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11 Activities That Promote Critical Thinking In The Class

52 Critical Thinking Flashcards for Problem Solving

Critical thinking activities encourage individuals to analyze, evaluate, and synthesize information to develop informed opinions and make reasoned decisions. Engaging in such exercises cultivates intellectual agility, fostering a deeper understanding of complex issues and honing problem-solving skills for navigating an increasingly intricate world. Through critical thinking, individuals empower themselves to challenge assumptions, uncover biases, and constructively contribute to discourse, thereby enriching both personal growth and societal progress.

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

What is Critical Thinking?

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

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Critical thinking skills cultivate habits of mind such as strategic thinking, skepticism, discerning fallacy from the facts, asking good questions and probing deep into the issues to find the truth.

Importance of Acquiring Critical Thinking Skills

Acquiring critical thinking skills was never as valuable as it is today because of the prevalence of the modern knowledge economy. Today, information and technology are the driving forces behind the global economy. To keep pace with ever-changing technology and new inventions, one has to be flexible enough to embrace changes swiftly.

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

Today critical thinking skills are one of the most sought-after skills by the companies. In fact, critical thinking skills are paramount not only for active learning and academic achievement but also for the professional career of the students. The lack of critical thinking skills catalyzes memorization of the topics without a deeper insight, egocentrism, closed-mindedness, reduced student interest in the classroom and not being able to make timely and better decisions.

Benefits of Critical Thinking Skills in Education

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

• It allows a student to decipher problems and think through the situations in a disciplined and systematic manner
• Through a critical thinking ability, a student can comprehend the logical correlation between distinct ideas
• The student is able to rethink and re-justify his beliefs and ideas based on facts and figures
• Critical thinking skills make the students curious about things around them
• A student who is a critical thinker is creative and always strives to come up with out of the box solutions to intricate problems
• Critical thinking skills assist in the enhanced student learning experience in the classroom and prepares the students for lifelong learning and success
• The critical thinking process is the foundation of new discoveries and inventions in the world of science and technology
• The ability to think critically allows the students to think intellectually and enhances their presentation skills, hence they can convey their ideas and thoughts in a logical and convincing manner
• Critical thinking skills make students a terrific communicator because they have logical reasons behind their ideas

Critical Thinking Lessons and Activities

11 Activities that Promote Critical Thinking in the Class

We have compiled a list of 11 activities that will facilitate you to promote critical thinking abilities in the students. We have also covered problem solving activities that enhance student’s interest in our another article. Click here to read it.

1. Worst Case Scenario

Divide students into teams and introduce each team with a hypothetical challenging scenario. Allocate minimum resources and time to each team and ask them to reach a viable conclusion using those resources. The scenarios can include situations like stranded on an island or stuck in a forest. Students will come up with creative solutions to come out from the imaginary problematic situation they are encountering. Besides encouraging students to think critically, this activity will enhance teamwork, communication and problem-solving skills of the students.

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

2. If You Build It

It is a very flexible game that allows students to think creatively. To start this activity, divide students into groups. Give each group a limited amount of resources such as pipe cleaners, blocks, and marshmallows etc. Every group is supposed to use these resources and construct a certain item such as building, tower or a bridge in a limited time. You can use a variety of materials in the classroom to challenge the students. This activity is helpful in promoting teamwork and creative skills among the students.

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

4. Keeping it Real

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

5. Save the Egg

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

6. Start a Debate

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

7. Create and Invent

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

8. Select from Alternatives

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

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

9. Reading and Critiquing

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

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

10. Think Pair Share

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

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

11. Big Paper – Silent Conversation

Silence is a great way to slow down thinking and promote deep reflection on any subject. Present a driving question to the students and divide them into groups. The students will discuss the question with their teammates and brainstorm their ideas on a big paper. After reflection and discussion, students can write their findings in silence. This is a great learning activity for students who are introverts and love to ruminate silently rather than thinking aloud.

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

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

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

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

Teach them to thoughtfully question the world around them.

Little kids love to ask questions. “Why is the sky blue?” “Where does the sun go at night?” Their innate curiosity helps them learn more about the world, and it’s key to their development. As they grow older, it’s important to encourage them to keep asking questions and to teach them the right kinds of questions to ask. We call these “critical thinking skills,” and they help kids become thoughtful adults who are able to make informed decisions as they grow older.

What is critical thinking?

Critical thinking allows us to examine a subject and develop an informed opinion about it. First, we need to be able to simply understand the information, then we build on that by analyzing, comparing, evaluating, reflecting, and more. Critical thinking is about asking questions, then looking closely at the answers to form conclusions that are backed by provable facts, not just “gut feelings” and opinion.

Critical thinkers tend to question everything, and that can drive teachers and parents a little crazy. The temptation to reply, “Because I said so!” is strong, but when you can, try to provide the reasons behind your answers. We want to raise children who take an active role in the world around them and who nurture curiosity throughout their entire lives.

Key Critical Thinking Skills

So, what are critical thinking skills? There’s no official list, but many people use Bloom’s Taxonomy to help lay out the skills kids should develop as they grow up.

Source: Vanderbilt University

Bloom’s Taxonomy is laid out as a pyramid, with foundational skills at the bottom providing a base for more advanced skills higher up. The lowest phase, “Remember,” doesn’t require much critical thinking. These are the skills kids use when they memorize math facts or world capitals or practice their spelling words. Critical thinking doesn’t begin to creep in until the next steps.

Understanding requires more than memorization. It’s the difference between a child reciting by rote “one times four is four, two times four is eight, three times four is twelve,” versus recognizing that multiplication is the same as adding a number to itself a certain number of times. Schools focus more these days on understanding concepts than they used to; pure memorization has its place, but when a student understands the concept behind something, they can then move on to the next phase.

Application opens up whole worlds to students. Once you realize you can use a concept you’ve already mastered and apply it to other examples, you’ve expanded your learning exponentially. It’s easy to see this in math or science, but it works in all subjects. Kids may memorize sight words to speed up their reading mastery, but it’s learning to apply phonics and other reading skills that allows them to tackle any new word that comes their way.

Analysis is the real leap into advanced critical thinking for most kids. When we analyze something, we don’t take it at face value. Analysis requires us to find facts that stand up to inquiry, even if we don’t like what those facts might mean. We put aside personal feelings or beliefs and explore, examine, research, compare and contrast, draw correlations, organize, experiment, and so much more. We learn to identify primary sources for information, and check into the validity of those sources. Analysis is a skill successful adults must use every day, so it’s something we must help kids learn as early as possible.

Almost at the top of Bloom’s pyramid, evaluation skills let us synthesize all the information we’ve learned, understood, applied, and analyzed, and to use it to support our opinions and decisions. Now we can reflect on the data we’ve gathered and use it to make choices, cast votes, or offer informed opinions. We can evaluate the statements of others too, using these same skills. True evaluation requires us to put aside our own biases and accept that there may be other valid points of view, even if we don’t necessarily agree with them.

In the final phase, we use every one of those previous skills to create something new. This could be a proposal, an essay, a theory, a plan—anything a person assembles that’s unique.

Note: Bloom’s original taxonomy included “synthesis” as opposed to “create,” and it was located between “apply” and “evaluate.” When you synthesize, you put various parts of different ideas together to form a new whole. In 2001, a group of cognitive psychologists removed that term from the taxonomy , replacing it with “create,” but it’s part of the same concept.

How To Teach Critical Thinking

Using critical thinking in your own life is vital, but passing it along to the next generation is just as important. Be sure to focus on analyzing and evaluating, two multifaceted sets of skills that take lots and lots of practice. Start with these 10 Tips for Teaching Kids To Be Awesome Critical Thinkers . Then try these critical thinking activities and games. Finally, try to incorporate some of these 100+ Critical Thinking Questions for Students into your lessons. They’ll help your students develop the skills they need to navigate a world full of conflicting facts and provocative opinions.

One of These Things Is Not Like the Other

This classic Sesame Street activity is terrific for introducing the ideas of classifying, sorting, and finding relationships. All you need are several different objects (or pictures of objects). Lay them out in front of students, and ask them to decide which one doesn’t belong to the group. Let them be creative: The answer they come up with might not be the one you envisioned, and that’s OK!

The Answer Is …

Post an “answer” and ask kids to come up with the question. For instance, if you’re reading the book Charlotte’s Web , the answer might be “Templeton.” Students could say, “Who helped save Wilbur even though he didn’t really like him?” or “What’s the name of the rat that lived in the barn?” Backwards thinking encourages creativity and requires a good understanding of the subject matter.

Forced Analogies

Practice making connections and seeing relationships with this fun game. Kids write four random words in the corners of a Frayer Model and one more in the middle. The challenge? To link the center word to one of the others by making an analogy. The more far out the analogies, the better!

Learn more: Forced Analogies at The Owl Teacher

Primary Sources

Tired of hearing “I found it on Wikipedia!” when you ask kids where they got their answer? It’s time to take a closer look at primary sources. Show students how to follow a fact back to its original source, whether online or in print. We’ve got 10 terrific American history–based primary source activities to try here.

Science Experiments

Hands-on science experiments and STEM challenges are a surefire way to engage students, and they involve all sorts of critical thinking skills. We’ve got hundreds of experiment ideas for all ages on our STEM pages , starting with 50 Stem Activities To Help Kids Think Outside the Box .

Not the Answer

Multiple-choice questions can be a great way to work on critical thinking. Turn the questions into discussions, asking kids to eliminate wrong answers one by one. This gives them practice analyzing and evaluating, allowing them to make considered choices.

Learn more: Teaching in the Fast Lane

Correlation Tic-Tac-Toe

Here’s a fun way to work on correlation, which is a part of analysis. Show kids a 3 x 3 grid with nine pictures, and ask them to find a way to link three in a row together to get tic-tac-toe. For instance, in the pictures above, you might link together the cracked ground, the landslide, and the tsunami as things that might happen after an earthquake. Take things a step further and discuss the fact that there are other ways those things might have happened (a landslide can be caused by heavy rain, for instance), so correlation doesn’t necessarily prove causation.

Learn more: Critical Thinking Tic-Tac-Toe at The Owl Teacher

Inventions That Changed the World

Explore the chain of cause and effect with this fun thought exercise. Start it off by asking one student to name an invention they believe changed the world. Each student then follows by explaining an effect that invention had on the world and their own lives. Challenge each student to come up with something different.

Learn more: Teaching With a Mountain View

Critical Thinking Games

There are so many board games that help kids learn to question, analyze, examine, make judgments, and more. In fact, pretty much any game that doesn’t leave things entirely up to chance (Sorry, Candy Land) requires players to use critical thinking skills. See one teacher’s favorites at the link below.

Learn more: Miss DeCarbo

This is one of those classic critical thinking activities that really prepares kids for the real world. Assign a topic (or let them choose one). Then give kids time to do some research to find good sources that support their point of view. Finally, let the debate begin! Check out 100 Middle School Debate Topics , 100 High School Debate Topics , and 60 Funny Debate Topics for Kids of All Ages .

How do you teach critical thinking skills in your classroom? Come share your ideas and ask for advice in the WeAreTeachers HELPLINE group on Facebook .

Plus, check out 38 simple ways to integrate social-emotional learning throughout the day ..

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Critical Thinking Exercises

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• M.Ed., Education Administration, University of Georgia
• B.A., History, Armstrong State University

Critical thinking is a skill that students develop gradually as they progress in school. While the skill becomes more important in higher grades, some students find it difficult to understand the concept of critical thinking .

The reason critical thinking can be difficult to grasp is because it requires students to set aside assumptions and beliefs to learn to think without bias or judgment.

Critical thinking involves suspending your beliefs to explore and question topics from a "blank page" point of view. It also involves the ability to distinguish fact from opinion when exploring a topic.

These exercises are designed to help develop critical thinking skills.

Critical Thinking Exercise 1: Tour Guide for an Alien

This exercise provides an opportunity to think outside your normal way of thinking.

Pretend that you have been assigned the task of conducting a tour for aliens who are visiting the earth and observing human life. You're riding along in a blimp, viewing the landscape below, and you float over a professional baseball stadium. One of the aliens looks down and is very confused by what he sees. You explain that there is a game going on and he asks several important questions.

• What is a game? 
• Why are there no female players?
• Why do people get so excited about watching other people play games?
• What is a team?
• Why can't the people in the seats go down on the field and join in?

If you try to answer these questions fully, it will quickly become apparent that we carry around certain assumptions and values. We support a certain team, for instance, because it makes us feel like we're a part of a community. This sense of community is a value that matters to some people more than others.

Furthermore, when trying to explain team sports to an alien, you have to explain the value we place on winning and losing.

When you think like an alien tour guide, you are forced to take a deeper look at the things we do and things we value. Sometimes they don't sound logical from the outside looking in.

Critical Thinking Exercise 2: Fact or Opinion

Do you think you know the difference between fact and opinion? It's not always easy to discern. When you visit websites, do you believe everything you read? The abundance of available information makes it more important than ever for students to develop critical thinking skills. Additionally, it's an important reminder that you must use trustworthy sources in your school work.

If you don't learn the difference between fact and opinion, you may end up reading and watching things that continue to reinforce beliefs and assumptions you already own.

For this exercise, read each statement and try to determine whether it sounds like a fact or an opinion. This can be completed alone or with a study partner .

• My mom is the best mom on earth.
• My dad is taller than your dad.
• My telephone number is difficult to memorize.
• The deepest part of the ocean is 35,813 feet deep.
• Dogs make better pets than turtles.
• Smoking is bad for your health.
• Eighty-five percent of all cases of lung cancer in the U.S. are caused by smoking.
• If you flatten and stretch out a Slinky toy it will be 87 feet long.
• Slinky toys are fun.
• One out of every one hundred American citizens is color blind.
• Two out of ten American citizens are boring.

You will probably find some of the statements easy to judge but other statements difficult. If you can effectively debate the truthfulness of a statement with your partner, then it's most likely an opinion.

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10 fun classroom activities to promote critical thinking.

As a teacher, it's important to promote critical thinking skills in your students. Critical thinking is a valuable skill that helps students analyze information, solve problems, and make decisions. In this blog post, we'll explore 10 fun classroom activities that promote critical thinking.

Here are 10 fun classroom activities that promote critical thinking:

1. Problem-Solving Scenarios: Provide students with real-life scenarios and ask them to come up with solutions. This activity encourages students to think critically and creatively to solve problems. 2. Group Discussions: Encourage students to discuss and debate topics in groups. This activity helps students develop their communication and critical thinking skills. 3. Brainstorming: Ask students to brainstorm ideas for a project or assignment. This activity helps students develop their creativity and critical thinking skills. 4. Role-Playing: Assign students roles and ask them to act out a scenario. This activity helps students develop their empathy and critical thinking skills. 5. Analyzing Texts: Provide students with texts and ask them to analyze and interpret them. This activity helps students develop their analytical and critical thinking skills. 6. Debate: Assign students a topic and ask them to debate it. This activity helps students develop their communication and critical thinking skills. 7. Mind Mapping: Ask students to create a mind map of a topic. This activity helps students develop their organizational and critical thinking skills. 8. Creative Writing: Ask students to write a story or poem. This activity helps students develop their creativity and critical thinking skills. 9. Problem-Solving Games: Provide students with problem-solving games and ask them to solve them. This activity helps students develop their problem-solving and critical thinking skills. 10. Reflection: Ask students to reflect on their learning and identify areas for improvement. This activity helps students develop their self-awareness and critical thinking skills.

These activities are just a few examples of how you can promote critical thinking in your classroom. By incorporating these activities into your lessons, you can help your students develop their cognitive abilities and become better problem-solvers and decision-makers.

It's important to remember that critical thinking is a skill that takes time and practice to develop. By providing your students with opportunities to think critically, you can help them build this valuable skill.

In conclusion, promoting critical thinking in your classroom is essential for your students' success. By using these 10 fun classroom activities, you can engage your students and help them develop their critical thinking skills.

So, what are you waiting for? Try these activities in your classroom today and watch your students' critical thinking skills soar!

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50 Super-Fun Critical Thinking Strategies to Use in Your Classroom

by AuthorAmy

Teaching students to be critical thinkers is perhaps the most important goal in education. All teachers, regardless of subject area, contribute to the process of teaching students to think for themselves. However, it’s not always an easy skill to teach. Students need guidance and practice with critical thinking strategies at every level.

One problem with teaching critical thinking is that many different definitions of this skill exist. The Foundation for Critical Thinking offers four different definitions of the concept. Essentially, critical thinking is the ability to evaluate information and decide what we think about that information, a cumulative portfolio of skills our students need to be successful problem solvers in an ever-changing world.

Here is a list of 50 classroom strategies for teachers to use to foster critical thinking among students of all ages.

1. Don’t give them the answers  

Learning is supposed to be hard, and while it may be tempting to jump in and direct students to the right answer, it’s better to let them work through a problem on their own. A good teacher is a guide, not an answer key. The goal is to help students work at their “challenge” level, as opposed to their “frustration” level.

2. Controversial issue barometer

In this activity, a line is drawn down the center of the classroom. The middle represents the neutral ground, and the ends of the line represent extremes of an issue. The teacher selects an issue and students space themselves along the line according to their opinions. Being able to articulate opinions and participate in civil discourse are important aspects of critical thinking.

3. Play devil’s advocate

During a robust classroom discussion, an effective teacher challenges students by acting as devil’s advocate, no matter their personal opinion. “I don’t care WHAT you think, I just care THAT you think” is my classroom mantra. Critical thinking strategies that ask students to analyze both sides of an issue help create understanding and empathy.

4. Gallery walk

In a gallery walk, the teacher hangs images around the classroom related to the unit at hand (photographs, political cartoons, paintings). Students peruse the artwork much like they are in a museum, writing down their thoughts about each piece.

5. Review something

A movie, TV show , a book, a restaurant, a pep assembly, today’s lesson – anything can be reviewed. Writing a review involves the complex skill of summary without spoilers and asks students to share their opinion and back it up with evidence.

6. Draw analogies

Pick two unrelated things and ask students how those things are alike (for example, how is a museum like a snowstorm). The goal here is to encourage creativity and look for similarities.

7. Think of 25 uses for an everyday thing

Pick an everyday object (I use my camera tripod) and set a timer for five minutes. Challenge students to come up with 25 things they can use the object for within that time frame. The obvious answers will be exhausted quickly, so ridiculous answers such as “coatrack” and “stool” are encouraged.

8. Incorporate riddles

Students love riddles. You could pose a question at the beginning of the week and allow students to ask questions about it all week.

9. Crosswords and sudoku puzzles

The games section of the newspaper provides great brainteasers for students who finish their work early and need some extra brain stimulation.

10. Fine tune questioning techniques

A vibrant classroom discussion is made even better by a teacher who asks excellent, provocative questions. Questions should move beyond those with concrete answers to a place where students must examine why they think the way they do.

11. Socratic seminar

The Socratic seminar is perhaps the ultimate critical thinking activity. Students are given a universal question, such as “Do you believe it is acceptable to break the law if you believe the law is wrong?” They are given time to prepare and answer, and then, seated in a circle, students are directed to discuss the topic. Whereas the goal of a debate is to win, the goal of a Socratic discussion is for the group to reach greater understanding.

12. Inquiry based learning

In inquiry-based learning, students develop questions they want answers to, which drives the curriculum toward issues they care about. An engaged learner is an essential step in critical thinking.

13. Problem-based learning

In problem-based learning, students are given a problem and asked to develop research-based solutions. The problem can be a school problem (the lunchroom is overcrowded) or a global problem (sea levels are rising).

14. Challenge all assumptions

The teacher must model this before students learn to apply this skill on their own. In this strategy, a teacher helps a student understand where his or her ingrained beliefs come from. Perhaps a student tells you they believe that stereotypes exist because they are true. An effective teacher can ask “Why do you think that?” and keep exploring the issue as students delve into the root of their beliefs. Question everything.

15. Emphasize data over beliefs

Data does not always support our beliefs, so our first priority must be to seek out data before drawing conclusions.

16. Teach confirmation bias

Confirmation bias is the human tendency to seek out information that confirms what we already believe, rather than letting the data inform our conclusions. Understanding that this phenomenon exists can help students avoid it.

17. Visualization

Help students make a plan before tackling a task.

18. Mind mapping

Mind mapping is a visual way to organize information. Students start with a central concept and create a web with subtopics that radiate outward.

19. Develop empathy

Empathy is often cited as an aspect of critical thinking. To do so, encourage students to think from a different point of view. They might write a “con” essay when they believe the “pro,” or write a letter from someone else’s perspective.

20. Summarization

Summarizing means taking all the information given and presenting it in a shortened fashion.

21. Encapsulation

Encapsulation is a skill different from summarization. To encapsulate a topic, students must learn about it and then distill it down to its most relevant points, which means students are forming judgements about what is most and least important.

22. Weigh cause and effect

The process of examining cause and effect helps students develop critical thinking skills by thinking through the natural consequences of a given choice.

23. Problems in a jar

Perfect for a bell-ringer, a teacher can stuff a mason jar with dilemmas that their students might face, such as, “Your best friend is refusing to talk to you today. What do you do?” Then, discuss possible answers. This works well for ethical dilemmas, too.

24. Transform one thing into another

Give students an object, like a pencil or a mug. Define its everyday use (to write or to drink from). Then, tell the students to transform the object into something with an entirely separate use. Now what is it used for?

25. Which one doesn’t belong?

Group items together and ask students to find the one that doesn’t belong. In first grade, this might be a grouping of vowels and a consonant; in high school, it might be heavy metals and a noble gas.

26. Compare/contrast

Compare and contrast are important critical thinking strategies. Students can create a Venn diagram to show similarities or differences, or they could write a good old-fashioned compare/contrast essay about the characters of Romeo and Juliet .

27. Pick a word, find a related word

This is another fun bell-ringer activity. The teacher starts with any word, and students go around the room and say another word related to that one. The obvious words go quickly, meaning the longer the game goes on, the more out-of-the-box the thinking gets.

28. Ranking of sources

Give students a research topic and tell them to find three sources (books, YouTube videos, websites). Then ask them, what resource is best – and why.

29. Hypothesize

The very act of hypothesizing is critical thinking in action. Students are using what they know to find an answer to something they don’t know.

30. Guess what will happen next

This works for scientific reactions, novels, current events, and more. Simply spell out what we know so far and ask students “and then what?”

31. Practice inference

Inference is the art of making an educated guess based on evidence presented and is an important component of critical thinking.

32. Connect text to self

Ask students to draw connections between what they are reading about to something happening in their world. For example, if their class is studying global warming, researching how global warming might impact their hometown will help make their studies relevant.

33. Levels of questioning

There are several levels of questions (as few as three and as many as six, depending on who you ask). These include factual questions, which have a right or wrong answer (most math problems are factual questions). There are also inferential questions, which ask students to make inferences based on both opinion and textual evidence. Additionally, there are universal questions, which are “big picture” questions where there are no right or wrong answers.

Students should practice answering all levels of questions and writing their own questions, too.

34. Demand precise language

An expansive vocabulary allows a student to express themselves more exactly, and precision is a major tool in the critical thinking toolkit.

35. Identify bias and hidden agendas

Helping students to critically examine biases in sources will help them evaluate the trustworthiness of their sources.

36. Identify unanswered questions

After a unit of study is conducted, lead students through a discussion of what questions remain unanswered. In this way, students can work to develop a lifelong learner mentality.

37. Relate a topic in one subject area to other disciplines

Have students take something they are studying in your class and relate it to other disciplines. For example, if you are studying the Civil War in social studies, perhaps they could look up historical fiction novels set during the Civil War era or research medical advancements from the time period for science.

38. Have a question conversation

Start with a general question and students must answer your question with a question of their own. Keep the conversation going.

39. Display a picture for 30 seconds, then take it down

Have students list everything they can remember. This helps students train their memories and increases their ability to notice details.

40. Brainstorm, free-write

Brainstorming and freewriting are critical thinking strategies to get ideas on paper. In brainstorming, anything goes, no matter how off-the-wall. These are great tools to get ideas flowing that can then be used to inform research.

41. Step outside your comfort zone

Direct students to learn about a topic they have no interest in or find particularly challenging. In this case, their perseverance is being developed as they do something that is difficult for them.

42. The answer is, the question might be

This is another bell-ringer game that’s great for engaging those brains. You give students the answer and they come up with what the question might be.

43. Cooperative learning

Group work is a critical thinking staple because it teaches students that there is no one right way to approach a problem and that other opinions are equally valid.

44. What? So what? Now what?

After concluding a unit of study, these three question frames can be used to help students contextualize their learning.

45. Reflection

Ask students to reflect on their work – specifically, how they can improve moving forward.

46. Classify and categorize

These are higher level Bloom’s tasks for a reason. Categorizing requires students to think about like traits and rank them in order of importance.

47. Role play

Roleplay allows students to practice creative thinking strategies. Here, students assume a role and act accordingly.

48. Set goals

Have students set concrete, measurable goals in your class so they understand why what they do matters.

No matter your subject area, encourage students to read voraciously. Through reading they will be exposed to new ideas, new perspectives, and their worlds will grow.

50. Cultivate curiosity

A curious mind is an engaged mind. Students should be encouraged to perform inquiry simply for the sake that it is a joy to learn about something we care about.

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Article • 8 min read

Critical Thinking

Developing the right mindset and skills.

By the Mind Tools Content Team

We make hundreds of decisions every day and, whether we realize it or not, we're all critical thinkers.

We use critical thinking each time we weigh up our options, prioritize our responsibilities, or think about the likely effects of our actions. It's a crucial skill that helps us to cut out misinformation and make wise decisions. The trouble is, we're not always very good at it!

In this article, we'll explore the key skills that you need to develop your critical thinking skills, and how to adopt a critical thinking mindset, so that you can make well-informed decisions.

What Is Critical Thinking?

Critical thinking is the discipline of rigorously and skillfully using information, experience, observation, and reasoning to guide your decisions, actions, and beliefs. You'll need to actively question every step of your thinking process to do it well.

Collecting, analyzing and evaluating information is an important skill in life, and a highly valued asset in the workplace. People who score highly in critical thinking assessments are also rated by their managers as having good problem-solving skills, creativity, strong decision-making skills, and good overall performance. [1]

Key Critical Thinking Skills

Critical thinkers possess a set of key characteristics which help them to question information and their own thinking. Focus on the following areas to develop your critical thinking skills:

Being willing and able to explore alternative approaches and experimental ideas is crucial. Can you think through "what if" scenarios, create plausible options, and test out your theories? If not, you'll tend to write off ideas and options too soon, so you may miss the best answer to your situation.

To nurture your curiosity, stay up to date with facts and trends. You'll overlook important information if you allow yourself to become "blinkered," so always be open to new information.

But don't stop there! Look for opposing views or evidence to challenge your information, and seek clarification when things are unclear. This will help you to reassess your beliefs and make a well-informed decision later. Read our article, Opening Closed Minds , for more ways to stay receptive.

Logical Thinking

You must be skilled at reasoning and extending logic to come up with plausible options or outcomes.

It's also important to emphasize logic over emotion. Emotion can be motivating but it can also lead you to take hasty and unwise action, so control your emotions and be cautious in your judgments. Know when a conclusion is "fact" and when it is not. "Could-be-true" conclusions are based on assumptions and must be tested further. Read our article, Logical Fallacies , for help with this.

Use creative problem solving to balance cold logic. By thinking outside of the box you can identify new possible outcomes by using pieces of information that you already have.

Self-Awareness

Many of the decisions we make in life are subtly informed by our values and beliefs. These influences are called cognitive biases and it can be difficult to identify them in ourselves because they're often subconscious.

Practicing self-awareness will allow you to reflect on the beliefs you have and the choices you make. You'll then be better equipped to challenge your own thinking and make improved, unbiased decisions.

One particularly useful tool for critical thinking is the Ladder of Inference . It allows you to test and validate your thinking process, rather than jumping to poorly supported conclusions.

Developing a Critical Thinking Mindset

Combine the above skills with the right mindset so that you can make better decisions and adopt more effective courses of action. You can develop your critical thinking mindset by following this process:

Gather Information

First, collect data, opinions and facts on the issue that you need to solve. Draw on what you already know, and turn to new sources of information to help inform your understanding. Consider what gaps there are in your knowledge and seek to fill them. And look for information that challenges your assumptions and beliefs.

Be sure to verify the authority and authenticity of your sources. Not everything you read is true! Use this checklist to ensure that your information is valid:

• Are your information sources trustworthy ? (For example, well-respected authors, trusted colleagues or peers, recognized industry publications, websites, blogs, etc.)
• Is the information you have gathered up to date ?
• Has the information received any direct criticism ?
• Does the information have any errors or inaccuracies ?
• Is there any evidence to support or corroborate the information you have gathered?
• Is the information you have gathered subjective or biased in any way? (For example, is it based on opinion, rather than fact? Is any of the information you have gathered designed to promote a particular service or organization?)

If any information appears to be irrelevant or invalid, don't include it in your decision making. But don't omit information just because you disagree with it, or your final decision will be flawed and bias.

Now observe the information you have gathered, and interpret it. What are the key findings and main takeaways? What does the evidence point to? Start to build one or two possible arguments based on what you have found.

You'll need to look for the details within the mass of information, so use your powers of observation to identify any patterns or similarities. You can then analyze and extend these trends to make sensible predictions about the future.

To help you to sift through the multiple ideas and theories, it can be useful to group and order items according to their characteristics. From here, you can compare and contrast the different items. And once you've determined how similar or different things are from one another, Paired Comparison Analysis can help you to analyze them.

The final step involves challenging the information and rationalizing its arguments.

Apply the laws of reason (induction, deduction, analogy) to judge an argument and determine its merits. To do this, it's essential that you can determine the significance and validity of an argument to put it in the correct perspective. Take a look at our article, Rational Thinking , for more information about how to do this.

Once you have considered all of the arguments and options rationally, you can finally make an informed decision.

Afterward, take time to reflect on what you have learned and what you found challenging. Step back from the detail of your decision or problem, and look at the bigger picture. Record what you've learned from your observations and experience.

Critical thinking involves rigorously and skilfully using information, experience, observation, and reasoning to guide your decisions, actions and beliefs. It's a useful skill in the workplace and in life.

You'll need to be curious and creative to explore alternative possibilities, but rational to apply logic, and self-aware to identify when your beliefs could affect your decisions or actions.

You can demonstrate a high level of critical thinking by validating your information, analyzing its meaning, and finally evaluating the argument.

Critical Thinking Infographic

See Critical Thinking represented in our infographic: An Elementary Guide to Critical Thinking .

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

Eight Instructional Strategies for Promoting Critical Thinking

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

The new question-of-the-week is:

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

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

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

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

Current Events

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

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

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

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

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

Here are the two photos and a student response:

F - Focus on both photos and respond for three minutes

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

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

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

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

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

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

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

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

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

‘Before-Explore-Explain’

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

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

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

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

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

An Issue of Equity

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

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

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

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

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

So, what does that really look like?

Unpack and define critical thinking

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

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

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

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

Designing experiences for critical thinking

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

1.Choose Compelling Topics: Keep it relevant

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

2. Make Local Connections: Keep it real

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

3. Create Authentic Projects: Keep it rigorous

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

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

Critical Thinking & Student Engagement

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

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

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

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

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

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

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

QUESTIONING

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

TALK TIME / CONTROL

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

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

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Promoting Critical Thinking in the Classroom: Strategies and Activities

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

1. Ask Thought-Provoking Questions

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

2. Provide Real-World Examples

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

3. Foster Collaboration and Debate

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

4. Encourage Reflection and Metacognition

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

5. Incorporate Problem-Based Learning

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

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

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Become a better critical thinker with these 7 critical thinking exercises

Critical thinking is a skill you can use in any situation. Whether you're a student, entrepreneur, or business executive, critical thinking can help you make better decisions and solve problems.

But learning critical thinking skills isn't always an easy task. Many tools, techniques, and strategies are available, and choosing the right one can be challenging. Vague suggestions on the internet like "read more" aren't very helpful, and elaborate business examples don’t apply to many of us.

As average problem-solvers, we need actionable thinking exercises to improve our critical thinking skills and enhance our thinking processes. Regularly performing exercises that specifically stretch our decision-making and reasoning skills is the most effective method of improving our thinking abilities.

This article will explore several exercises that will help you develop critical thinking skills. Whether you are preparing for an exam, making an influential decision for your business, or going about your daily life, these fun activities can build your reasoning skills and creative problem-solving abilities.

Boost your logical thinking skills and start practicing a critical mindset with these 10 critical thinking exercises.

A Quick Look at Critical Thinking

As a thoughtful learner, you likely already understand the basics of critical thinking, but here's a quick refresher.

Critical thinking involves analyzing problems or issues objectively and rationally. Critical thinkers are able to understand their own biases and assumptions, as well as those of others. They’re also able to see the world from a different point of view and understand how their experiences impact their thinking.

Developing critical thinking skills is essential because it allows us to see things from multiple perspectives, identify biases and errors in reasoning, and be open to possible solutions. Making informed decisions is easier when we have a better understanding of the world around us.

Why We Need to Practice Critical Thinking

We aren't born with critical thinking skills, and they don’t naturally develop beyond survival-level thinking. To master critical thinking, we must practice it and develop it over time.

However, learning to think critically isn't as easy as learning to ride a bicycle. There aren't any step-by-step procedures to follow or supportive guides to fall back on, and it is not taught in public schools consistently or reliably. To ensure students' success, teachers must know higher-order thinking skills (HOTS) and how to teach them, research says.

Unfortunately, although teachers understand the importance of HOTS and attempt to teach it, studies show that their capacity to measure students' HOTS is low. Educator and author Dr. Kulvarn Atwal says, "It seems that we are becoming successful at producing students who are able to jump through hoops and pass tests."

As critical thinking skills become more important in higher grades, some students find it challenging to understand the concept of critical thinking. To develop necessary thinking skills, we must set aside our assumptions and beliefs. This allows us to explore and question topics from a "blank page" point of view and distinguish fact from opinion.

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7 Critical Thinking Exercises To Improve Your Critical Thinking Skills

The good news is that by assessing, analyzing, and evaluating our thought processes, we can improve our skills. Critical thinking exercises are key to this improvement. Our critical thinking builds and improves with regular practice, just like a muscle that gets stronger with use.

If you want to become a better critical thinker , here are some critical thinking exercises to try:

Exercise #1: The Ladder of Inference

You can exercise your critical thinking skills by using the Ladder of Inference model . This thinking model was developed by renowned organizational psychologist Chris Argyris. Each rung on the ladder of inference represents a step you take to arrive at your conclusions.

The decision-making process starts when we are faced with a problem or situation. As soon as we observe something problematic or important, we presume what is causing it, and then we use that assumption to draw conclusions. Based on those conclusions, we take action.

For example, say you're at a party and see a friend across the room. You catch their eye and wave, but they turn and walk away. Using the ladder, you might climb the rungs as follows:

• Observe that your friend walked away.
• Select a few details of the situation, including your wave and your assumption that they saw you.
• Meaning is attached based on the environment, making you think your friend must have other people to talk to at the party.
• Assumptions are made based on that meaning, assuming that means your friend doesn’t like you as much as them.
• Conclusions are drawn from the assumption, and you determine that your friend must be mad at you or doesn't want you to be at the party.
• Beliefs are formed, making you think you're not welcome.
• Action is taken, and you leave the party.

In this example, you started with a situation (someone walking away at a crowded party) and made a series of inferences to arrive at a conclusion (that the person is mad at you and doesn't want you there).

The Ladder of Inference can be a helpful tool to frame your thinking because it encourages you to examine each step of your thought process and avoid jumping to conclusions. It's easy to make assumptions without realizing it, as in this scene. Perhaps your friend never even saw you wave from across the crowded room.

Exercise #2: The Five Whys

The "Five Whys" technique is an analytical skill that can help you uncover the source of a problem. The activity was created by Sakichi Toyoda, the founder of Toyota, and consists of repeatedly asking “why?” when a problem is encountered to determine its root cause.

This exercise can be difficult because knowing if you've discovered the source of your problem is challenging. The "five" in "Five Whys" is just a guideline — you may need to ask more. When you can't ask anything else, and your response is related to the original issue, you've probably arrived at the end.

Even if you need several rounds of questioning, just keep going. The important part that helps you practice critical thinking is the process of asking "why?" and uncovering the deeper issues affecting the situation.

For instance, say you're trying to figure out why your computer keeps crashing.

• You ask " why ," and the answer is that there's a software problem.
• Why? Because the computer keeps running out of memory.
• Why? Because too many programs are running at the same time.
• Why? Because too many browser tabs are open .
• Why? Because multitasking is fragmenting your focus, you're doing too many things at once.

In this example, working through the "why's" revealed the underlying cause. As a result, you can find the best solution, which is concentrating on just one thing at a time.

Exercise #3: Inversion

Inversion is another critical thinking exercise that you can use in any situation. Inversion is sort of like taking on the role of the devil's advocate. In this exercise, adopt the opposite view of whatever issue you're exploring and consider the potential arguments for that side. This will help broaden your critical thinking skills and enable you to see other perspectives on a situation or topic more clearly.

For example, let's say you're thinking about starting your own business. Using inversion, you would explore all of the potential arguments for why starting your own business is bad. This might include concerns like:

• You could end up in debt.
• The business might fail.
• It's a lot of work.
• You might not have time for anything else.

By exploring these potentially adverse outcomes, you can identify the potential risks involved in starting your own business and make a more sound decision. You might realize that now is not the right time for you to become an entrepreneur. And if you do start the company, you'll be better prepared to deal with the issues you identified when they occur.

Exercise #4: Argument Mapping

Argument mapping can be a beneficial exercise for enhancing critical thinking skills. Like mind mapping, argument mapping is a method of visually representing an argument's structure. It helps analyze and evaluate ideas as well as develop new ones.

In critical thinking textbooks, argument diagramming is often presented to introduce students to argument constructions. It can be an effective way to build mental templates or schema for argument structures, which researchers think may make critical evaluation easier .

Argument maps typically include the following:

• Conclusion: What is being argued for or against
• Premises: The reasons given to support the conclusion
• Inferences: The connections made between the premises and conclusion

The argument map should be as clear and concise as possible, with a single word or phrase representing each element. This will help you make connections more easily. After the map is completed, you can use it to identify any weak points in the argument. If any areas aren't well-supported, additional premises can be added.

Argument mapping can be applied to any situation that requires critical thinking skills. The more time you take to map out an argument, the better you'll understand how the pieces fit together. Ultimately, this will help you think more creatively and critically, and make more informed decisions.

Exercise #5: Opinion vs. Fact

Critical thinking activities that focus on opinions and facts are particularly valuable and relevant new learning opportunities. Our constantly-connected world makes it easy to confuse opinions and facts , especially with sensationalist news articles and click-bait headlines.

How can you tell a fact from an opinion? Facts are generally objective and established, whereas opinions are subjective and unproven. For example, "the cloud is in the air" is a fact. "That dress looks good on you" is an opinion.

Practice your critical thinking skills by reading or listening to the news. See if you can identify when someone is stating an opinion rather than a fact. Ask yourself the following questions:

• Who is saying what? What reasons might be behind their statements?
• Does the claim make sense? Who would disagree with it and why?
• How can you tell if the data is reliable? Can it be fact-checked? Has it been shared by other credible publishers?
• How do you know whether or not the presenter is biased? What kind of language is being used?

This powerful exercise can train your mind to start asking questions whenever presented with a new claim. This will help you think critically about the information you're taking in and question what you're hearing before accepting it as truth.

Exercise #6: Autonomy of an Object

In her book " The Critical Thinking Tool Kit ," Dr. Marlene Caroselli describes a critical thinking exercise called "Living Problems, Lively Solutions." This exercise uses the autonomy of an object as a problem-solving tool to find a possible solution.

To do this, you'll personify your problem and place it in another context — a different time or place. This allows you to uncover unique solutions to the problem that might be tied to your mental associations with that setting.

For example, if your problem is poor time management , you might personify the issue as a thief of your time. The idea of a thief could make you think of jail, which might prompt thoughts of locking up specific distractions in your life. The idea of jail could also make you think of guards and lead you to the possible solution of checking in with an accountability buddy who can make sure you're sticking to your schedule.

The autonomy-of-object technique works because it stimulates thoughts you wouldn’t have considered without the particular context in which you place the problem.

Exercise #7: The Six Thinking Hats

Designed by Edward de Bono, the Six Thinking Hats is a critical thinking exercise that was created as a tool for groups to use when exploring different perspectives on an issue. When people use other thinking processes, meetings can become challenging rather than beneficial.

To help teams work more productively and mindfully, de Bono suggests dividing up different styles of thinking into six categories, represented as hats:

• The white hat is objective and focuses on facts and logic
• The red hat is intuitive, focusing on emotion and instinct
• The black hat is cautious and predicts negative outcomes
• The yellow hat is optimistic and encourages positive outcomes
• The green hat is creative, with numerous ideas and little criticism
• The blue hat is the control hat used for management and organization

With each team member wearing a different hat, a group can examine an issue or problem from many different angles, preventing one viewpoint (or individual) from dominating the meeting or discussion. This means that decisions and solutions reached using the Six Thinking Hats approach will likely be more robust and effective, and everyone’s creative thinking skills will benefit.

Train Your Brain With Critical Thinking Exercises

Using critical thinking regularly in various situations can improve our ability to evaluate and analyze information. These seven critical thinking exercises train your brain for better critical thinking skills . With daily practice, they can become habits that will help you think more critically each day.

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Writing to Learn: Critical Thinking Activities for any Classroom

What is writing to learn.

We all can think of times when we were stuck while we were writing a major project. A perspective we hadn't considered occurred to us, or an idea that we thought was clear cut didn't quite sound as convincing when we tried to put it into words. If we stuck with it, we often found that we could write our way out of the problem, and our thinking became clearer. Sometimes, even, our struggles with writing ended up radically changing the way we think. The challenge our writing posed helped us clarify difficult concepts, to see apparently stale ideas in new ways. This kind of writing is powerful, if sometimes a bit messy as we work to shape our thinking.

"Writing to Learn" is what Writing Across the Curriculum folks call writing's capacity to not just communicate thoughts and ideas, but to actually help structure our thinking. By giving students opportunities to work out their thinking in writing, they have a chance to struggle through difficult ideas and practice crucial habits of thought. Often, writing to learn activities are short, low stakes assignments or activities in class. The most basic activity might be asking your students to write for five minutes on a discussion question that you'll be starting class with. These kinds of activities can be a boon to those of us who have been frustrated by awkward silences when we ask a discussion question and when struggle to get a conversation going. If we ask students to write first, we know they have something to say; they've had a chance to develop their ideas without speaking off the cuff. Furthermore, we don't have to spend the time grading their responses, since their writing immediately applies to the work you are doing in class.

Since their writing is tied to the central topical and methodological issues you want your students to learn, time spent writing is not wasted. It's not something "extra" that you have to struggle to shoehorn into an already busy schedule.

Writing to Learn Activities: Effective and Efficient

Writing to learn activities can be used in three ways:

• As a way of helping students practice crucial habits of thought you'd like them to master.  Think about the particular kinds of critical thinking you want your students to perform. Design a low stakes activity in class that allows them to work through that way of thinking. Group work can be particularly effective here. For example, a psychology instructor who wanted her students to understand the role that scholarly literature played in research. She had students write three summaries of psychological literature on a topic they were exploring in groups. Two summaries were on articles on the topic that were in conversation with each other in some way (one cited the other), and the third was on how the two articles together contributed to knowledge about their topic. On top of this, each group member had to pick two different articles, so the group together developed a certain amount of expertise on the topic.
• As a way of "scaffolding" larger assignments.  If you divide up major projects into smaller, more manageable parts, you'll allow students the opportunity to approach the process of research and writing more effectively. You'll be able to guide students through their work, giving them resources and advise along the way. Students will be able to pace themselves, rather than procrastinating to the last minute. And, by highlighting crucial stages in the project, you'll be able to emphasize what components are most valuable to you in their work, so that students will know your expectations more clearly.
• As a way of bringing students into dialogue.  More informal interchange between students helps them to build on each other’s’ ideas, to collectively organize group projects, or to learn how to provide constructive feedback as they grapple with new genres.
• As a way of assessing student learning.  Writing to learn activities can give you a chance to get immediate and rich feedback on what your students are learning. You might ask them to write down the point they thought was most interesting in class that day, or what concepts they are most struggling with. You don't have to wait until you grade their major assignments to find out what they are learning and how well they are learning it. In addition, asking students to reflect on their learning helps students to make more comprehensive connections between different course units or concepts that might have seemed as distinct and unrelated otherwise.

Writing to Learn Booklet

Several years ago, WAC consultants put together a collection of writing to learn activities that we use in workshops and share with colleagues. The activities included in the booklet can be adapted to any number of different purposes and contexts.

(.pdf file)

 (.pdf file)

Bean, John C.  Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom . San Francisco: JosseyBass Publishers, 2001.

Emig, Janet. "Writing as a Mode of Learning."  Landmark Essays on Writing Across the Curriculum . Eds. Charles Bazerman and David Russell. Anaheim: Hermagoras Press, 1994.

Flash, Pamela. "Teaching with Writing."  University of Minnesota Writing Center . < http:// writing.umn.edu/tww/assignments/inclass.htm >.

Murray, Donald.  Write to Learn . New York: Holt, Reinhart, and Winston, 1984.

The WAC Clearinghouse. < http://wac.colostate.edu/ >.

Young, Art.  Teaching Writing Across the Curriculum . 3rd Edition. Upper Saddle River, NJ: Prentice Hall, 1999. WAC Clearinghouse Landmark Publications in Writing Studies:  http://wac.colostate.edu/books/young_teaching/&nbsp ;

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Helping Students Hone Their Critical Thinking Skills

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

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

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

Make Time for Metacognitive Reflection

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

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

Teach Reasoning Skills 

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

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

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

Ask Open-Ended Questions 

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

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

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

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

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

Teach Information Literacy 

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

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

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

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

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

Provide Diverse Perspectives 

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

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

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

Practice Makes Perfect 

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

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

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

7 Puzzles to Challenge Your Critical Thinking

Can you spot the connections and sort these items.

Posted March 5, 2015 | Reviewed by Ekua Hagan

The theme of this post is critical thinking—and the kinds of puzzles that can be constructed around it. This term is used frequently in psychology and education . There are various definitions, but the one that best suits our purpose and which is, in the end, perhaps the best, is the ability to comprehend the logical connections among ideas, words, phrases, and concepts . In the relevant scientific literature, of course, the term is used much more broadly as a framework for understanding human cognition . But in my opinion, the best way to understand things is to construct puzzles to illustrate their basic essence.

Critical thinking involves skill at recognizing a pattern in given information and especially recognizing how the information is connected to the real world. Here are a couple of very simple examples. First, consider the five words below:

• Cruise ship
• Walking on foot
• Automobile (not a race car)

Now, put them in order from the slowest to the fastest, when they are going at maximum speed. The solution, of course, is: 4-2-5-1-3.

As with all such puzzles, there might be slightly different solutions—one could claim that some automobiles go faster than cruise ships. This “indeterminacy” characterizes this kind of thinking. However, some puzzles are straightforward. For instance, what do the following five things have in common?

The answer? These are all words referring to shades of blue.

The seven puzzles below are to the ones above, though hopefully more challenging. Some involve knowledge of facts, but critical thinking is still involved in such cases because the organization of the facts according to some principle is always involved—for example, a puzzle may ask you to put five items in order of their dates of invention.

The following tongue-in-cheek definition of critical thinking by Richard W. Paul, a leading expert on critical thinking theory, says it all: “Critical thinking is thinking about your thinking while you’re thinking in order to make your thinking better.”

I. What do the following 5 things have in common?

• Orange juice

II. Put the following buildings or structures in order of height, from the shortest to the tallest.

• Typical camping tent

III. What do the following animals have in common?

IV. Put the following inventions in order from earliest to most recent.

V. What feature do the following words have in common?

• Imagination

VI. Put these bodies of water in order in terms of volume, from smallest to largest .

VII. What do the following landmasses have in common?

I. They are all drinkable liquids. II. 5-1-4-3-2 III. They all have a tail. They are also all quadrupeds. IV. To the best of my knowledge: 5-4-3-1-2 V. They start with a vowel: a, e, i, o, u VI. 4-2-1-5-3 VII. They are all peninsulas.

Marcel Danesi, Ph.D. , is a professor of semiotics and anthropology at Victoria College, University of Toronto. His books include The Puzzle Instinct and The Total Brain Workout .

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Critical Thinking and Decision-Making  - What is Critical Thinking?

Critical thinking and decision-making  -, what is critical thinking, critical thinking and decision-making what is critical thinking.

Critical Thinking and Decision-Making: What is Critical Thinking?

Lesson 1: what is critical thinking, what is critical thinking.

Critical thinking is a term that gets thrown around a lot. You've probably heard it used often throughout the years whether it was in school, at work, or in everyday conversation. But when you stop to think about it, what exactly is critical thinking and how do you do it ?

Watch the video below to learn more about critical thinking.

Simply put, critical thinking is the act of deliberately analyzing information so that you can make better judgements and decisions . It involves using things like logic, reasoning, and creativity, to draw conclusions and generally understand things better.

This may sound like a pretty broad definition, and that's because critical thinking is a broad skill that can be applied to so many different situations. You can use it to prepare for a job interview, manage your time better, make decisions about purchasing things, and so much more.

The process

As humans, we are constantly thinking . It's something we can't turn off. But not all of it is critical thinking. No one thinks critically 100% of the time... that would be pretty exhausting! Instead, it's an intentional process , something that we consciously use when we're presented with difficult problems or important decisions.

Improving your critical thinking

In order to become a better critical thinker, it's important to ask questions when you're presented with a problem or decision, before jumping to any conclusions. You can start with simple ones like What do I currently know? and How do I know this? These can help to give you a better idea of what you're working with and, in some cases, simplify more complex issues.  

Real-world applications

Let's take a look at how we can use critical thinking to evaluate online information . Say a friend of yours posts a news article on social media and you're drawn to its headline. If you were to use your everyday automatic thinking, you might accept it as fact and move on. But if you were thinking critically, you would first analyze the available information and ask some questions :

• What's the source of this article?
• Is the headline potentially misleading?
• What are my friend's general beliefs?
• Do their beliefs inform why they might have shared this?

After analyzing all of this information, you can draw a conclusion about whether or not you think the article is trustworthy.

Critical thinking has a wide range of real-world applications . It can help you to make better decisions, become more hireable, and generally better understand the world around you.

/en/problem-solving-and-decision-making/why-is-it-so-hard-to-make-decisions/content/

Critical thinking definition

Critical thinking, as described by Oxford Languages, is the objective analysis and evaluation of an issue in order to form a judgement.

Active and skillful approach, evaluation, assessment, synthesis, and/or evaluation of information obtained from, or made by, observation, knowledge, reflection, acumen or conversation, as a guide to belief and action, requires the critical thinking process, which is why it's often used in education and academics.

Some even may view it as a backbone of modern thought.

However, it's a skill, and skills must be trained and encouraged to be used at its full potential.

People turn up to various approaches in improving their critical thinking, like:

• Developing technical and problem-solving skills
• Engaging in more active listening
• Actively questioning their assumptions and beliefs
• Seeking out more diversity of thought
• Opening up their curiosity in an intellectual way etc.

Is critical thinking useful in writing?

Critical thinking can help in planning your paper and making it more concise, but it's not obvious at first. We carefully pinpointed some the questions you should ask yourself when boosting critical thinking in writing:

• What information should be included?
• Which information resources should the author look to?
• What degree of technical knowledge should the report assume its audience has?
• What is the most effective way to show information?
• How should the report be organized?
• How should it be designed?
• What tone and level of language difficulty should the document have?

Usage of critical thinking comes down not only to the outline of your paper, it also begs the question: How can we use critical thinking solving problems in our writing's topic?

Let's say, you have a Powerpoint on how critical thinking can reduce poverty in the United States. You'll primarily have to define critical thinking for the viewers, as well as use a lot of critical thinking questions and synonyms to get them to be familiar with your methods and start the thinking process behind it.

Are there any services that can help me use more critical thinking?

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Collaborative learning.

Collaborative learning is a broad strategy that can range from students working in pairs to working in groups of various sizes. The concept is based in sociocultural learning theory and constructivism and focuses on how people learn within social interactions by respecting knowledge held within the group (Ertmer & Newby, 2018; Panitz, 1999; Yang, 2023). Students can use the perspectives of other students and the shared experience of learning together to improve critical thinking skills (Kaddoura, 2013), experience deeper learning (Sembert et al., 2021), and connecting by negotiating boundaries of knowledge with peers (Yang, 2023).

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Collaborative problem solving, think-pair-share, considerations.

The purpose of collaborative learning is to allow students to:

• build knowledge within social groups through activities, 
• test out that understanding with the whole class as groups share what they have learned with each other, 
• then confirm the accuracy of their knowledge against the broader knowledge of the field by getting feedback from the instructor. (Bruffee, 1995)

Collaborative learning is not just for task division or coming to agreement, but enables students to “develop, compare, and understand multiple perspectives on an issue” (Karagiorgi & Symeou, 2011, p. 21). The classroom culture should enable groups to develop theories and refine these theories together.

Individual performance can put a lot of undo pressure on students, which is not helpful to maximize learning potential. By focusing on achieving a common goal, students are able to participate in socialization (McKeachie & Svinicki, 2006, p. 78). Students are more likely to communicate a lack of understanding to a peer than to an instructor (McKeachie & Svinicki, 2006).

In collaborative learning “group rewards (instead of individual rewards) and individual accountability (achieved by task specialization and division of labor) are critical to improving students’ achievement.” (Slavin, 1983 as referenced in Yang, 2023, p. 723)

There is distinction made in the literature between the processes of collaborative learning and cooperative learning (Bruffee, 1995; Panitz, 1999; Yang, 2023) that discusses the purpose of the interaction and distinguishes the process of learning from the product created because of working with members of a group. However, the terms have more similarities than differences. For brevity, the two terms are used interchangeably here.

Types of Collaborative Learning Activities

As previously mentioned, Collaborative Learning is a broad strategy that has a broad range of implementation strategies. Below explain some of these strategies.

Good collaborative learning tasks encourage individuals within groups to bring compelling ideas to the group to help other members of the group think about the task differently. For example, the task might be to come up with three alternative plans, pick the best, and describe the reasoning behind why the selection is preferable within the defined context. (Bruffee, 1995)

With this method the instructor provides a loosly structured problem to the student groups and the students decide how they are going to proceed in solving the problem. The following criteria must be present:

• a novel problem to be solved (i.e., as opposed to completing a routine task)
• objective accountability(i.e., the quality of the solution is visible to team members),
• differentiation of roles (i.e., team members complete different tasks), and 
• interdependency (i.e., a single person cannot solve the problem alone) (Graesser et al., 2018, p. 60)

These requirements can quite easily be met for various disciplines and skill levels.

Another well documented strategy Think-Pair-Share was developed by Dr. Frank Lyman in 1981. The strategy is to have students 1) reflect on a question or idea presented in class, 2) discuss their ideas with someone else in the class, then 3) share their own —more refined— thoughts or their peer’s thoughts with the rest of the class. In Sembert et al. (2021) Dr. Lyman provides insight into how he came up with the idea when observing a student teacher. The student teacher was having problems with the class participation with the model where only one person could talk at a time. Lyman connected the need for students to have a pause to collect their thoughts before sharing with a need for more students to be able to participate. So, he grouped the students together to share with each other before sharing their thoughts with the whole class. The Think-Pair-Share method was born.

Teaching Format Modifications

At Utah State University, courses can be taught in one of five different delivery formats, each having their own unique challenges and benefits. Below expounds on how to modify Collaborative Learning Techniques for some of those teaching formats that might not already be explicitly obvious.

Collaborative learning activities are possible in Connect and Online courses, but they require some technological mediation. For the Think-Pair-Share method, that might look something like the following:

Assign students to work with a buddy for the semester. Pairing each student with someone who is different from them can make it possible for the pair to have varying perspectives for discussion. When students work with the same partner for the duration of the course it gives them a chance to get to know each other. Allow them to pick with their partner what format of communication will work best for them (i.e. phone call, text messaging, instant messaging app, etc.). In each class period, provide at least one opportunity for students to stop and think, then connect with their buddy, then share their group perspectives with the class.

Sembert et al. (2021) used the Think-Pair-Share approach in a virtual course with live instruction via online video conferencing. Students were assigned a buddy based on their answers to a pre-course “All About Me” survey to maximize diversity, where possible. Buddies reported sharing insights with each other, asking for clarification, or getting professional support. Two of the students shared their experience in the class by noting feelings of socialization, camaraderie, and safety within the virtual environment. One of the students expressed a desire to have all his instructors use the Think-Pair-Share or buddy system.

Working in collaborative groups introduces the possibilities that students might not manage time efficiently and get off task, some students in the group may choose not participate fully or may not be able to do so for various reasons (a.k.a. “social loafing”), and lack of social skills might result in conflict or disruption to group productivity (Graesser et al., 2018, p. 62). Some structural or task ground rules and instructor coaching can help to alleviate these issues.

Collaborative inhibition is when the group that has collaborated doesn’t do as well on a recall task as a group who hasn’t worked together. Graesser et al. (2018) referenced a couple of studies (Andersson, Hitch, & Meudell, 2006; Weldon & Bellinger, 1997) which have identified this effect.

Ideas for additional collaborative learning activities can be found on the USU Teach website:

• Think-Pair-Share (Kaddoura, 2013; Sembert et al., 2021)
• Three-Step Interview (Yang, 2023)
• Case Study (Cornell University Center for Teaching Innovation, 2024)
• Team-Based Learning (Cornell University Center for Teaching Innovation, 2024)
• Jigsaw (strategy first developed by Elliot Aronson (McKeachie & Svinicki, 2006)
• Fishbowl Debate (Cornell University Center for Teaching Innovation, 2024)

Bruffee, K. A. (1995). Sharing Our Toys: Cooperative Learning Versus Collaborative Learning. Change: The Magazine of Higher Learning, 27(1), 12–18. https://doi.org/10.1080/00091383.1995.9937722

Cornell University Center for Teaching Innovation. (2024). Examples of Collaborative Learning or Group Work Activities. https://teaching.cornell.edu/resource/examples-collaborative-learning-or-group-work-activities

Ertmer, P. A., & Newby, T. (2018). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective. In R. E. West (Ed.), Foundations of Learning and Instructional Design Technology (1st ed.). Available at https://edtechbooks.org/lidtfoundations

Graesser, A. C., Fiore, S. M., Greiff, S., Andrews-Todd, J., Foltz, P. W., & Hesse, F. W. (2018). Advancing the Science of Collaborative Problem Solving. Psychological Science in the Public Interest, 19(2), 59–92. https://doi.org/10.1177/1529100618808244

Kaddoura, M. (2013). Think pair share: A teaching learning strategy to enhance students’ critical thinking. Educational Research Quarterly, 36(4), 3–24.

Karagiorgi, Y., & Symeou, L. (2011). Translating Constructivism into Instructional Design: Potential and Limitations.

McKeachie, W. J., & Svinicki, M. (2006). McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers (Twelfth Edition). Houghton Mifflin Company.

Panitz, T. (1999, December). Collaborative versus Cooperative Learning. https://eric.ed.gov/?id=ED448443

Sembert, P. J., Vermette, P. J., Lyman, F., Bardsley, M. E., & Snell, C. (2021). Think-Pair-Share as a Springboard for Study Buddies in a Virtual Environment. Excelsior: Leadership in Teaching and Learning, 14(1). https://doi.org/10.14305/jn.19440413.2021.14.1.04

Yang, X. (2023). A Historical Review of Collaborative Learning and Cooperative Learning. TechTrends, 67(4), 718–728. https://doi.org/10.1007/s11528-022-00823-9

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Critical Thinking: A Simple Guide and Why It’s Important

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Critical Thinking: A Simple Guide and Why It’s Important was originally published on Ivy Exec .

Strong critical thinking skills are crucial for career success, regardless of educational background. It embodies the ability to engage in astute and effective decision-making, lending invaluable dimensions to professional growth.

At its essence, critical thinking is the ability to analyze, evaluate, and synthesize information in a logical and reasoned manner. It’s not merely about accumulating knowledge but harnessing it effectively to make informed decisions and solve complex problems. In the dynamic landscape of modern careers, honing this skill is paramount.

The Impact of Critical Thinking on Your Career

☑ problem-solving mastery.

Visualize critical thinking as the Sherlock Holmes of your career journey. It facilitates swift problem resolution akin to a detective unraveling a mystery. By methodically analyzing situations and deconstructing complexities, critical thinkers emerge as adept problem solvers, rendering them invaluable assets in the workplace.

☑ Refined Decision-Making

Navigating dilemmas in your career path resembles traversing uncertain terrain. Critical thinking acts as a dependable GPS, steering you toward informed decisions. It involves weighing options, evaluating potential outcomes, and confidently choosing the most favorable path forward.

☑ Enhanced Teamwork Dynamics

Within collaborative settings, critical thinkers stand out as proactive contributors. They engage in scrutinizing ideas, proposing enhancements, and fostering meaningful contributions. Consequently, the team evolves into a dynamic hub of ideas, with the critical thinker recognized as the architect behind its success.

☑ Communication Prowess

Effective communication is the cornerstone of professional interactions. Critical thinking enriches communication skills, enabling the clear and logical articulation of ideas. Whether in emails, presentations, or casual conversations, individuals adept in critical thinking exude clarity, earning appreciation for their ability to convey thoughts seamlessly.

☑ Adaptability and Resilience

Perceptive individuals adept in critical thinking display resilience in the face of unforeseen challenges. Instead of succumbing to panic, they assess situations, recalibrate their approaches, and persist in moving forward despite adversity.

☑ Fostering Innovation

Innovation is the lifeblood of progressive organizations, and critical thinking serves as its catalyst. Proficient critical thinkers possess the ability to identify overlooked opportunities, propose inventive solutions, and streamline processes, thereby positioning their organizations at the forefront of innovation.

☑ Confidence Amplification

Critical thinkers exude confidence derived from honing their analytical skills. This self-assurance radiates during job interviews, presentations, and daily interactions, catching the attention of superiors and propelling career advancement.

So, how can one cultivate and harness this invaluable skill?

✅ developing curiosity and inquisitiveness:.

Embrace a curious mindset by questioning the status quo and exploring topics beyond your immediate scope. Cultivate an inquisitive approach to everyday situations. Encourage a habit of asking “why” and “how” to deepen understanding. Curiosity fuels the desire to seek information and alternative perspectives.

✅ Practice Reflection and Self-Awareness:

Engage in reflective thinking by assessing your thoughts, actions, and decisions. Regularly introspect to understand your biases, assumptions, and cognitive processes. Cultivate self-awareness to recognize personal prejudices or cognitive biases that might influence your thinking. This allows for a more objective analysis of situations.

✅ Strengthening Analytical Skills:

Practice breaking down complex problems into manageable components. Analyze each part systematically to understand the whole picture. Develop skills in data analysis, statistics, and logical reasoning. This includes understanding correlation versus causation, interpreting graphs, and evaluating statistical significance.

✅ Engaging in Active Listening and Observation:

Actively listen to diverse viewpoints without immediately forming judgments. Allow others to express their ideas fully before responding. Observe situations attentively, noticing details that others might overlook. This habit enhances your ability to analyze problems more comprehensively.

✅ Encouraging Intellectual Humility and Open-Mindedness:

Foster intellectual humility by acknowledging that you don’t know everything. Be open to learning from others, regardless of their position or expertise. Cultivate open-mindedness by actively seeking out perspectives different from your own. Engage in discussions with people holding diverse opinions to broaden your understanding.

✅ Practicing Problem-Solving and Decision-Making:

Engage in regular problem-solving exercises that challenge you to think creatively and analytically. This can include puzzles, riddles, or real-world scenarios. When making decisions, consciously evaluate available information, consider various alternatives, and anticipate potential outcomes before reaching a conclusion.

✅ Continuous Learning and Exposure to Varied Content:

Read extensively across diverse subjects and formats, exposing yourself to different viewpoints, cultures, and ways of thinking. Engage in courses, workshops, or seminars that stimulate critical thinking skills. Seek out opportunities for learning that challenge your existing beliefs.

✅ Engage in Constructive Disagreement and Debate:

Encourage healthy debates and discussions where differing opinions are respectfully debated.

This practice fosters the ability to defend your viewpoints logically while also being open to changing your perspective based on valid arguments. Embrace disagreement as an opportunity to learn rather than a conflict to win. Engaging in constructive debate sharpens your ability to evaluate and counter-arguments effectively.

✅ Utilize Problem-Based Learning and Real-World Applications:

Engage in problem-based learning activities that simulate real-world challenges. Work on projects or scenarios that require critical thinking skills to develop practical problem-solving approaches. Apply critical thinking in real-life situations whenever possible.

This could involve analyzing news articles, evaluating product reviews, or dissecting marketing strategies to understand their underlying rationale.

In conclusion, critical thinking is the linchpin of a successful career journey. It empowers individuals to navigate complexities, make informed decisions, and innovate in their respective domains. Embracing and honing this skill isn’t just an advantage; it’s a necessity in a world where adaptability and sound judgment reign supreme.

So, as you traverse your career path, remember that the ability to think critically is not just an asset but the differentiator that propels you toward excellence.