promoting and assessing critical thinking

Promoting and Assessing Critical Thinking

Critical thinking is a high priority outcome of higher education – critical thinking skills are crucial for independent thinking and problem solving in both our students’ professional and personal lives. But, what does it mean to be a critical thinker and how do we promote and assess it in our students? Critical thinking can be defined as being able to examine an issue by breaking it down, and evaluating it in a conscious manner, while providing arguments/evidence to support the evaluation. Below are some suggestions for promoting and assessing critical thinking in our students.

Thinking through inquiry

Asking questions and using the answers to understand the world around us is what drives critical thinking. In inquiry-based instruction, the teacher asks students leading questions to draw from them information, inferences, and predictions about a topic. Below are some example generic question stems that can serve as prompts to aid in generating critical thinking questions. Consider providing prompts such as these to students to facilitate their ability to also ask these questions of themselves and others. If we want students to generate good questions on their own, we need to teach them how to do so by providing them with the structure and guidance of example questions, whether in written form, or by our use of questions in the classroom.

Generic question stems

• What are the strengths and weaknesses of …?
• What is the difference between … and …?
• Explain why/how …?
• What would happen if …?
• What is the nature of …?
• Why is … happening?
• What is a new example of …?
• How could … be used to …?
• What are the implications of …?
• What is … analogous to?
• What do we already know about …?
• How does … affect …?
• How does … tie in with what we have learned before?
• What does … mean?
• Why is … important?
• How are … and … similar/different?
• How does … apply to everyday life?
• What is a counterarguement for …?
• What is the best …and why?
• What is a solution to the problem of …?
• Compare … and … with regard to …?
• What do you think causes …? Why?
• Do you agree or disagree with this statement? What evidence is there to support your answer?
• What is another way to look at …?

Critical thinking through writing

Another essential ingredient in critical thinking instruction is the use of writing. Writing converts students from passive to active learners and requires them to identify issues and formulate hypotheses and arguments. The act of writing requires students to focus and clarify their thoughts before putting them down on paper, hence taking them through the critical thinking process. Writing requires that students make important critical choices and ask themselves (Gocsik, 2002):

• What information is most important?
• What might be left out?
• What is it that I think about this subject?
• How did I arrive at what I think?
• What are my assumptions? Are they valid?
• How can I work with facts, observations, and so on, in order to convince others of what I think?
• What do I not yet understand?

Consider providing the above questions to students so that they can evaluate their own writing as well. Some suggestions for critical thinking writing activities include:

• Give students raw data and ask them to write an argument or analysis based on the data.
• Have students explore and write about unfamiliar points of view or “what if” situations.
• Think of a controversy in your field, and have the students write a dialogue between characters with different points of view.
• Select important articles in your field and ask the students to write summaries or abstracts of them. Alternately, you could ask students to write an abstract of your lecture.
• Develop a scenario that place students in realistic situations relevant to your discipline, where they must reach a decision to resolve a conflict.

See the Centre for Teaching Excellence (CTE) teaching tip “ Low-Stakes Writing Assignments ” for critical thinking writing assignments.

Critical thinking through group collaboration

Opportunities for group collaboration could include discussions, case studies, task-related group work, peer review, or debates. Group collaboration is effective for promoting critical thought because:

• An effective team has the potential to produce better results than any individual,
• Students are exposed to different perspectives while clarifying their own ideas,
• Collaborating on a project or studying with a group for an exam generally stimulates interest and increases the understanding and knowledge of the topic.

See the CTE teaching tip “ Group Work in the Classroom: Types of Small Groups ” for suggestions for forming small groups in your classroom.

Assessing critical thinking skills

You can also use the students’ responses from the activities that promote critical thinking to assess whether they are, indeed, reaching your critical thinking goals. It is important to establish clear criteria for evaluating critical thinking. Even though many of us may be able to identify critical thinking when we see it, explicitly stated criteria help both students and teachers know the goal toward which they are working. An effective criterion measures which skills are present, to what extent, and which skills require further development. The following are characteristics of work that may demonstrate effective critical thinking:

• Accurately and thoroughly interprets evidence, statements, graphics, questions, literary elements, etc.
• Asks relevant questions.
• Analyses and evaluates key information, and alternative points of view clearly and precisely.
• Fair-mindedly examines beliefs, assumptions, and opinions and weighs them against facts.
• Draws insightful, reasonable conclusions.
• Justifies inferences and opinions.
• Thoughtfully addresses and evaluates major alternative points of view.
• Thoroughly explains assumptions and reasons.

It is also important to note that assessment is a tool that can be used throughout a course, not just at the end. It is more useful to assess students throughout a course, so you can see if criteria require further clarification and students can test out their understanding of your criteria and receive feedback. Also consider distributing your criteria with your assignments so that students receive guidance about your expectations. This will help them to reflect on their own work and improve the quality of their thinking and writing.

See the CTE teaching tip sheets “ Rubrics ” and “ Responding to Writing Assignments: Managing the Paper Load ” for more information on rubrics.

If you would like support applying these tips to your own teaching, CTE staff members are here to help.  View the  CTE Support  page to find the most relevant staff member to contact. 

• Gocsik, K. (2002). Teaching Critical Thinking Skills. UTS Newsletter, 11(2):1-4
• Facione, P.A. and Facione, N.C. (1994). Holistic Critical Thinking Scoring Rubric. Millbrae, CA: California Academic Press. www.calpress.com/rubric.html (retrieved September 2003)
• King, A. (1995). Inquiring minds really do want to know: using questioning to teach critical thinking. Teaching of Psychology, 22(1): 13-17
• Wade, C. and Tavris, C. (1987). Psychology (1st ed.) New York: Harper. IN: Wade, C. (1995). Using Writing to Develop and Assess Critical Thinking. Teaching of Psychology, 22(1): 24-28.

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Classroom Q&A

With larry ferlazzo.

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

Eight Instructional Strategies for Promoting Critical Thinking

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

The new question-of-the-week is:

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

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

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

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

Current Events

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

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

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

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

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

Here are the two photos and a student response:

F - Focus on both photos and respond for three minutes

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

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

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

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

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

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

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

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

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

‘Before-Explore-Explain’

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

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

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

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

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

An Issue of Equity

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

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

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

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

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

So, what does that really look like?

Unpack and define critical thinking

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

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

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

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

Designing experiences for critical thinking

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

1.Choose Compelling Topics: Keep it relevant

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

2. Make Local Connections: Keep it real

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

3. Create Authentic Projects: Keep it rigorous

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

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

Critical Thinking & Student Engagement

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

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

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

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

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

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

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

QUESTIONING

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

TALK TIME / CONTROL

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

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

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

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

You can also contact me on Twitter at @Larryferlazzo .

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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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How to Promote Critical Thinking in the Classroom

By elearning inside, february 05, 2024.

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

Fostering a Growth Mindset

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

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

Questioning Techniques

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

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

Real-World Problem Solving

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

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

Creating a Physical Environment that Supports Critical Thinking

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

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

Encouraging Divergent Thinking

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

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

Analyzing Multiple Perspectives

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

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

Scaffolding Critical Thinking

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

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

Metacognition and Self-Reflection

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

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

Interdisciplinary Learning

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

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

Feedback and Assessment

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

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

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

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

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Tengo 13 Años estudiante en Houston,Texas.Yo creo que nos tienen que dar una oportunidad a nos otros los que apenas somos adolescentes.Yo creo que nosotros somos capacitados de hacer estos cursos online.Muchos no nos ven capacitados creen que solo jugamos pero, hay otros que si les importa para su futuro aprender.Gracias,y quiero que tomen my comentario como una posibilidad.

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Strategies to Increase Critical Thinking Skills in students

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

In This Post:

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

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

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

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

Helping Students Become Critical Thinkers

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

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

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

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

Essential Skills for Critical Thinking

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

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

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

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

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

Ask Questions

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

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

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

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

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

[scroll down to keep reading]

Promoting critical thinking into all aspects of instruction.

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

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

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

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

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

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

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

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

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

A few other techniques to encourage critical thinking are:

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

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

About Matthew X. Joseph, Ed.D.

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

Visit Matthew’s Blog

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

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

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

Ten Reasons For Student Critical Thinking in the classroom

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

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

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

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

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

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

Seven Resources to Help with Assessment and Facilitation of Critical Thinking

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

Critical Thinking “I Can Statements”

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

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

cross-posted at  21centuryedtech.wordpress.com

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

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Active Learning Strategies to Promote Critical Thinking

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

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

Data Sources:

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

Data Synthesis:

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

Conclusions/Recommendations:

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

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

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

DEFINITION OF CRITICAL THINKING

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

Various Definitions of Critical Thinking

DISPOSITION TO THINK CRITICALLY

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

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

Dispositions to Think Critically 12

METHODS TO PROMOTE CRITICAL THOUGHT

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

Common Assumptions of Nursing Faculty 15

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

Questioning

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

Examples of Questions 23

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

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

Classroom Discussion and Debates

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

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

Postevaluation Questions

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

Written Assignments

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

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

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

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

Exercises to Promote Critical Thought 36

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

CONCLUSIONS

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

Educationise

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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Defining Critical Thinking

Formative, summative or diagnostic assessment? A guide

An introduction to three of the key forms of assessment along with how they can be applied in the classroom

Alejandra Govea Garza

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When it comes to evaluating students’ learning, teachers have a wide range of activities and methods at their disposal, although they must be sure to select the type of assessment that fits best with their instructional needs. Here, we present information about three key modes of assessment: diagnostic, formative and summative.

Diagnostic assessment

Diagnostic evaluations are typically short tests given at the beginning and/or end of a course that allow a teacher to gauge what students know about a topic. This information can be particularly useful at the start of a course because the teacher can then plan accordingly and make instructional changes or adjustments to the upcoming course.

Diagnostic assessments do not typically count towards the final grade, and it can also be used as a metacognitive method so that students can become aware of their own knowledge level.

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Diagnostic assessments can come in many shapes and sizes. The most common is a standard quiz or test, and it is crucial to carefully select questions that provide a general overview of the course or topic. Alternatively, students could be required to design a mind map about a topic or participate in a one-on-one interview or group discussion.

Diagnostic assessment can also take the form of problem-solving, although this is a more difficult method to apply, since ascertaining students’ level can be harder when they have been asked to solve a specific problem or situation. When using problem-solving, the teacher should focus on what the students are doing well as they attempt to solve the problem while also identifying areas in which they are lacking.

Formative assessment

Formative assessment sees the teacher carrying out small evaluations frequently during the course to collect evidence of progress or areas of difficulty for each student. The types of assessment used here are typically low-stakes items of work such as quizzes, one-minute reflective writing assignments or group work.

Based on the information gathered, the teacher can provide feedback, try to improve performance, motivate and assist students, as well as make adjustments to teaching strategies if needed.

To give feedback, the teacher can use synchronous sessions in Zoom, Teams or Socrative, or they might record videos or audio with specific recommendations. They can also promote reflection through self and/or peer assessment using Teammates, Google Forms or Survey Monkey.

Some benefits of formative assessment are that it can encourage students to play an active role in their learning process and involve them in metacognition activities. It also promotes self-regulation and strengthens student autonomy at the same time as encouraging interaction between teacher and student.

Summative assessment

Summative assessment is typically carried out at the end of a teaching and learning process and is thus usually seen as the means to measure “how much” a student has learned on the course or module. In many cases, summative assessment takes the form of an original, written piece such as a narrative or analytical essay. Other options include: a performance-based assessment, in which learners are required to carry out an activity or task; oral assessment, where learners create and present an oral piece, such as a speech or presentation; or a standardised assessment, where learners take an exam based on the course or subject.

Benefits of summative assessment are that it provides a final grade for a learner, which is often required by the institution, and also gives learners something to aim for, which can keep them motivated. It can also help teachers identify weaker areas in the learning process and thus understand which topics need more attention based on student outcomes.

Across all three types of assessment a variety of online applications can be used. These include Genially, Wooclap, Google Forms, Quizlet and Socrative; with these apps you can easily create interactive activities, from multiple-choice quizzes to crossword puzzles and much more. 

The three different types of assessment are often useful and/or necessary at different points in the learning process to help teachers understand their students’ previous level, the knowledge they have at any given moment or what they have learned by the end of a course. These days, educators can take advantage of a variety of tools such as real-time polls, drag-and-drop interactions, branching dialogue simulations and more.

Finally, remember that it is important to let students know the types of assessment being used, the strategies and instruments through which their learning will be evaluated and how they can/will receive feedback or advice.

Alejandra Govea Garza, Adriana González Nava and Paulo Mendoza Rivera are instructional designers at the Monterrey Institute of Technology, Mexico.

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