ways to promote critical thinking in students

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With larry ferlazzo.

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

Eight Instructional Strategies for Promoting Critical Thinking

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

The new question-of-the-week is:

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

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

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

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

Current Events

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

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

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

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

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

Here are the two photos and a student response:

F - Focus on both photos and respond for three minutes

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

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

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

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

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

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

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

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

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

‘Before-Explore-Explain’

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

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

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

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

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

An Issue of Equity

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

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

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

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

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

So, what does that really look like?

Unpack and define critical thinking

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

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

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

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

Designing experiences for critical thinking

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

1.Choose Compelling Topics: Keep it relevant

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

2. Make Local Connections: Keep it real

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

3. Create Authentic Projects: Keep it rigorous

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

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

Critical Thinking & Student Engagement

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

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

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

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

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

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

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

QUESTIONING

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

TALK TIME / CONTROL

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

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

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

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

You can also contact me on Twitter at @Larryferlazzo .

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Strategies to Increase Critical Thinking Skills in students

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

In This Post:

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

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

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

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

Helping Students Become Critical Thinkers

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

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

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

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

Essential Skills for Critical Thinking

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

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

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

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

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

Ask Questions

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

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

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

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

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

[scroll down to keep reading]

Promoting critical thinking into all aspects of instruction.

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

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

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

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

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

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

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

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

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

A few other techniques to encourage critical thinking are:

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

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

About Matthew X. Joseph, Ed.D.

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

Visit Matthew’s Blog

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

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

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

Ten Reasons For Student Critical Thinking in the classroom

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

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

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

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

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

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

Seven Resources to Help with Assessment and Facilitation of Critical Thinking

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

Critical Thinking “I Can Statements”

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

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

cross-posted at  21centuryedtech.wordpress.com

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

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How To Promote Critical Thinking In Your Classroom

Promoting Thinking

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

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

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

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

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

Educationise

10 Innovative Strategies for Promoting Critical Thinking in the Classroom

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

Critical Thinking Lessons and Activities

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

1. Collaborative Learning

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

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

2. Questioning

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

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

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

3. Active Listening

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

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

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

4. Case Studies

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

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

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

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

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

6. Mind Mapping

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

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

7. Gamification

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

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

8. Problem-Based Learning

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

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

9. Reflection

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

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

10. Real-World Applications

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

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

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

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Distance Learning

Using technology to develop students’ critical thinking skills.

by Jessica Mansbach

What Is Critical Thinking?

Critical thinking is a higher-order cognitive skill that is indispensable to students, readying them to respond to a variety of complex problems that are sure to arise in their personal and professional lives. The  cognitive skills at the foundation of critical thinking are  analysis, interpretation, evaluation, explanation, inference, and self-regulation.  

When students think critically, they actively engage in these processes:

• Communication
• Problem-solving

To create environments that engage students in these processes, instructors need to ask questions, encourage the expression of diverse opinions, and involve students in a variety of hands-on activities that force them to be involved in their learning.

Types of Critical Thinking Skills

Instructors should select activities based on the level of thinking they want students to do and the learning objectives for the course or assignment. The chart below describes questions to ask in order to show that students can demonstrate different levels of critical thinking.

*Adapted from Brown University’s Harriet W Sheridan Center for Teaching and Learning

Using Online Tools to Teach Critical Thinking Skills

Online instructors can use technology tools to create activities that help students develop both lower-level and higher-level critical thinking skills.

• Example: Use Google Doc, a collaboration feature in Canvas, and tell students to keep a journal in which they reflect on what they are learning, describe the progress they are making in the class, and cite course materials that have been most relevant to their progress. Students can share the Google Doc with you, and instructors can comment on their work.
• Example: Use the peer review assignment feature in Canvas and manually or automatically form peer review groups. These groups can be anonymous or display students’ names. Tell students to give feedback to two of their peers on the first draft of a research paper. Use the rubric feature in Canvas to create a rubric for students to use. Show students the rubric along with the assignment instructions so that students know what they will be evaluated on and how to evaluate their peers.
• Example: Use the discussions feature in Canvas and tell students to have a debate about a video they watched. Pose the debate questions in the discussion forum, and give students instructions to take a side of the debate and cite course readings to support their arguments.  
• Example: Us e goreact , a tool for creating and commenting on online presentations, and tell students to design a presentation that summarizes and raises questions about a reading. Tell students to comment on the strengths and weaknesses of the author’s argument. Students can post the links to their goreact presentations in a discussion forum or an assignment using the insert link feature in Canvas.
• Example:  Use goreact, a narrated Powerpoint, or a Google Doc and instruct students to tell a story that informs readers and listeners about how the course content they are learning is useful in their professional lives. In the story, tell students to offer specific examples of readings and class activities that they are finding most relevant to their professional work. Links to the goreact presentation and Google doc can be submitted via a discussion forum or an assignment in Canvas. The Powerpoint file can be submitted via a discussion or submitted in an assignment.

Pulling it All Together

Critical thinking is an invaluable skill that students need to be successful in their professional and personal lives. Instructors can be thoughtful and purposeful about creating learning objectives that promote lower and higher-level critical thinking skills, and about using technology to implement activities that support these learning objectives. Below are some additional resources about critical thinking.

Additional Resources

Carmichael, E., & Farrell, H. (2012). Evaluation of the Effectiveness of Online Resources in Developing Student Critical Thinking: Review of Literature and Case Study of a Critical Thinking Online Site.  Journal of University Teaching and Learning Practice ,  9 (1), 4.

Lai, E. R. (2011). Critical thinking: A literature review.  Pearson’s Research Reports ,  6 , 40-41.

Landers, H (n.d.). Using Peer Teaching In The Classroom. Retrieved electronically from https://tilt.colostate.edu/TipsAndGuides/Tip/180

Lynch, C. L., & Wolcott, S. K. (2001). Helping your students develop critical thinking skills (IDEA Paper# 37. In  Manhattan, KS: The IDEA Center.

Mandernach, B. J. (2006). Thinking critically about critical thinking: Integrating online tools to Promote Critical Thinking. Insight: A collection of faculty scholarship , 1 , 41-50.

Yang, Y. T. C., & Wu, W. C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education , 59 (2), 339-352.

Insight Assessment: Measuring Thinking Worldwide

http://www.insightassessment.com/

Michigan State University’s Office of Faculty  & Organizational Development, Critical Thinking: http://fod.msu.edu/oir/critical-thinking

The Critical Thinking Community

http://www.criticalthinking.org/pages/defining-critical-thinking/766

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9 responses to “ Using Technology To Develop Students’ Critical Thinking Skills ”

This is a great site for my students to learn how to develop critical thinking skills, especially in the STEM fields.

Great tools to help all learners at all levels… not everyone learns at the same rate.

Thanks for sharing the article. Is there any way to find tools which help in developing critical thinking skills to students?

Technology needs to be advance to develop the below factors:

Understand the links between ideas. Determine the importance and relevance of arguments and ideas. Recognize, build and appraise arguments.

Excellent share! Can I know few tools which help in developing critical thinking skills to students? Any help will be appreciated. Thanks!

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Brilliant post. Will be sharing this on our Twitter (@refthinking). I would love to chat to you about our tool, the Thinking Kit. It has been specifically designed to help students develop critical thinking skills whilst they also learn about the topics they ‘need’ to.

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Teaching Strategies to Promote Critical Thinking

Janelle cox.

• September 9, 2014

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

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

Encourage Students to Question Everything

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

Activate Student Curiosity

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

Incorporate Project-Based Learning

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

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

Offer Diverse Perspectives

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

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

Assign Tasks on Critical Writing

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

Promote Collaboration

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

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

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

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

• #CriticalThinking , #TeachingStrategies

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5 Ways Parents Can Promote Greater Creativity in Their Kids

How to help students to be more accepting of diversity, 7 ways to promote critical thinking in young students.

Jun 27, 2022

Guest post by Jessica Robinson

Are you a teacher or a guardian who is a critical thinker? Do you believe in the power of critical thinking and in some way want to inculcate the discipline of critical thinking in your students? You are in the right spot.

We all happen to think on a daily basis, i.e whenever we have to make a transaction, solve a problem, or answer a question, but most of us aren’t critical thinkers. The power of critical thinking can only be exhibited in scenarios where one must form a judgment out of the prevailing situation, content, or problem which is intricate.

But what does critical thinking really mean? Critical thinking is the ability to define a problem, assess evidence, and reason critically before making a conclusion. Linda Elder and Richard Paul, authors of “ Critical Thinking Development: A Stage Theory ,” stress that students who analyze things or situations are able to make connections across disciplines, understand the content better, and see knowledge as applicable to life.

Jane Qinjuan Zhang, a researcher explains that critical thinking enables students to assess their strengths, weaknesses, and learning styles, and allows them to take ownership of their education. Developing critical thinking skills can improve student academic performance, but can also be essential throughout one’s life.

Although we can’t directly create circumstances to induce critical thinking in students, teachers can leverage a range of approaches to promote critical thinking. People who think critically make better decisions, form meaningful relationships, and tend to be creative. Given below are some effective and actionable strategies that teachers can use to foster critical thinking skills in their students.

The 7 Reliable Approaches to Promote

Critical thinking in students.

1. Push for a growth mindset

The concept of a growth mindset is highly recognized in the field of psychology and it was originally coined by Carol Dweck, a psychologist, professor, and researcher at Stanford University, in her 2006 book “Mindset: The New Psychology of Success”. The professor explains that one exhibits a growth mindset when they aren’t limited by inherent traits. In simple terms, one believes that his ability or skills can be developed.

Teachers who push for a growth mindset in students help them to realize that certain things in life must be obtained by learning or putting in extra effort. The concept of a growth mindset highly requires teachers to celebrate efforts made by trying out new strategies even if students fail to realize the goal. In this way, they are encouraged to work harder or think of new approaches to obtain the set SMART Goals , whether within the earliest or later on. The persistence that is displayed develops the culture of logical thinking which helps students to make full use of their brains.

2. Teach Them to Take Initiative

Taking initiative is a skill that students must develop to thrive in their academic and professional lives. Johann Wolfgang von Goethe, a German novelist, and scientist once said: “Thinking is easy, acting is difficult, and to put one’s thoughts into action is the most difficult thing in the world”. People who take initiative don’t wait for things to happen naturally, but they believe that they can work things out by themselves.

Taking initiative doesn’t always mean that one will be successful, but it enhances logical thinking. It is very necessary as it encourages students to learn on their own or become creative. Teachers can help students learn initiative by encouraging them to indulge in school activities, volunteer to do something, or participate in class.

In fact, as a teacher, you can also encourage initiatives by your students by asking them to propose topics for group discussion, debates, or declamations. In fact, an act of taking an initiative can be as simple as asking your students to suggest some recommendations for summer camp ideas.

When they take initiative and you back them, it will do a world of good to their confidence. With this confidence, they will have greater trust in their thinking abilities and this will further add value to their critical thinking.

3. Encourage Independent Decision Making

Group efforts are good, but they at times kill creativity in learners. That is why tests and exams are taken to assess one’s thinking power. As a teacher, you may not directly inculcate the skill of independent decision-making in students, but you can create instances where students are required to choose from the available options.

Things like sports, maths lessons, debates, and formal discussions can help students learn how to think and make independent decisions. During such activities, it’s essential for a teacher not to intervene quickly in order to see how students solve the puzzle.

4. Provide Leadership Opportunities

Being in a position of leadership at times requires one to make independent decisions and to make decisions one must think critically. Teachers can introduce leadership positions such as sports captain, student body leader, classroom monitor, head prefect, club president, etcetera for students to exercise power.

Such positions expose students to challenges and opportunities. By this, they will ensure to think critically since they must be accountable for their actions or inefficiency. When they step into the shoes of a leader, they will understand the responsibilities of decision-making in a more worthwhile way.

In that entire process, they will be able to develop critical thinking skills in a more realistic way. After all, the responsibilities of a leader are best realized when students actually step into the shoes of a leader. As a teacher, you need to ensure that you offer them enough leadership prospects to embrace. Let them learn from real situations that bring out the best of their thinking abilities.

5. Train Students in Emotional Intelligence

Emotional Intelligence (EQ) is the ability to perceive, understand and evaluate emotions. It generally refers to the way one controls or expresses emotions. The way one regulates and makes use of his feelings shows emotional intelligence. Although some people are born with a high level of EQ, for some people it must be developed.

Emotions highly influence one’s actions and as educational institutions develop tactics to increase creativity in students, it’s also essential to teach them emotional intelligence. Emotional intelligence influences the way students respond to bullying, complicated tasks, or challenges. Besides, controlling emotions require one to think critically, especially during conflicting situations.

More importantly, in the context of critical thinking, EQ will enable students to consider different sides of arguments, different perspectives, and emotions before they jump to conclusions. In fact, this is one of the trademark qualities of critical thinkers. They take different perspectives and try to understand others before making decisions. With high EQ, they can excel in critical thinking in a more worthwhile way. Makes complete sense, right?

Furthermore, as a teacher, it is essential for you to delve into the different components of emotional intelligence. The components of EQ are given below

• Self-awareness
• Social skills
• Self-regulation

As you can see, emotional intelligence in itself is a culmination of different skills. For critical thinking, it is important that students have a great sense of self-awareness. So, when you train your students in emotional intelligence, you can promote a greater sense of self-awareness in them and hence critical thinking.

6. Ask Open-ended Questions

One of the best tactics for improving students’ reasoning capacity is asking open-ended questions. Essay-type questions require students to reason and explain their arguments which requires them to think deeper about the topic. Normally, students have to take a side or explain both sides of the question.

If you want to promote critical thinking in students, introducing this tactic can help you achieve optimal results. Besides, it is a friendly learning approach that will not only promote critical thinking but will also help students become active learners.

Give them the free space to perceive things in their own way and answer with great liberty without whether their answer is right or wrong. If they go wrong, you can always correct them later. However, for critical thinking skills to flourish, you need to give them the freedom to express their thoughts without worrying about the accuracy of their answers.

Having said that, you can always dedicate a small part of your classes to discussing a few interesting open-ended questions with them. The more interesting and subjective the questions the greater will be your students’ indulgence to think outside the box.

7. Inculcate Reading Habits

There are very many benefits associated with reading. When you teach your students to develop a habit of reading books, it can pave way for critical thinking. Certain books require students to refer to what they read to make a judgment and through this, they critically think. Through reading books, students also obtain new approaches to solving problems or accomplishing tasks effectively. Precisely, it highly stimulates mental activity.

So as a teacher, besides encouraging students to read books pertaining to their syllabus, let them explore more with recreational books to widen their knowledge. There is a wide variety of books that students can read in their free time to expand their knowledge, but it’s best to recommend a few to them.

Summing up, critical thinking is one of the best cognitive skills one can possess in life. Although we mostly perceive it to be in-born, students can develop their critical thinking skills during school or throughout life. With the nature of the world we live in today, it is very essential to teach students how to think critically or logically. It will not only teach them to analyze things critically, but it will also help them reason effectively and make sound decisions.

If you would like to learn more about navigating these strange times or how TKL is transforming education, visit  teachnkidslearn.com  today!

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How to Promote Critical Thinking in the Classroom

By elearning inside, february 05, 2024.

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

Fostering a Growth Mindset

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

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

Questioning Techniques

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

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

Real-World Problem Solving

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

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

Creating a Physical Environment that Supports Critical Thinking

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

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

Encouraging Divergent Thinking

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

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

Analyzing Multiple Perspectives

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

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

Scaffolding Critical Thinking

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

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

Metacognition and Self-Reflection

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

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

Interdisciplinary Learning

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

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

Feedback and Assessment

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

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

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

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

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Q What jobs do people go into after getting a Psychology honours degree? About half of our students go on in Psychology after graduating. About half follow job paths that are unconnected with Psychology. Since Psychology is about people and develops excellent transferrable skills such as critical thinking, it can be applied to most non-specialised areas of employment. It is also the first step in taking a postgraduate qualification to work in the main areas of psychology such as Clinical, Educational and Occupational. New areas such as Counselling, Sports Psychology, Health Psychology and Forensic Psychology are also possible. Many of ours students go into the Human Resources field and of course Research and Teaching (University or School) are important possibilities. Q How do I become a Clinical, Forensic, Child, Educational, Occupational or Counselling Psychologist? There are three steps. Step 1. Get the very best undergraduate Psychology degree you can because everything is competitive. Step 2. Use it to get onto a postgraduate course that trains and teaches in the area that you want to specialise in. These courses are delivered through universities usually and offer a postgraduate degree such as a Masters Child Psychology or a Psy D (Psychology Doctorate) in Clinical psychology. Some courses offer diplomas. The courses are usually between 1 and 3 years study. Step 3. With your postgraduate qualification, seek posts that are advertised regularly in the media. And work your way up the ladder of opportunities. The British Psychological Society website has a section dedicated to explaining this. Q How do I become a University Psychologist? There are 2 steps. Step 1. Get the very best undergraduate Psychology degree you can because everything is competitive (3-4 years). Step 2. Use it to acquire a PhD placement in an area you would like to study (3 years). Step 3. Use your PhD to acquire a position as a postdoctoral Research Assistant/Associate, lecturer etc etc in a university. And work your way up the ladder of opportunities. Many Psychology graduates wish to undertake a career in research which involves obtaining a PhD. Students sometimes prefer to take up graduate training at a University different from where they took their first degree. However, at Glasgow, research training to PhD level is provided in a range of areas in Psychology, but especially Psycholinguistics, Perception and Visual Cognition, Cognitive Neuropsychology, and the application of brain imaging techniques.    Students are often attracted to careers in the main professional areas of Psychology, mainly Forensic, Educational, and Occupational psychology. Clinical Psychology is one of the more popular ambitions. The following excerpts from the BPS website gives some idea of what is involved in pursuing this and other professional careers:       “What do clinical psychologists do?”       What they do:    Clinical Psychology aims to reduce psychological distress and to enhance and promote psychological well-being. A wide range of psychological difficulties may be dealt with, including anxiety, depression, relationship problems, learning disabilities, child and family problems, and serious mental illness. To assess a client, a clinical psychologist may undertake a clinical assessment using a variety of methods including psychometric tests, interviews and direct observation of behaviour. Assessment may lead to therapy, counselling or advice.       Where they work:    Clinical Psychologists work largely in health and social care settings including hospitals, health centres, community mental health teams, child and adolescent mental health services and social services.       Who they work with:    They usually work as part of a team with, for example, social workers, medical practitioners and other health professionals. Most Clinical Psychologists work in the National Health Service (NHS), which has a clearly defined career structure, but some work in private practice. The work is often directly with people, either individually or in groups, assessing their needs and providing therapies based on psychological theories and research. Clinical Psychology is a rapidly developing field and contributing to the literature through research is very important. Some Clinical Psychologists work as trainers, teachers and researchers in universities.

Transferrable Skills

Skills and other attributes.

Intellectual skills

• Evaluate the comparative advantages of different research methods in psychology.
• Critically compare and evaluate different advanced techniques employed in research.
• Evaluate and criticise the theories and empirical research in the area defined by their option choice.
• Exercise critical judgement in the application and interpretation of statistical techniques in psychological investigation in cognitive psychology and cognitive neuroscience.
• Design and execute a research project to a standard at or near publication quality.
• Demonstrate a critical understanding of theory and practice in the selective areas of psychology and in research methods.
• Demonstrate initiative, self-reliance, and critical ability from a solid foundation of knowledge, understanding and critical awareness.
• Give evidence of an enquiring, problem-oriented mind with sufficient awareness of the critical research and applications in psychology to enable successful pursuit of postgraduate work in psychology and related disciplines.

Subject specific skills

• Summarise the main sources of psychological funding.
• Summarise the range of professional careers open to psychologists.
• Deliver an oral presentation of research findings to a professional audience.
• Write a research paper based on a personal research project to a level suitable for publication in a peer-reviewed journal.
• Write a grant proposal to the standard of a professional research submission.

Transferable/key skills

Subject specific content

Besides conceptual knowledge, psychology graduates have also acquired substantial knowledge and practice at applying empirical methods, particularly that of controlled experiments but also of designing and using questionnaires, and to a lesser extent interviews and other methods. Such practical methods can be and are used in a wide range of contexts, including applied contexts such as Human Computer Interaction, whether or not there is much theory for such problems. The application of these methods of investigation are an important area of practical knowledge, independently of the theoretical knowledge. The statistics teaching, which is another topic applicable beyond the range of the theoretical topics taught, covers advanced analysis of variance, multivariate techniques, and the hands-on use of statistical computer packages.

General intellectual training

The nature of psychology as a discipline Every academic subject carries with it a particular approach to understanding -- the discipline -- which varies widely from subject to subject, but which a graduate often tends to carry over in approaching other areas of work. T.K. Landauer, a psychologist who spent much of his career working with those from quite other disciplines, suggested that the essence of what a psychologist brings can be boiled down as follows: "There are two very elementary but fundamental methodological facts that are taken for granted by all experimental psychologists, but astonishingly often fail to be appreciated by others. The first is that behavior is always quite variable between people and between occasions. The second is that it is feasible to obtain objective data on behavior." In other words, psychologists are trained to appreciate that it is a mistake when dealing with people, as opposed say to a bit of technology, to take a deterministic approach that assumes that what it does once is what it will always do and that considering one example (e.g. themselves) is enough; but equally that the opposite notion of free will and hence complete unpredictability is generally mistaken, and that useful predictions about behaviour and its degree of variability can nevertheless be developed. Anyone with even informal experience of personnel, politics, management, and so on will recognise the importance of understanding that useful work can be done in the middle ground between determinism and free will. This view of the general intellectual character of psychology also points to its distinctive features as a discipline. One pervasive aspect is its application of some form of experimental method to problems (this tends to distinguish it from the other social sciences), despite the problems of experiments with beings whose understanding of the experiment and experimenter frequently has large effects. Perhaps more important for its value as a general education, however, is that psychology frequently forces us to deal simultaneously with fundamentally different kinds of evidence (whatever the preferences of individual research specialists). For instance, a theory of emotion must cope with physiological data (blushing, adrenalin surges that can be measured chemically), individual cognitive data (how individuals' thoughts and decisions change with emotion, what they report about their experience), and social data (someone experiencing joy due to a success such as a strike in bowling is about ten times more likely to smile if they are with companions, suggesting that emotions are an evolutionarily ancient social coordination mechanism). This need somehow to relate quite different kinds of evidence of varying but not negligible value bearing on a single issue is a widespread feature of professional life of most kinds, but is relatively unusual in an academic subject. Critical thinking A highly desirable general intellectual skill for any graduate is what is now often called "critical thinking": the ability not just to reproduce and explain concepts learned from others, but to decide how much weight should be given them, by discerning and evaluating the extent to which they are consistent with and supported by evidence and other ideas, (or conversely, how much they are undermined by being inconsistent with other evidence and opinions). This is directly built into some basic areas of the discipline, where even introductory teaching in, for instance, social psychology, typically consists of presenting, not a single dominant theory or "law", but the relative abilities of alternative theories to explain the facts observed so far. On the other hand, in other areas (e.g. those related to physiology) it behaves more like a natural science: after a flurry of scrutiny and perhaps debate when new theory or phenomena are published, general consensus is established in the field, and findings become treated as "facts" or even "laws". Just as it is unwise to accept all assertions uncritically, so it is unproductive to apply scepticism to everything; useful critical thinking requires decisions about the weight to be given each item. Most disciplines give far more practice at one or the other, but psychology exposes its students to considerable amounts of both because of its unusually wide range of types of subject matter. In this department, critical thinking is further directly fostered by a series of three "critical review" exercises requiring the student not just to summarise a set of recently published papers, but to critique them. The aim is to develop ability at independent assessment and comparison, even of peer-reviewed published work. (Our graduates may be able to offer copies of one of their critical reviews on request.) Research-led teaching The school is very active in research, and this leads to a substantial amount of research-led teaching. There are advantages from this for instance in making the teaching content up to the minute, and from the enthusiasm of researchers talking about their central interests. A deeper advantage is that the teachers are equally learners, demonstrating by personal example: a researcher is attempting to learn things no-one yet knows, both for themselves and for the community as a whole. This is an important endpoint in the types of learning an individual may do: from a child acquiring its first language exactly from the people around it, to the independent learning of a researcher seeking knowledge no-one else yet has. This is also important for professionals and for organisations of all kinds. Finally, research-led teaching introduces another important element: an apprenticeship mode of learning. When students do their research project with a personal supervisor they are in effect doing an apprenticeship in research, where they learn partly by personal instruction, partly by their own practice, and partly by imitation. While the research skills themselves will only be directly used by a small subset of our graduates, this mode of learning is probably more relevant than is usually acknowledged in many jobs. Even though formal training courses are increasingly numerous in many workplaces, it remains true that much learning on the job is by the implicit apprenticeship methods of imitation, personal instruction, and trying it out with occasional supervision. Our graduates have already successfully performed in that mode of learning. Personal and professional transferable skills Besides the general intellectual skills mentioned, our graduates are equipped with a grounding in the following skills: Writing competence Our graduates accumulate considerable practice at planning and executing the writing of substantial pieces. These pieces of work are produced in circumstances similar to that of many work places: they can draw on the use of computer spelling checkers and human critics, but are working to a deadline and with other simultaneous demands on their time. Giving talks ("presentations", oral communication) Our graduates have been required to present at a number of short talks on their work, complete with visual aids and a time limit, to an audience of limited attentiveness. Typically they regard this as very stressful, yet perform competently in the view of staff (for whom giving and listening to talks is a prominent feature of their professional life). Information technology Our students were required to use email for much of their time as a standard departmental communication medium. They were required to submit all their written work outside exam rooms in word-processed form, including some use of tables and charts. They are further trained and exercised in the use of at least one statistics package, and in the use of online literature search software. They will normally have used the world wide web in various ways, as the department maintains some information in that form, and some courses require its use. Numeracy, quantitative methods As noted above, the statistics course and required applications of it mean that graduates have used calculators, spreadsheet, and statistical software to process data, and to present numerical results in tables and charts. Library research Our graduates have had to undertake library research both as part of the regular courses, and for their project work and critical reviews. The latter especially demand extracting useful information directly from the published scientific literature, mainly online. Trustworthiness, honesty, professional ethics We are happy to confirm in personal references that a particular graduate has given us no reason to doubt their honesty, but in general a degree course offers few opportunities for more definite observations or tests. The exception is in acquiring and practising the desirable standards for dealing with human participants (or "subjects") in empirical studies. All our graduates have received training in this, in line with BPS guidelines, and were required as part of their research project to construct, and to have submitted an ethics application covering their study. The difficulty of getting such clearance varies greatly: for example, administering questionnaires to other undergraduates is generally an issue of relatively low sensitivity, while working with disturbed patients receiving treatment elsewhere is a high sensitivity area.

WATCH: Megyn Kelly has BLISTERING response to Biden’s Title IX revisions

Joe Biden has failed women once again with new Title IX amendments that largely overhaul Trump-era rules. Title IX, which was intended to protect women in athletics, will now pave the way for female athletes to continue being overpowered by trans competitors, as Biden’s new rules stipulate more protections for LGBTQ+ students. The rules state that students cannot be discriminated against for sexual orientation or “gender identity,” although a mandate on whether trans athletes can be barred from competing in the division opposite of their biological sex remains undecided.

The changes also target the way sexual harassment and sexual assault are defined and how due process is conducted. Per Biden’s revisions, the definitions of sexual harrassment and sexual assault will be expanded, and alleged victims will no longer be required to attend live hearings or cross examinations where they would otherwise have to face the accused.

Megyn Kelly, who Dave Rubin says is “loud and proud and hear me roar” in all the right ways, had something to say about Biden’s revisions as well as her voting history.

“I voted for Donald Trump to prevent things like this,” she said. “What Joe Biden just did to women's rights and Title IX and due process for young men on college campuses and free speech — I was horrified.”

“I’m ashamed of him! I’m disgusted at you, Miguel Cardona. Shame on you,” she spat. “Your daughter ... will now have to go into [a] college bathroom, [a] college locker room and be faced with men posing as women — many of whom are only there because they get off on wearing women's clothing ... and there's not a damn thing you can do about it.”

“It’s direct, and it’s true,” says Dave.

Even though “Donald Trump has gone after [Megyn] personally,” she is still “endorsing [him] for 2024” as she did in 2020.

“It wasn't about me,” she said. “It was about my concern for this country and my children and what was happening in particular in [the transgender] culture lane but in other lanes as well.”

To hear Kelly’s full analysis on Biden’s new rules and her explanation regarding her voting choices, watch the clip below.

Want more from Dave Rubin?

To enjoy more honest conversations, free speech, and big ideas with Dave Rubin, subscribe to BlazeTV — the largest multi-platform network of voices who love America, defend the Constitution, and live the American dream.

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5 Ways to Increase Students’ Engagement in Writing

Upper elementary teachers can make small shifts in how they teach writing to spark students’ interest and promote critical thinking.

After a few years of teaching, I started to grow tired of following scripted curriculum to a T. Sure, there are benefits. Children thrive on structure, and it can serve as a tool for teachers, especially those who are just beginning to develop their craft. But if I had to say, “Yesterday we learned… Now watch me as I…” one more time, well, you get the picture.

I was bored—and if I was bored, you bet my students must have been. But out of this boredom (and thanks to the support of my literacy specialist) five strategies blossomed that breathed new life into my teaching. 

1. The Grapple

This is a type of instructional strategy I developed after being inspired by our math curriculum, which starts with an element called the “anchor task.” In her article “ Anchor Task: What? Why? How? ” Amy Bilek explains that an “anchor task is a problem given to students at the beginning of a math block that provides an opportunity to activate prior knowledge, requires students to collaborate and ask questions of each other, and promotes an environment for students to productively struggle and persevere in problem-solving” while still working in the zone of proximal development.

I thought it would be interesting to try this out in writing. The Grapple features a short inquiry or guided practice in the beginning of the lesson. For example, a teacher might post a paragraph of student writing and ask a broad question such as, “What good choices did this author make? Turn and talk.” Marian Small, author and international professional development consultant, may refer to this type of inquiry as “ open questions ” because one question can meet the needs of a broad range of learners, since the question is not too narrow. After turning and talking, students can share what they noticed. The teacher then calls on several students until one of them mentions the strategy of the day.

Students feel empowered when they’ve determined the learning target/objective of the lesson before teaching has even begun. This also gives student writers an opportunity to notice multiple strong writing choices. Jo Boaler (professor at Stanford University and author of Limitless Mind ) might talk about these as “low-floor, high-ceiling tasks.” Low floor refers to accessibility for students needing improvement in the class, whereas high ceiling reaches the most advanced learners who can continue to find challenges. This concept encourages students to be actively engaged while leading their own learning. 

2. Student-Created Anchor Charts

After participating in a Grapple, students are tasked with trying the strategy of the day in their own writing. I then make an anchor chart naming the strategy with examples of student work. For example, my anchor chart might say, “I can elaborate by adding feelings, action, and dialogue.” I would then attach our mentor text’s example and student examples where feelings, action, and dialogue were added. This would give students motivation to try out the strategy in hopes of being featured on our anchor chart.

Students who were featured felt proud and successful (eventually, all writers are featured at some point throughout the year). Other students referred to these charts as tools in order to help them improve their writing. Were these anchor charts always beautiful and Pinterest worthy? No. But they were authentic and purposeful. Another benefit is that anchor charts support students to develop a mindset of celebrating each other’s successes.

3. Free Writing Time

Free writing time gives students space to let their creative ideas flourish and see themselves as writers. I give my students 5 minutes of free writing time each day. I like to do this after lunch, when students can benefit from a quiet activity to help regulate themselves back into an academic setting. On Fridays, we participate in an Author’s Share time (about 20–30 minutes), when student authors can sign up for a slot to share their writing with the whole class as an audience. Since initiating this, I’ve had more avid writers than ever before.

4. Oral Brainstorming

Oral brainstorming helps build class community. Regardless of the genre, students can share about themselves or a variety of other topics with their peers and teacher. For example, when brainstorming narrative story ideas, students might share using the prompt, “I remember one time...” While brainstorming opinion writing, students might share with the prompt, “Something I love is...” Or, in nonfiction writing, students might share with the prompt, “Something I know a lot about is...” If you’re having trouble fitting this into your writing block, try incorporating these prompts into a morning meeting. 

Research proves that oral planning is key to the writing process. Language arts methods books urge prospective teachers to develop children’s writing ability by building upon their proficiency in oral language. These texts often describe early writing as “ talk written down .” Experts acknowledge that writing begins as speech written down. Although this research dates back to 1983, it’s still relevant today.

5. Write an Authentic Teacher Mentor Text

When teachers are vulnerable and share their own writing with students, it pays off. During our narrative writing unit in the beginning of the year, I share my own fourth-grade experience. I write, edit, and revise the story of the time I got called down to the principal’s office. My fourth-grade students connect with this story, become excited about writing, learn a lesson, and see me not only as their teacher but also as a human being and a writer (from whom they are now more willing to accept feedback). By sharing our stories, we share parts of our identity with our students. Doing so creates an environment where they can feel comfortable to do the same with us.

The good news is that these strategies can be incorporated into existing lessons, by making small shifts. They not only help writers improve their craft but also increase engagement. I hope that if you try these small shifts, you will see positive results.