. They use the intellectual tools that critical thinking offers – concepts and principles that enable them to analyze, assess, and improve thinking. They work diligently to develop the intellectual virtues of intellectual integrity, intellectual humility, intellectual civility, intellectual empathy, intellectual sense of justice and confidence in reason. They realize that no matter how skilled they are as thinkers, they can always improve their reasoning abilities and they will at times fall prey to mistakes in reasoning, human irrationality, prejudices, biases, distortions, uncritically accepted social rules and taboos, self-interest, and vested interest.

They strive to improve the world in whatever ways they can and contribute to a more rational, civilized society. At the same time, they recognize the complexities often inherent in doing so. They strive never to think simplistically about complicated issues and always to consider the rights and needs of relevant others. They recognize the complexities in developing as thinkers, and commit themselves to life-long practice toward self-improvement. They embody the Socratic principle: The unexamined life is not worth living , because they realize that many unexamined lives together result in an uncritical, unjust, dangerous world."

Why Critical Thinking?

The Problem:

Everyone thinks; it is our nature to do so. But much of our thinking, left to itself, is biased, distorted, partial, uninformed, or down-right prejudiced. Yet the quality of our lives and that of what we produce, make, or build depends precisely on the quality of our thought. Shoddy thinking is costly, both in money and in quality of life. Excellence in thought, however, must be systematically cultivated.

A Brief Definition:

Critical thinking is the art of analyzing and evaluating thinking with a view to improving it. The Result: 

  A well-cultivated critical thinker:

• raises vital questions and problems, formulating them clearly and precisely;
• gathers and assesses relevant information, using abstract ideas to interpret it effectively;
• comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards;
• thinks openmindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and
• communicates effectively with others in figuring out solutions to complex problems.

Critical thinking is, in short, self-directed, self-disciplined, self-monitored, and self-corrective thinking. It requires rigorous standards of excellence and mindful command of their use. It entails effective communication and problem-solving abilities, and a commitment to overcoming our native egocentrism and sociocentrism. Read more about our concept of critical thinking .

The Essential Dimensions of Critical Thinking

Our conception of critical thinking is based on the substantive approach developed by Dr. Richard Paul and his colleagues at the Center and Foundation for Critical Thinking over multiple decades. It is relevant to every subject, discipline, and profession, and to reasoning through the problems of everyday life. It entails five essential dimensions of critical thinking:

At the left is an overview of the first three dimensions. In sum, the elements or structures of thought enable us to "take our thinking apart" and analyze it. The intellectual standards are used to assess and evaluate the elements. The intellectual traits are dispositions of mind embodied by the fairminded critical thinker. To cultivate the mind, we need command of these essential dimensions, and we need to consistently apply them as we think through the many problems and issues in our lives.

The Elements of Reasoning and Intellectual Standards

To learn more about the elements of thought and how to apply the intellectual standards, check out our interactive model. Simply click on the link below, scroll to the bottom of the page, and explore the model with your mouse.

Why the Analysis of Thinking Is Important If you want to think well, you must understand at least the rudiments of thought, the most basic structures out of which all thinking is made. You must learn how to take thinking apart. Analyzing the Logic of a Subject When we understand the elements of reasoning, we realize that all subjects, all disciplines, have a fundamental logic defined by the structures of thought embedded within them. Therefore, to lay bare a subject’s most fundamental logic, we should begin with these questions:

Going Deeper...

The Critical Thinking Bookstore  

Our online bookstore houses numerous books and teacher's manuals , Thinker's Guides , videos , and other educational materials .  

Learn From Our Fellows and Scholars

Watch our Event Calendar , which provides an overview of all upcoming conferences and academies hosted by the Foundation for Critical Thinking. Clicking an entry on the Event Calendar will bring up that event's details, and the option to register. For those interested in online learning, the Foundation offers accredited online courses in critical thinking for both educators and the general public, as well as an online test for evaluating basic comprehension of critical thinking concepts . We are in the process of developing more online learning tools and tests to offer the community.  

Utilizing this Website

This website contains large amounts research and an online library of articles , both of which are freely available to the public. We also invite you to become a member of the Critical Thinking Community , where you will gain access to more tools and materials.  If you cannot locate a resource on a specific topic or concept, try searching for it using our Search Tool . The Search Tool is at the upper-right of every page on the website.

Local learners bring science to life with hands-on experiments

Miyanda nyirenda, head of science department said, the school's goal is to foster a learning environment that promotes inquiry, creativity, and critical thinking..

The Midland Primary and High School (MPHS) learners are enthusiastically immersing themselves in the world of science.

These young learners in Grade 10 and 11 respectively are actively engaging in practical experiments, transforming theoretical concepts into tangible experiences in their science classes.

Read more:  Former Midland Primary and High School learner eager to follow in father’s footsteps

Guided by their dedicated teachers, learners are conducting experiments across physics, chemistry, and biology, honing vital skills in observation, measurement, and analysis.

Head of the Science Department Miyanda Nyirenda said this hands-on approach allows them to better grasp abstract concepts, making science both accessible and enjoyable.

“Our goal is to foster a learning environment that promotes inquiry, creativity, and critical thinking. Through these practical experiments, our students gain a deeper understanding of scientific principles and their real-world applications,” said Nyirenda.

Also read:  Midlands principal believes science is a critical academic discipline

He added that experiential learning not only boosts academic performance but also prepares learners for future careers in science, technology, engineering, and mathematics.

Nyirenda concluded that MPHS is dedicated to offering a well-rounded education that empowers learners with the skills, knowledge, and confidence needed to thrive in an ever-evolving world.

Follow us on our  Facebook ,  X ,  Instagram  and  TikTok  pages. Join our  WhatsApp  group for any story ideas you may have.

Related article:  Curro learners impress at maths and science championships

Pongrass Import

Midrand weather update: your week ahead (august 31 - september 6), related articles.

Bulelwa Makomane Street transformed into a surfaced street

Back-and-forth continues in Austin View’s much-sought land

Emporium re-opens newly refurbished building

Rabie Ridge land grab leaves one dead after shooting