teach critical thinking in high school

• Our Mission

Helping Students Hone Their Critical Thinking Skills

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

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

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

Make Time for Metacognitive Reflection

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

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

Teach Reasoning Skills 

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

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

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

Ask Open-Ended Questions 

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

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

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

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

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

Teach Information Literacy 

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

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

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

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

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

Provide Diverse Perspectives 

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

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

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

Practice Makes Perfect 

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

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

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

ChatGPT for Teachers

Trauma-informed practices in schools, teacher well-being, cultivating diversity, equity, & inclusion, integrating technology in the classroom, social-emotional development, covid-19 resources, invest in resilience: summer toolkit, civics & resilience, all toolkits, degree programs, trauma-informed professional development, teacher licensure & certification, how to become - career information, classroom management, instructional design, lifestyle & self-care, online higher ed teaching, current events, critical thinking resources for high school teachers.

Developing critical thinking abilities is a necessary skill for all high school students but teaching these skills is not the easiest task for high school teachers. Fortunately, there is a wealth of information online to provide teachers the resources needed for creating critical thinking lesson plans.

These online resources provide lessons plans, videos, and small but helpful tips that can be used everyday in the classroom to reinforce lessons and ideas. Below are some of the top resources for teaching critical thinking to high school students.

A site devoted to all things related to critical thinking

The Critical Thinking Community, from the Center for Critical Thinking, provides one of the best sites for critical thinking resources and has a special section aimed at helping high school teachers prepare appropriate lesson plans: Critical Thinking Community for High School Teachers .

“Critical thinking is essential if we are to get to the root of our problems and develop reasonable solutions,” reads the site’s About Us page. “After all, the quality of everything we do is determined by the quality of our thinking.”

Therefore it’s no surprise that the site provides many free online resources for high school teachers, as well as other materials that can be ordered online for a small fee.

One example of an online resource for critical thinking for high school students is the article “How to Study and Learn (Part One)”. This introductory article lays the ground work for the importance of thinking critically, illustrated by the following passage:

“To study well and learn any subject is to learn how to think with discipline within that subject. It is to learn to think within its logic, to:

• raise vital questions and problems within it, formulating them clearly and precisely
• gather and assess information, using ideas to interpret that information insightfully
• come to well-reasoned conclusions and solutions, testing them against relevant criteria and standards
• adopt the point of view of the discipline, recognizing and assessing, as needs be, its assumptions, implications, and practical consequences
• communicate effectively with others using the language of the discipline and that of educated public discourse
• relate what one is learning in the subject to other subjects and to what is significant in human life”

State critical thinking resources

Additionally, many states offer free online critical thinking resources, such as the handbook compiled by faculty members of Prince George’s Community College and put on Maryland’s official website: Handbook of Critical Thinking Resources .

In addition to providing a wealth of outside information resources, the handbook details how thinking critically can help students while they are in high school and in the future:

“Improving students’ critical thinking skills will help students:

• improve their thinking about their course work
• use sound thinking on tests, assignments, and projects in their courses
• have the strategic, analytical, problem solving, and decision-making skills they need when they transfer to another college
• have the strategic, analytical, problem solving, and decision-making skills they need when they transition to the workplace”

Keeping up to date on current trends

Other sites, such as Edutopia.org, are constantly updated with new information to provide teachers with the most current information possible. The site, which is part of the George Lucas Educational Foundation, is divided by grade level and has a special section focused on producing critical thinking high school students: Grades 9-12 High School .

The site describes three fundamental skills it believes necessary for students to become lifelong learners in the 21 st Century:

• how to find information
• how to assess the quality of information
• how to creatively and effectively use information to accomplish a goal

The site combines original articles and instructional videos with other valuable critical thinking resources from around the globe. The site is set up like a blog and puts the most recent articles at the forefront, and also includes a community forum for both students and teachers to use.

You may also like to read

• Critical Thinking Resources for Middle School Teachers
• Online Resources for High School Calculus
• How Teachers Can Help Prevent High School Dropouts
• Classroom Management Strategies for High School Teachers
• Teachers: How to Strengthen High School Student Engagement
• 5 Tips for Teachers Assigning Essays to High School Students

Categorized as: Tips for Teachers and Classroom Resources

Tagged as: Engaging Activities ,  High School (Grades: 9-12)

• Online & Campus Bachelor's in Early Childhood...
• Master's in Teaching Online | Distance-Learni...

Join Pilot Waitlist

Home » Blog » General » Developing Critical Thinking Skills in High School Students: A Guide for Educators

Developing Critical Thinking Skills in High School Students: A Guide for Educators

As educators, we play a crucial role in preparing high school students for their future success. One essential skill that students need to thrive in the modern world is critical thinking. By developing critical thinking skills, we empower students to analyze information, solve problems, and make informed decisions. In this guide, we will explore the importance of critical thinking skills in high school students and provide strategies for educators to effectively teach and nurture these skills.

Understanding Critical Thinking

Before diving into strategies, let’s first define critical thinking. Critical thinking is the ability to objectively analyze and evaluate information, ideas, and arguments. It involves logical reasoning, evidence-based decision-making, and the ability to consider multiple perspectives. Key components of critical thinking include:

• Logical reasoning
• Evidence evaluation
• Problem-solving
• Analysis and synthesis
• Effective communication

Developing critical thinking skills in high school students has numerous benefits. It enhances their academic performance, prepares them for higher education and future careers, and equips them with the ability to navigate complex societal issues. Critical thinking also fosters creativity, independence, and a lifelong love for learning.

Strategies to Teach Critical Thinking

Now that we understand the importance of critical thinking, let’s explore effective strategies to teach this skill to high school students:

Encouraging Open-Ended Questions

Open-ended questions promote critical thinking by encouraging students to think deeply and provide thoughtful responses. These questions do not have a single correct answer and require students to analyze, evaluate, and justify their thinking. Examples of open-ended questions for high school students include:

• What are the ethical implications of [current issue]?
• How does [historical event] impact society today?
• What are the potential consequences of [scientific discovery]?

Promoting Active Listening and Effective Communication

Active listening and effective communication are essential skills for critical thinking. By actively listening to others’ perspectives and articulating their own thoughts clearly, students can engage in meaningful discussions and evaluate different viewpoints. Techniques to enhance active listening skills include:

• Maintaining eye contact
• Asking clarifying questions
• Summarizing others’ viewpoints

Effective communication is crucial for expressing ideas, presenting arguments, and engaging in debates. By teaching students how to communicate their thoughts effectively, we empower them to engage in critical thinking.

Engaging Students in Problem-Solving Activities

Problem-solving activities provide students with real-world scenarios that require critical thinking skills. These activities encourage students to analyze information, identify possible solutions, and evaluate the most effective course of action. Benefits of problem-solving activities include:

• Developing analytical skills
• Promoting creativity
• Encouraging collaboration

Examples of problem-solving activities for high school students include:

• Designing a sustainable solution for a local environmental issue
• Creating a business plan for a social entrepreneurship project
• Developing a strategy to address a community problem

Incorporating Real-World Scenarios and Debates

Real-world application is a powerful tool for developing critical thinking skills. By incorporating real-world scenarios and debates into the curriculum, educators can provide students with opportunities to analyze complex issues, evaluate evidence, and form well-reasoned arguments. Ways to introduce debates and discussions in the classroom include:

• Assigning controversial topics for research and debate
• Organizing mock trials or model United Nations debates
• Encouraging students to analyze current events and their implications

Creating a Supportive Learning Environment

In addition to specific teaching strategies, creating a supportive learning environment is crucial for nurturing critical thinking skills in high school students:

Fostering a Growth Mindset

A growth mindset is the belief that intelligence and abilities can be developed through effort, practice, and perseverance. By fostering a growth mindset, educators can empower students to embrace challenges, learn from mistakes, and persist in their pursuit of knowledge. Strategies to promote a growth mindset in high school students include:

• Encouraging a positive attitude towards mistakes and failures
• Providing opportunities for reflection and growth
• Highlighting the importance of effort and perseverance

Encouraging Collaboration and Teamwork

Collaborative learning promotes critical thinking by allowing students to exchange ideas, challenge assumptions, and learn from each other. By encouraging collaboration and teamwork, educators create an environment that fosters critical thinking skills. Techniques to foster collaboration and teamwork include:

• Assigning group projects and activities
• Facilitating discussions and debates in small groups
• Encouraging students to provide constructive feedback to their peers

Providing Constructive Feedback

Constructive feedback is essential for students to improve their critical thinking skills. By providing specific, actionable feedback, educators can guide students towards deeper analysis, better reasoning, and effective communication. Tips for giving effective feedback to high school students include:

• Focus on specific areas for improvement
• Offer suggestions for further exploration or research
• Encourage students to reflect on their thinking process

Assessing and Evaluating Critical Thinking Skills

Assessment is an integral part of teaching critical thinking skills. By utilizing rubrics, checklists, and self-reflection, educators can evaluate students’ progress and provide targeted support:

Utilizing Rubrics and Checklists

Rubrics and checklists provide clear criteria for evaluating critical thinking skills. They help educators assess students’ ability to analyze information, evaluate evidence, and communicate their thoughts effectively. Benefits of using rubrics and checklists for assessment include:

• Objective evaluation
• Clear expectations for students
• Opportunities for self-assessment

Examples of rubrics and checklists for evaluating critical thinking skills can be found in resources such as EverydaySpeech, which offers comprehensive tools for educators.

Incorporating Self-Reflection and Self-Assessment

Self-reflection and self-assessment are powerful tools for students to monitor their own thinking and learning process. By encouraging students to reflect on their critical thinking skills, educators promote metacognition and empower students to take ownership of their learning. Strategies to encourage self-assessment in high school students include:

• Journaling about their thinking process
• Setting personal goals for improvement
• Engaging in peer feedback and self-evaluation

In conclusion, developing critical thinking skills in high school students is essential for their academic success and future endeavors. By incorporating strategies such as encouraging open-ended questions, promoting active listening and effective communication, engaging students in problem-solving activities, and incorporating real-world scenarios and debates, educators can foster critical thinking skills in their students. Creating a supportive learning environment through fostering a growth mindset, encouraging collaboration and teamwork, and providing constructive feedback further enhances students’ critical thinking abilities. Assessing and evaluating critical thinking skills through rubrics, checklists, and self-reflection ensures continuous growth and improvement. As educators, let’s prioritize teaching critical thinking skills to empower our high school students for a successful future.

Start your EverydaySpeech Free trial now and access comprehensive resources to support your teaching of critical thinking skills in high school students.

Related Blog Posts:

Pragmatic language: enhancing social skills for meaningful interactions.

Pragmatic Language: Enhancing Social Skills for Meaningful Interactions Pragmatic Language: Enhancing Social Skills for Meaningful Interactions Introduction: Social skills play a crucial role in our daily interactions. They enable us to navigate social situations,...

Preparing for Success: Enhancing Social Communication in Grade 12

Preparing for Success: Enhancing Social Communication in Grade 12 Key Takeaways Strong social communication skills are crucial for academic success and building meaningful relationships in Grade 12. Social communication includes verbal and non-verbal communication,...

Preparing for Success: Enhancing Social Communication in Grade 12 Preparing for Success: Enhancing Social Communication in Grade 12 As students enter Grade 12, they are on the cusp of adulthood and preparing for the next chapter of their lives. While academic success...

FREE MATERIALS

Better doesn’t have to be harder, social skills lessons students actually enjoy.

Be the best educator you can be with no extra prep time needed. Sign up to get access to free samples from the best Social Skills and Social-Emotional educational platform.

Get Started Instantly for Free

Complete guided therapy.

The subscription associated with this email has been cancelled and is no longer active. To reactivate your subscription, please log in.

If you would like to make changes to your account, please log in using the button below and navigate to the settings page. If you’ve forgotten your password, you can reset it using the button below.

Unfortunately it looks like we’re not able to create your subscription at this time. Please contact support to have the issue resolved. We apologize for the inconvenience. Error: Web signup - customer email already exists

Welcome back! The subscription associated with this email was previously cancelled, but don’t fret! We make it easy to reactivate your subscription and pick up right where you left off. Note that subscription reactivations aren't eligible for free trials, but your purchase is protected by a 30 day money back guarantee. Let us know anytime within 30 days if you aren’t satisfied and we'll send you a full refund, no questions asked. Please press ‘Continue’ to enter your payment details and reactivate your subscription

Notice About Our SEL Curriculum

Our SEL Curriculum is currently in a soft product launch stage and is only available by Site License. A Site License is currently defined as a school-building minimum or a minimum cost of $3,000 for the first year of use. Individual SEL Curriculum licenses are not currently available based on the current version of this product.

By clicking continue below, you understand that access to our SEL curriculum is currently limited to the terms above.

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.

Integrating Critical Thinking Into the Classroom

• Share article

(This is the second post in a three-part series. You can see Part One here .)

The new question-of-the-week is:

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

Part One ‘s guests were 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.

Today, Dr. Kulvarn Atwal, Elena Quagliarello, Dr. Donna Wilson, and Diane Dahl share their recommendations.

‘Learning Conversations’

Dr. Kulvarn Atwal is currently the executive head teacher of two large primary schools in the London borough of Redbridge. Dr. Atwal is the author of The Thinking School: Developing a Dynamic Learning Community , published by John Catt Educational. Follow him on Twitter @Thinkingschool2 :

In many classrooms I visit, students’ primary focus is on what they are expected to do and how it will be measured. It seems that we are becoming successful at producing students who are able to jump through hoops and pass tests. But are we producing children that are positive about teaching and learning and can think critically and creatively? Consider your classroom environment and the extent to which you employ strategies that develop students’ critical-thinking skills and their self-esteem as learners.

Development of self-esteem

One of the most significant factors that impacts students’ engagement and achievement in learning in your classroom is their self-esteem. In this context, self-esteem can be viewed to be the difference between how they perceive themselves as a learner (perceived self) and what they consider to be the ideal learner (ideal self). This ideal self may reflect the child that is associated or seen to be the smartest in the class. Your aim must be to raise students’ self-esteem. To do this, you have to demonstrate that effort, not ability, leads to success. Your language and interactions in the classroom, therefore, have to be aspirational—that if children persist with something, they will achieve.

Use of evaluative praise

Ensure that when you are praising students, you are making explicit links to a child’s critical thinking and/or development. This will enable them to build their understanding of what factors are supporting them in their learning. For example, often when we give feedback to students, we may simply say, “Well done” or “Good answer.” However, are the students actually aware of what they did well or what was good about their answer? Make sure you make explicit what the student has done well and where that links to prior learning. How do you value students’ critical thinking—do you praise their thinking and demonstrate how it helps them improve their learning?

Learning conversations to encourage deeper thinking

We often feel as teachers that we have to provide feedback to every students’ response, but this can limit children’s thinking. Encourage students in your class to engage in learning conversations with each other. Give as many opportunities as possible to students to build on the responses of others. Facilitate chains of dialogue by inviting students to give feedback to each other. The teacher’s role is, therefore, to facilitate this dialogue and select each individual student to give feedback to others. It may also mean that you do not always need to respond at all to a student’s answer.

Teacher modelling own thinking

We cannot expect students to develop critical-thinking skills if we aren’t modeling those thinking skills for them. Share your creativity, imagination, and thinking skills with the students and you will nurture creative, imaginative critical thinkers. Model the language you want students to learn and think about. Share what you feel about the learning activities your students are participating in as well as the thinking you are engaging in. Your own thinking and learning will add to the discussions in the classroom and encourage students to share their own thinking.

Metacognitive questioning

Consider the extent to which your questioning encourages students to think about their thinking, and therefore, learn about learning! Through asking metacognitive questions, you will enable your students to have a better understanding of the learning process, as well as their own self-reflections as learners. Example questions may include:

• Why did you choose to do it that way?
• When you find something tricky, what helps you?
• How do you know when you have really learned something?

‘Adventures of Discovery’

Elena Quagliarello is the senior editor of education for Scholastic News , a current events magazine for students in grades 3–6. She graduated from Rutgers University, where she studied English and earned her master’s degree in elementary education. She is a certified K–12 teacher and previously taught middle school English/language arts for five years:

Critical thinking blasts through the surface level of a topic. It reaches beyond the who and the what and launches students on a learning journey that ultimately unlocks a deeper level of understanding. Teaching students how to think critically helps them turn information into knowledge and knowledge into wisdom. In the classroom, critical thinking teaches students how to ask and answer the questions needed to read the world. Whether it’s a story, news article, photo, video, advertisement, or another form of media, students can use the following critical-thinking strategies to dig beyond the surface and uncover a wealth of knowledge.

A Layered Learning Approach

Begin by having students read a story, article, or analyze a piece of media. Then have them excavate and explore its various layers of meaning. First, ask students to think about the literal meaning of what they just read. For example, if students read an article about the desegregation of public schools during the 1950s, they should be able to answer questions such as: Who was involved? What happened? Where did it happen? Which details are important? This is the first layer of critical thinking: reading comprehension. Do students understand the passage at its most basic level?

Ask the Tough Questions

The next layer delves deeper and starts to uncover the author’s purpose and craft. Teach students to ask the tough questions: What information is included? What or who is left out? How does word choice influence the reader? What perspective is represented? What values or people are marginalized? These questions force students to critically analyze the choices behind the final product. In today’s age of fast-paced, easily accessible information, it is essential to teach students how to critically examine the information they consume. The goal is to equip students with the mindset to ask these questions on their own.

Strike Gold

The deepest layer of critical thinking comes from having students take a step back to think about the big picture. This level of thinking is no longer focused on the text itself but rather its real-world implications. Students explore questions such as: Why does this matter? What lesson have I learned? How can this lesson be applied to other situations? Students truly engage in critical thinking when they are able to reflect on their thinking and apply their knowledge to a new situation. This step has the power to transform knowledge into wisdom.

Adventures of Discovery

There are vast ways to spark critical thinking in the classroom. Here are a few other ideas:

• Critical Expressionism: In this expanded response to reading from a critical stance, students are encouraged to respond through forms of artistic interpretations, dramatizations, singing, sketching, designing projects, or other multimodal responses. For example, students might read an article and then create a podcast about it or read a story and then act it out.
• Transmediations: This activity requires students to take an article or story and transform it into something new. For example, they might turn a news article into a cartoon or turn a story into a poem. Alternatively, students may rewrite a story by changing some of its elements, such as the setting or time period.
• Words Into Action: In this type of activity, students are encouraged to take action and bring about change. Students might read an article about endangered orangutans and the effects of habitat loss caused by deforestation and be inspired to check the labels on products for palm oil. They might then write a letter asking companies how they make sure the palm oil they use doesn’t hurt rain forests.
• Socratic Seminars: In this student-led discussion strategy, students pose thought-provoking questions to each other about a topic. They listen closely to each other’s comments and think critically about different perspectives.
• Classroom Debates: Aside from sparking a lively conversation, classroom debates naturally embed critical-thinking skills by asking students to formulate and support their own opinions and consider and respond to opposing viewpoints.

Critical thinking has the power to launch students on unforgettable learning experiences while helping them develop new habits of thought, reflection, and inquiry. Developing these skills prepares students to examine issues of power and promote transformative change in the world around them.

‘Quote Analysis’

Dr. Donna Wilson is a psychologist and the author of 20 books, including Developing Growth Mindsets , Teaching Students to Drive Their Brains , and Five Big Ideas for Effective Teaching (2 nd Edition). She is an international speaker who has worked in Asia, the Middle East, Australia, Europe, Jamaica, and throughout the U.S. and Canada. Dr. Wilson can be reached at [email protected] ; visit her website at www.brainsmart.org .

Diane Dahl has been a teacher for 13 years, having taught grades 2-4 throughout her career. Mrs. Dahl currently teaches 3rd and 4th grade GT-ELAR/SS in Lovejoy ISD in Fairview, Texas. Follow her on Twitter at @DahlD, and visit her website at www.fortheloveofteaching.net :

A growing body of research over the past several decades indicates that teaching students how to be better thinkers is a great way to support them to be more successful at school and beyond. In the book, Teaching Students to Drive Their Brains , Dr. Wilson shares research and many motivational strategies, activities, and lesson ideas that assist students to think at higher levels. Five key strategies from the book are as follows:

• Facilitate conversation about why it is important to think critically at school and in other contexts of life. Ideally, every student will have a contribution to make to the discussion over time.
• Begin teaching thinking skills early in the school year and as a daily part of class.
• As this instruction begins, introduce students to the concept of brain plasticity and how their brilliant brains change during thinking and learning. This can be highly motivational for students who do not yet believe they are good thinkers!
• Explicitly teach students how to use the thinking skills.
• Facilitate student understanding of how the thinking skills they are learning relate to their lives at school and in other contexts.

Below are two lessons that support critical thinking, which can be defined as the objective analysis and evaluation of an issue in order to form a judgment.

Mrs. Dahl prepares her 3rd and 4th grade classes for a year of critical thinking using quote analysis .

During Native American studies, her 4 th grade analyzes a Tuscarora quote: “Man has responsibility, not power.” Since students already know how the Native Americans’ land had been stolen, it doesn’t take much for them to make the logical leaps. Critical-thought prompts take their thinking even deeper, especially at the beginning of the year when many need scaffolding. Some prompts include:

• … from the point of view of the Native Americans?
• … from the point of view of the settlers?
• How do you think your life might change over time as a result?
• Can you relate this quote to anything else in history?

Analyzing a topic from occupational points of view is an incredibly powerful critical-thinking tool. After learning about the Mexican-American War, Mrs. Dahl’s students worked in groups to choose an occupation with which to analyze the war. The chosen occupations were: anthropologist, mathematician, historian, archaeologist, cartographer, and economist. Then each individual within each group chose a different critical-thinking skill to focus on. Finally, they worked together to decide how their occupation would view the war using each skill.

For example, here is what each student in the economist group wrote:

• When U.S.A. invaded Mexico for land and won, Mexico ended up losing income from the settlements of Jose de Escandon. The U.S.A. thought that they were gaining possible tradable land, while Mexico thought that they were losing precious land and resources.
• Whenever Texas joined the states, their GDP skyrocketed. Then they went to war and spent money on supplies. When the war was resolving, Texas sold some of their land to New Mexico for $10 million. This allowed Texas to pay off their debt to the U.S., improving their relationship.
• A detail that converged into the Mexican-American War was that Mexico and the U.S. disagreed on the Texas border. With the resulting treaty, Texas ended up gaining more land and economic resources.
• Texas gained land from Mexico since both countries disagreed on borders. Texas sold land to New Mexico, which made Texas more economically structured and allowed them to pay off their debt.

This was the first time that students had ever used the occupations technique. Mrs. Dahl was astonished at how many times the kids used these critical skills in other areas moving forward.

Thanks to Dr. Auwal, Elena, Dr. Wilson, and Diane 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 .

Education Week has published a collection of posts from this blog, along with new material, in an e-book form. It’s titled Classroom Management Q&As: Expert Strategies for Teaching .

Just a reminder; you can subscribe and receive updates from this blog via email (The RSS feed for this blog, and for all Ed Week articles, has been changed by the new redesign—new ones won’t be available until February). And if you missed any of the highlights from the first nine years of this blog, you can see a categorized list below.

• This Year’s Most Popular Q&A Posts
• Race & Racism in Schools
• School Closures & the Coronavirus Crisis
• Classroom-Management Advice
• Best Ways to Begin the School Year
• Best Ways to End the School Year
• Student Motivation & Social-Emotional Learning
• Implementing the Common Core
• Facing Gender Challenges in Education
• Teaching Social Studies
• Cooperative & Collaborative Learning
• Using Tech in the Classroom
• Student Voices
• Parent Engagement in Schools
• Teaching English-Language Learners
• Reading Instruction
• Writing Instruction
• Education Policy Issues
• Differentiating Instruction
• Math Instruction
• Science Instruction
• Advice for New Teachers
• Author Interviews
• Entering the Teaching Profession
• The Inclusive Classroom
• Learning & the Brain
• Administrator Leadership
• Teacher Leadership
• Relationships in Schools
• Professional Development
• Instructional Strategies
• Best of Classroom Q&A
• Professional Collaboration
• Classroom Organization
• Mistakes in Education
• Project-Based Learning

I am also creating a Twitter list including all contributors to this column .

The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

Sign Up for EdWeek Update

Edweek top school jobs.

Sign Up & Sign In

Why schools should teach critical thinking

From online misinformation and divisive political discourse to science skepticism, there are many challenges when it comes to making sense of the world around us. Having critical thinking skills is essential in ensuring students can navigate the increasingly complex events and contexts they will encounter throughout their lives.

And in a world calling out for problem-solvers, the value of critical thinking skills is recognized far beyond the classroom walls. Let’s take a look at how prioritizing teaching critical thinking skills benefits students and sets them up for success.

What are critical thinking skills for students?

Critical thinking is the art of clear thinking that is rational and reasoned. Critical thinkers don’t simply accept information at face-value but rather interpret and analyze it to arrive at their own conclusions grounded in evidence. They come at a question from different perspectives, seeking out opposing viewpoints, and questioning their assumptions.

For students, critical thinking skills are relevant across subject areas and crucial in guiding them to become independent thinkers. What’s more, schools are in a good position to help nurture the required skills! Let’s explore their role and the benefits of making critical thinking an educational goal.

Why schools are well-placed to teach critical thinking skills

Developing critical thinking skills is an ongoing process, requiring guidance and deliberate practice. Schools can take a longer-term and systematic approach to teaching critical thinking by integrating it into the curriculum. This provides students with a structured learning environment with access to expert educators who use pedagogy to support students in building on existing skills, promoting transfer , and fostering thinking skills. 

Added to that, domain knowledge is a crucial factor in thinking skills and educators can integrate domain-specific skills to support critical thinking alongside content delivery in the classroom.

How educators can successfully teach critical thinking skills to students

Educators are in a strong position to teach critical thinking skills, whether by cultivating a classroom environment that values inquiry, modeling thinking processes through think-alouds, or giving attention to key skills such as perspective-taking. 

Importantly, educators can foster critical thinking skills in real-world contexts while building curriculum knowledge to emphasize their practical application. 

Using collaborative learning strategies, teachers can expose students to different perspectives or integrate activities that prompt students to justify their thinking, such as through discussion or argument mapping on Kialo Edu . And though developing critical thinking skills takes time, students reap unparalleled benefits that last them a lifetime. 

How students benefit from critical thinking skills

Critical thinking improves student learning outcomes.

Helping students learn how to think critically ensures they aren’t simply passive recipients of information, but rather can interpret and apply their knowledge across subject areas. It is immensely satisfying to watch them learn to take control of their learning, ask important questions, and actively engage with material with a discerning eye. This type of dialogic teaching sets them up to become independent learners. 

Not only that, critical thinking skills also help students become better communicators . Effective communication relies on the ability to organize our thoughts clearly and logically — a central element of developed thinking!

Students hone 21st-century skills with critical thinking

Critical thinking sits alongside creativity, collaboration, and communication as a key 21st-century skill . These skills are vital to helping students respond to the demands of a rapidly changing world, whether that involves dealing with information overload, adapting to new technologies or understanding diverse perspectives in a multi-cultural context.

By working on critical thought in the classroom, students will be better equipped to deal with whatever the future brings. For example, you can encourage students to become active participants in conversations on changes happening around them by having a Kialo discussion on how AI will impact the world .

Students use critical thinking skills to battle against misinformation

To fully benefit from today’s information-rich world, students need to successfully identify and evaluate good sources, assessing the reams of (credible and not-so-credible) content at their fingertips. A combination of information literacy and critical thinking skills makes for a well-rounded skill set, supporting students to come to reasoned conclusions amid the deluge of information available. 

Critical thinking skills complement civic literacy

As another closely intertwined skill set, civic l i teracy works hand-in-hand with critical thinking skills to nurture informed and engaged citizenship. An ability to recognize different points of view, question political and media rhetoric, and understand the broader implications of policy decisions empowers students to participate in meaningful discussions about how society and structures function around them. 

To engage students on these topics, try choosing a Kialo discussion from the Civics and Society section in our Topics Library to help scaffold these complex topics. Students might discuss the relevance of democracy to their lives or debate whether voting should be a civic duty expected of all!

Is democracy a good form of government? — kialo-edu.com

Students can make better decisions with critical thinking skills

The power to make thoughtful, well-informed decisions can positively impact every aspect of our lives, and critical thinking is the linchpin for effective decision-making. A critical thinker makes decisions from a place of objective understanding and sound evidence. Educators can help students weigh up arguments from different perspectives and become aware of cognitive biases , making students better placed to compensate for such influences as groupthink , the availability heuristic and confirmation bias.

To develop decision-making skills in a clear context, try a classic desert island survival discussion. This lighthearted approach can still emphasize real-world applications in making difficult choices around resource allocation . You might even get students to explore their own capacity for decision-making with a discussion on the implications of turning 18 !  

Students can better their problem-solving skills through critical thinking

Problem-solving is a highly complex skill, essential in our personal and professional lives to deal with the inevitable challenges that come our way. And critical thinking is a core component of good problem-solving, helping students systematically approach a problem and ask the right questions to get to the root cause.

By giving students the opportunity to work on true problems in the classroom, teachers can contextualize and model effective problem-solving processes and rational thinking . One approach is to task your students to practice engaging with more than one solution to a given problem, such as exploring an argument map on proposed responses to climate change . Or create your own to get your students exploring challenges in your preferred curricular area.

Critical thinking boosts student creativity

Another 21st-century skill, creativity has the potential to enhance learning and student well-being. Closely intertwined with problem-solving, creative thinking is essential to generating novel and innovative solutions. Those solutions, however, need to be useful and address the underlying issue! 

Students versed in critical thinking can examine their creative ideas, identifying areas for modification or recognizing fundamental flaws that make them unfeasible. Not only that, students can reflect on the outcomes of their ideas to inform future creative processes, enhancing the quality and effectiveness of their ideas beyond the task they’re working on.

Critical thinking helps student self-reflect on their actions

An ability to engage in meaningful reflection is integral for students to develop positive relationships and work towards meaningful goals. These goals can be for an academic achievement, or other personal goals that motivate them. By utilizing critical thinking skills, students are better placed to identify lessons learned from past experiences or to engage in an honest assessment of their personal strengths and weaknesses. 

We’d love to know what benefits you see from working on critical thinking in your classroom! Get in touch at [email protected] , or on any of our social media platforms. And if you haven’t yet tried a class discussion to activate your students’ critical thinking skills, take some inspiration from some of our ready-made debate topics !

Want to try Kialo Edu with your class?

Sign up for free and use Kialo Edu to have thoughtful classroom discussions and train students’ argumentation and critical thinking skills.

The Will to Teach

Critical Thinking in the Classroom: A Guide for Teachers

In the ever-evolving landscape of education, teaching students the skill of critical thinking has become a priority. This powerful tool empowers students to evaluate information, make reasoned judgments, and approach problems from a fresh perspective. In this article, we’ll explore the significance of critical thinking and provide effective strategies to nurture this skill in your students.

Why is Fostering Critical Thinking Important?

Strategies to cultivate critical thinking, real-world example, concluding thoughts.

Critical thinking is a key skill that goes far beyond the four walls of a classroom. It equips students to better understand and interact with the world around them. Here are some reasons why fostering critical thinking is important:

• Making Informed Decisions:  Critical thinking enables students to evaluate the pros and cons of a situation, helping them make informed and rational decisions.
• Developing Analytical Skills:  Critical thinking involves analyzing information from different angles, which enhances analytical skills.
• Promoting Independence:  Critical thinking fosters independence by encouraging students to form their own opinions based on their analysis, rather than relying on others.

Creating an environment that encourages critical thinking can be accomplished in various ways. Here are some effective strategies:

• Socratic Questioning:  This method involves asking thought-provoking questions that encourage students to think deeply about a topic. For example, instead of asking, “What is the capital of France?” you might ask, “Why do you think Paris became the capital of France?”
• Debates and Discussions:  Debates and open-ended discussions allow students to explore different viewpoints and challenge their own beliefs. For example, a debate on a current event can engage students in critical analysis of the situation.
• Teaching Metacognition:  Teaching students to think about their own thinking can enhance their critical thinking skills. This can be achieved through activities such as reflective writing or journaling.
• Problem-Solving Activities:  As with developing problem-solving skills , activities that require students to find solutions to complex problems can also foster critical thinking.

As a school leader, I’ve seen the transformative power of critical thinking. During a school competition, I observed a team of students tasked with proposing a solution to reduce our school’s environmental impact. Instead of jumping to obvious solutions, they critically evaluated multiple options, considering the feasibility, cost, and potential impact of each. They ultimately proposed a comprehensive plan that involved water conservation, waste reduction, and energy efficiency measures. This demonstrated their ability to critically analyze a problem and develop an effective solution.

Critical thinking is an essential skill for students in the 21st century. It equips them to understand and navigate the world in a thoughtful and informed manner. As a teacher, incorporating strategies to foster critical thinking in your classroom can make a lasting impact on your students’ educational journey and life beyond school.

1. What is critical thinking? Critical thinking is the ability to analyze information objectively and make a reasoned judgment.

2. Why is critical thinking important for students? Critical thinking helps students make informed decisions, develop analytical skills, and promotes independence.

3. What are some strategies to cultivate critical thinking in students? Strategies can include Socratic questioning, debates and discussions, teaching metacognition, and problem-solving activities.

4. How can I assess my students’ critical thinking skills? You can assess critical thinking skills through essays, presentations, discussions, and problem-solving tasks that require thoughtful analysis.

5. Can critical thinking be taught? Yes, critical thinking can be taught and nurtured through specific teaching strategies and a supportive learning environment.

Related Posts

7 simple strategies for strong student-teacher relationships.

Getting to know your students on a personal level is the first step towards building strong relationships. Show genuine interest in their lives outside the classroom.

Connecting Learning to Real-World Contexts: Strategies for Teachers

When students see the relevance of their classroom lessons to their everyday lives, they are more likely to be motivated, engaged, and retain information.

Encouraging Active Involvement in Learning: Strategies for Teachers

Active learning benefits students by improving retention of information, enhancing critical thinking skills, and encouraging a deeper understanding of the subject matter.

Collaborative and Cooperative Learning: A Guide for Teachers

These methods encourage students to work together, share ideas, and actively participate in their education.

Experiential Teaching: Role-Play and Simulations in Teaching

These interactive techniques allow students to immerse themselves in practical, real-world scenarios, thereby deepening their understanding and retention of key concepts.

Project-Based Learning Activities: A Guide for Teachers

Project-Based Learning is a student-centered pedagogy that involves a dynamic approach to teaching, where students explore real-world problems or challenges.

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Want a daily email of lesson plans that span all subjects and age groups?

Subjects all subjects all subjects the arts all the arts visual arts performing arts value of the arts back business & economics all business & economics global economics macroeconomics microeconomics personal finance business back design, engineering & technology all design, engineering & technology design engineering technology back health all health growth & development medical conditions consumer health public health nutrition physical fitness emotional health sex education back literature & language all literature & language literature linguistics writing/composition speaking back mathematics all mathematics algebra data analysis & probability geometry measurement numbers & operations back philosophy & religion all philosophy & religion philosophy religion back psychology all psychology history, approaches and methods biological bases of behavior consciousness, sensation and perception cognition and learning motivation and emotion developmental psychology personality psychological disorders and treatment social psychology back science & technology all science & technology earth and space science life sciences physical science environmental science nature of science back social studies all social studies anthropology area studies civics geography history media and journalism sociology back teaching & education all teaching & education education leadership education policy structure and function of schools teaching strategies back thinking & learning all thinking & learning attention and engagement memory critical thinking problem solving creativity collaboration information literacy organization and time management back, filter by none.

• Elementary/Primary
• Middle School/Lower Secondary
• High School/Upper Secondary
• College/University
• TED-Ed Animations
• TED Talk Lessons
• TED-Ed Best of Web
• Under 3 minutes
• Under 6 minutes
• Under 9 minutes
• Under 12 minutes
• Under 18 minutes
• Over 18 minutes
• Algerian Arabic
• Azerbaijani
• Cantonese (Hong Kong)
• Chinese (Hong Kong)
• Chinese (Singapore)
• Chinese (Taiwan)
• Chinese Simplified
• Chinese Traditional
• Chinese Traditional (Taiwan)
• Dutch (Belgium)
• Dutch (Netherlands)
• French (Canada)
• French (France)
• French (Switzerland)
• Kurdish (Central)
• Luxembourgish
• Persian (Afghanistan)
• Persian (Iran)
• Portuguese (Brazil)
• Portuguese (Portugal)
• Spanish (Argentina)
• Spanish (Latin America)
• Spanish (Mexico)
• Spanish (Spain)
• Spanish (United States)
• Western Frisian

sort by none

• Longest video
• Shortest video
• Most video views
• Least video views
• Most questions answered
• Least questions answered

How could so many people support Hitler?

Lesson duration 05:10

655,998 Views

Can you solve the magical maze riddle?

Lesson duration 04:51

460,180 Views

How to make smart decisions more easily

Lesson duration 05:16

1,317,190 Views

Can you solve a mystery before Sherlock Holmes?

Lesson duration 05:17

521,486 Views

Can you solve the secret assassin society riddle?

Lesson duration 05:01

879,326 Views

How to overcome your mistakes

Lesson duration 04:52

1,002,547 Views

Can you solve the cursed dice riddle?

Lesson duration 04:31

788,686 Views

Why some people don't have an inner monologue

Lesson duration 12:03

2,890,341 Views

Science vs. Pseudoscience

Lesson duration 05:48

362,336 Views

Can you solve the time traveling car riddle?

Lesson duration 05:18

689,898 Views

This one weird trick will get you infinite gold

Lesson duration 05:08

1,147,633 Views

How to quit your job — without ruining your career - Gala Jackson

Lesson duration 06:13

114,621 Views

What if you experienced every human life in history?

Lesson duration 05:21

2,993,885 Views

How to design climate-resilient buildings - Alyssa-Amor Gibbons

Lesson duration 14:12

46,096 Views

The case for free, universal basic services - Aaron Bastani

Lesson duration 19:09

81,755 Views

Can you steal the most powerful wand in the wizarding world?

Lesson duration 05:20

821,294 Views

History vs. Thomas Jefferson

489,299 Views

The best way to apologize (according to science)

Lesson duration 05:06

1,547,552 Views

How do we determine the value of a life?

Lesson duration 06:06

790,586 Views

What’s the smartest age?

Lesson duration 04:53

1,682,493 Views

The Boltzmann brain paradox

Lesson duration 05:40

1,213,610 Views

The 4 greatest threats to the survival of humanity

Lesson duration 05:24

494,906 Views

Can you outsmart the college admissions fallacy?

Lesson duration 06:17

835,477 Views

Can you solve the fortress riddle?

Lesson duration 05:23

1,295,705 Views

Translate this page from English...

*Machine translated pages not guaranteed for accuracy. Click Here for our professional translations.

High School Teachers

Links for High School Teachers

• Tactical and Structural Recommendations
• Teaching Tactics that Encourage Active Learning
• Using Intellectual Standards to Assess Student Reasoning
• The Art of Redesigning Instruction
• Remodeled Lessons: High School
• Introduction to Remodeling: Components of Remodels and Their Functions
• Glossary of Critical Thinking Terms
• Socratic Teaching
• Strategy List: 35 Dimensions of Critical Thought
• John Stuart Mill: On Instruction, Intellectual Development, and Disciplined Learning
• The Role of Questions in Teaching, Thinking and Learning
• Looking To The Future With a Critical Eye: A Message for High School Graduates

Critical Thinking Skills Guide

Critical thinking is important. Generally speaking, critical thinking refers to the ability to understand the logical connections between ideas. When a person understands these connections, it makes it easier to construct logical arguments based on those ideas. It also becomes easier to evaluate the arguments that other people make to see if those arguments are based on sound reasoning.

Since critical thinking involves connecting important concepts and ideas, critical thinkers often find it easier to solve problems in a systematic fashion. Critical thinkers can also prioritize which ideas are most relevant to their own arguments.

From this general idea of what critical thinking involves, it should be easy to see why critical thinking would be important to students. Students who become critical thinkers are better equipped to deal with a wide range of problems that they encounter in school.

These students are better able to build new concepts upon previous ideas that they’ve learned. This is a useful skill throughout school. Advanced mathematics are built upon simpler math ideas. Science experiments require basic understanding of various substances used in the lab. Advanced argumentation is rooted in the simple ability to identify information that supports the argument’s basic premise.

Despite all the potential advantages that may come with possessing critical skills, these skills are not themselves taught directly in school. Such skills may be inadvertently taught during the course of various lessons and school work but, for the most part, critical thinking skills aren’t typically directly addressed.

There are no classes committed to teaching critical thinking skills alone, leading teachers across multiple subjects to have to find ways of integrating critical thinking into their lessons independently.

Critical Thinking by the End of High School

Entering college, students have hopefully learned several advanced critical thinking skills that will support them through their college work. Specifically, there are six critical thinking skills that will support upper high school students and college students. These skills can help students to perform better in a range of subjects.

Identification

Identification is important to critical thinking because it refers to the ability for a student to identify the existing problem and what factors impact that problem. This first critical thinking skill is what gives students the ability to see the scope of the problem and start thinking about how to solve the issue.

In a new situation, learners ask what the problem is, why it might be happening, and what the outcome is. From this initial set of questions, they come to an understanding of the problem’s scope and potential solutions.

Research of a problem cannot begin until identification has taken place. Once identification occurs, a learner can start researching that problem. How much research is necessary will depend on the scope of the problem. Mathematical problems, for instance, may rely on researching examples of the problem and reviewing more fundamental formulas.

More complex problems, such as addressing large social issues, still rely on the same process of understanding the scope of the issue and identifying what materials need to be referenced to address the problem. Research is also important when it comes to understanding claims.

Students should be able to hear a statement, question it, and verify that statement using objective evidence discovered through research. This is in contrast to the uncritical response of simply accepting the statement.

Identifying Biases

Identifying bias is one of the more difficult skills for students to grasp. Everyone has bias, including students themselves. A learner needs to be able to identify bias in the materials that they’re looking at that might impact what’s being written. Authors may write things that favor a certain point of view, which would impact how much a reader could trust the material.

On the other hand, students should also be able to examine their own biases. It’s important not to write in favor of one’s own view, which becomes increasingly important as a person progresses upward in their studies through higher education. It’s important for students to challenge their own perspectives but also to challenge the evidence that they read.

Making Inferences

The ability to make inferences is a critical skill for students to learn as they learn how to analyze data and piece together information. During the course of putting together information, it’s always important to learn how to draw conclusions based on that information.

Students need to be able to look at a body of evidence and make a determination of what that data might mean. Not all inferences will be correct, so students also need to be able to reassess their inferences as new data comes up or as existing evidence is reassessed.

Determining Relevance

To make correct inferences and formulate arguments, students need to be able to determine the relevance of the information that they receive. This is not an issue of examining bias so much as being able to identify the information that’s appropriate to solving a problem or making an argument.

This is particularly important as students get into more advanced areas of research. For instance, as students start getting asked to write papers, they need to be able to search through primary and secondary documents that can support their argument.

The more skilled that a student becomes at being able to determine the relevance of these documents, the less time students will have to spend sorting through irrelevant documents that don’t support their research.

Perhaps counterintuitively, it’s also important for people to learn how to curb their curiosity. Curiosity is important in that it drives research and exploration of a topic. However, consistent with the need to determine relevance is the need to identify where to end a line of inquiry.

Curiosity can send people exploring any number of topics during research that only burns time instead of informing a student’s research. The more skilled a student becomes at learning how to end certain paths of research the more they can focus on supporting their studies and finding evidence that will work in their research.

Teaching Critical Thinking Skills

Actually teaching critical thinking skills is something that teachers have instincts about and teach inadvertently without actually understanding how their lessons actually impact those skills. In truth, teachers should try to make critical thinking integral to their instructional design.

Almost any instructor can begin teaching critical thinking by simply modeling the behavior for their students. They can assess information, its sources, and its biases. But to get in-depth critical thinking skills, teachers also need to present broad problems and scenarios that students need to explore for themselves.

By presenting a problem or scenario that needs to be addressed and allowing students time to debate the issue, they can be guided to see the value of other arguments while learning how to construct their own arguments.

This is also a process through which students can learn how to identify information that will help them present those arguments. Teachers can also provide feedback on these arguments to help students improve their research and argumentation process in the future.

Another important part of teaching critical thinking skills includes asking questions. The questioning approach helps students to reassess their own perspectives and the evidence of others. When bringing up a topic or problem, instructors should ask some of the following:

• What do you think about this issue and why do you think that?
• Where did you get your information on this issue and why do you believe it?
• What is the implication of what you’ve learned and what conclusions can be reached?
• How do you view the problem and your information, and what other view could you take on it?

The importance in these lines of questions is to make students consider their own perspectives as well as contrary evidence. By asking these questions, students get to reevaluate what they believe and questions whether they actually should believe it. Sometimes people hold certain beliefs without truly understanding why they believe it.

By asking questions about one’s own knowledge, it becomes possible to understand one’s own knowledge base more deeply and discard information that may be inaccurate or too heavily biased.

There are also writing activities that teachers can use as well. During writing, students can be asked to write freely about any number of topics. The point of this free writing session is to let students arrive at a conclusion about what they believe about a topic. This isn’t a critical thinking phase of writing but is instead simply meant to allow student freedom to reach a conclusion about what they believe.

After the student has freely explored the topic, they move onto the critical thinking phase of their writing project. At this stage, the student begins to examine what sort of biases impacted the position they took on the topic and review their conclusions. The student determines whether their inferences were accurate.

This is essentially a reflective period in which students need to refine their writing and attack their own work to make it better while continually asking themselves whether their evidence is sound and whether their biases impacted the final work.

Critical Thinking Barriers

There are often several barriers that keep students from fully developing critical thinking skills. Ironically, one of the biggest problems to critical thinking is the existing curriculum a school is using. Particularly when curriculum is heavily standardized, it makes it difficult for teachers to find opportunities to teach critical thinking.

Too heavy of a focus on teaching standardized tests, including curriculum oriented toward making sure that students hit certain test scores, often means heavily fact based teaching that expects rote memorization. This leads to few chances to actually ask open questions in which students can question their knowledge base and critically assess a given situation.

There are, of course, other barriers to critical thinking. Sometimes, the problem lies with the fact that teachers are simply unused to teaching these skills. Partly as a result of feeling pressured to achieve highly standardized test scores, teachers often focus too much on fact teaching and rarely get into asking the sort of open ended questions that can help to cultivate critical thinking.

However, even when they have the opportunity to do so, teachers sometimes lack the training necessary to encourage critical thinking among students. Teachers may know many activities to teach students with without a concrete idea of how each contributes to the development of such skills. Teachers tend to be trained in how to pass along content rather than encouraging critical thinking.

One of the major problems that teachers face is an issue of time. Teaching content knowledge or teaching to the test involves passing along content that can help teachers teach the information that will help students pass their exams. Passing along vast quantities of information for rote memorization can be done efficiently by simply giving students lots of information to learn.

A significant amount of information can be passed along within a class when teaching an exam, but it’s much harder to teach critical thinking skills. Teaching critical thinking, on the other hand, requires instructors to set aside extensive periods of time to question and debate. Considering that teachers already struggle sometimes to fit in all of their activities, it’s difficult to ask them to accommodate large periods of time for passing along critical thinking skills.

Creatively finding solutions to this problem requires teachers finding small periods in which to fit in critical thinking discussions, perhaps through the use of smaller question and answer activities during lectures. Or, teachers can try to change the format of their classes completely to make them more hands on, engaging environments in which critical thinking is ongoing.

Similar Posts:

• 35 of the BEST Educational Apps for Teachers (Updated 2024)
• Guide on College and University Admissions
• 25 Tips For Improving Student’s Performance Via Private Conversations

Leave a Comment Cancel reply

Save my name and email in this browser for the next time I comment.

19 Short Stories and Questions For Critical Thinking

Apr 2, 2024

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

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

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

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

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

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

Table of Contents

19 Short Stories and Questions – Suggestions for Teaching Them

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

1.  “The Most Dangerous Game” 

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

SUGGESTIONS FOR TEACHING:

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

CRITICAL THINKING QUESTIONS:

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

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

2.  “An Occurrence at Owl Creek Bridge”

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

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

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

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

3.  “The Masque of the Red Death”

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

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

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

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

4.  “The Cask of Amontillado”

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

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

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

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

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

5.  “To Build a Fire”

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

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

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

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

6.  “The Cactus”

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

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

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

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

7.  “After Twenty Years”

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

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

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

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

8.  “The Lottery”

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

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

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

9.  “The Pedestrian”

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

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

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

10.  “The Gift of the Magi”

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

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

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

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

11.  “The Monkey’s Paw” 

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

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

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

12.  “Lamb to the Slaughter” 

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

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

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

13.  “The Tell-Tale Heart” 

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

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

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

14.  “The Scarlet Ibis” 

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

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

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

15.  “The Veldt” 

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

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

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

16.  “The Necklace” 

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

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

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

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

17.  “A Vendetta” 

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

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

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

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

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

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

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

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

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

19.  “Click Clack the Rattle Bag”

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

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

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

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

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

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

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

SHORT STORIES AND ACTIVITIES RESOURCES: 

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

Make teaching short stories and activities SIMPLE & EASY!

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

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

• Critical Thinking Curriculum
• Debate To Dialogue
• The Social Solution

Critical Thinking

Across the disciplines, foster your students' critical thinking, skills with our free curriculum.

Developed by active high school humanities and STEM teachers, Zach Cresswell and William Reusch , this free critical thinking curriculum is a game-changer for K-12 education .

Generously funded by heterodox academy , this comprehensive curriculum equips students with essential critical thinking skills that are desperately needed in today's society., flexible and adaptable, this curriculum is designed to integrate seamlessly into your existing courses as a supplemental element. it provides a framework and a curated collection of resources , allowing you to make it your own and tailor it to the unique needs of your students., we understand that educators often feel shackled to rigid curricula, but with this curriculum, you have the freedom to eliminate or extend content , encourage deeper classroom discussions , or incorporate additional resources ..

Grade Recommendation: 11th & 12th grade

Estimated Instructional Time: Varies based on pacing, reading resources & modifications made.

What's included ...

These are some of the features and resources included in the curriculum:.

Comprehensive Lessons & Activities: The curriculum provides a structured framework with detailed lessons and activities designed to promote critical thinking skills.

Recommended Resources: The curriculum suggests relevant books and resources to supplement learning, including titles such as "Thinking, Fast and Slow" by Daniel Kahneman and "You Are Not So Smart" by David McRaney.

Teacher Guides: The curriculum includes teacher guides that provide additional support, explanations, and guidance for implementing the lessons effectively

Slide Presentations: Slide presentations accompany various lessons, offering visual aids and engaging content to enhance student understanding.

Videos: The curriculum incorporates video resources, such as videos on System 1 and System 2 thinking, to further illustrate key concepts and engage students.

Worksheets and Activities: Various worksheets and activities are included to reinforce learning and encourage students to apply critical thinking skills in practical scenarios.

Key Terms: The curriculum provides a list of key terms, ensuring students grasp important concepts and develop a shared vocabulary related to critical thinking.

Assignment Options: The curriculum offers different assignment options, including debates, discussions, and written assignments, allowing teachers to tailor activities to their students' needs and preferences.

Our curriculum is designed to equip educators with a well-rounded and easily accessible toolkit to foster critical thinking skills among their students and promote engaging and thought-provoking discussions and activities.

What information is covered in this curriculum, featuring a breakdown of five comprehensive units, our curriculum covers a wide range of critical thinking topics that empower students to evaluate, analyze, and reason effectively. let's take a closer look:, unit 1 - thinking clearly: exploring human nature and moral frameworks.

In this unit, your students will delve into the complexities of human nature by studying the works of Enlightenment Thinkers, including Hobbes, Locke, and Rousseau. They will apply their understanding of how the mind works and develop the skills to evaluate and compare different moral frameworks.

Key topics covered include:

- Humility and Productive Uncertainty: Fostering an open mindset for critical thinking.

- The Two Systems for Thinking: Understanding the dual processes of intuitive and deliberate thinking.

- Critical Features of Our Brain: Unveiling the intricacies of cognitive processes.

- Bias: Fooling Each Other, Fooling Ourselves: Recognizing and overcoming cognitive biases.

- Moral Foundations & Philosophy: Exploring the ethical dimensions of human behavior.

Estimated Duration: 5-6 weeks

Unit 2 - Civics: Understanding the Constitutional Structure and Political Thought

In this unit, your students will gain a deep understanding of the Constitutional structure of the United States and develop the ability to represent perspectives from across the spectrum of political thought.

- Constitutional Structure: Exploring the foundations of the United States' governmental system.

- Rights & Responsibilities: Understanding the rights and duties of citizens.

- The Spectrum of Political Thought: Analyzing diverse political ideologies. 

Estimated Duration: 3 weeks

Unit 3 - Logical Reasoning: Mastering Formal Logic and Reasoning Techniques

In this unit, your students will sharpen their logical and reasoning skills by applying the rules of formal logic. They will learn techniques such as straw manning, steel manning, devil's advocate, tautologies, ad hominems, and more.

- Foundations of Reasoning: Building a solid foundation in the principles of reasoning.

- Foundations of Logic: Understanding the fundamentals of logical thinking.

- Applications of Logic: Applying logical reasoning in different contexts.

- Applications of Reasoning: Developing persuasive arguments through effective reasoning.

Estimated Duration: 4-5 weeks

Unit 4 - Media: Analyzing Media Bias and Current Events

In this unit, your students will critically analyze the biases that influence the flow of information in the era of social media. They will construct a coherent interpretation of current events and understand the role of journalism as the fourth estate.

- Journalism: The 4th Estate: Examining the role of journalism in society.

- Rights & Responsibilities: Understanding the rights and responsibilities of journalists and media consumers.

- The Spectrum of Political Thought: Exploring how different perspectives shape media narratives.

Estimated Duration: 2 weeks

Unit 5 - Social Structures: Unveiling Societal Structures and Patterns

In this unit, your students will utilize probability and statistical reasoning to identify societal structures and patterns, enabling them to develop a macro-level view of the world.

- Reasoning with Probability: Understanding the role of probability in making informed decisions.

- Reasoning with Statistics: Analyzing data and drawing meaningful conclusions.

- Game Theory: Exploring strategic decision-making in different scenarios.

- Navigating Complex Systems: Understanding complex systems and their impact on society.

Get started today!

Join us in nurturing the critical minds of the future..

I consent to be contacted from Will Reusch in regards to this resource as well as other relevant content and understand that I can unsubscribe at any time.

Sign Up Now

Educationise

11 Activities That Promote Critical Thinking In The Class

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

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

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

52 Critical Thinking Flashcards for Problem Solving

What is Critical Thinking?

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

More Articles from Educationise

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

Importance of Acquiring Critical Thinking Skills

Critical thinking skills cultivate habits of mind such as strategic thinking, skepticism, discerning fallacy from the facts, asking good questions and probing deep into the issues to find the truth. Acquiring critical thinking skills was never as valuable as it is today because of the prevalence of the modern knowledge economy. Today, information and technology are the driving forces behind the global economy. To keep pace with ever-changing technology and new inventions, one has to be flexible enough to embrace changes swiftly.

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

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

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

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

Critical Thinking Lessons and Activities

11 Activities that Promote Critical Thinking in the Class

We have compiled a list of 11 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.

Share this:

Discover more from educationise.

Subscribe to get the latest posts sent to your email.

Type your email…

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

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

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

Leave a Reply Cancel reply

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

Continue reading

• Grades 6-12
• School Leaders

Have you entered our back-to-school giveaway? ✨

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

Teach them to thoughtfully question the world around them.

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

What is critical thinking?

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

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

Key Critical Thinking Skills

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

Source: Vanderbilt University

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

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

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

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

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

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

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

How To Teach Critical Thinking

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

One of These Things Is Not Like the Other

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

The Answer Is …

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

Forced Analogies

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

Learn more: Forced Analogies at The Owl Teacher

Primary Sources

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

Science Experiments

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

Not the Answer

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

Learn more: Teaching in the Fast Lane

Correlation Tic-Tac-Toe

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

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

Inventions That Changed the World

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

Learn more: Teaching With a Mountain View

Critical Thinking Games

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

Learn more: Miss DeCarbo

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

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

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

You Might Also Like

35 Awesome Career-Readiness Activities That Teach Soft Skills

Set kids up with the skills they'll need to succeed in the workplace. Continue Reading

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

More From Forbes

Critical thinking skills not emphasized by most middle school teachers.

• Share to Facebook
• Share to Twitter
• Share to Linkedin

Students raise their hands to answer a teacher's question at the KIPP Academy in the South Bronx, ... [+] part of a network of public middle schools that is becoming a model for educating poor children. KIPP — which stands for Knowledge is Power Program — institutions are rigorous college preparatory schools where both students and their parents must sign a contract pledging long hours, extra homework, summer school, and excellent attendance records. Using strict discipline with highly motivated — and paid — teachers, the KIPP program has proven that public education can work. In the Bronx, the school has a famous music program, where children practice the songs of Lauryn Hill and Alicia Keys. (Photo by Andrew Lichtenstein/Corbis via Getty Images)

Recent events show that there has never been a more crucial time for critical thinking. A global onslaught of misinformation, social media saturation, partisan politics, and science skepticism continuously challenge how information is shared, understood, and how it influences the decisions people make.

Research from the Reboot Foundation and others show that an overwhelming majority of the population recognizes the importance of critical thinking skills in today’s modern society. From parents to employers, there is near unanimous support for the teaching of critical skills in American classrooms, yet new national survey data shows schools may not be teaching those skills often enough.

A new Reboot paper, Teaching Critical Thinking in K-12: When There’s A Will But Not Always A Way , examines the U.S. Department of Education’s National Assessment of Educational Progress (NAEP) and found that the teaching of critical thinking skills is inconsistent across states and tends to drop as students get older.

Among some of the key findings from NAEP:

• While 86 percent of 4th grade teachers said they put “quite a bit” or “a lot of emphasis” on deductive reasoning, that figure fell to only 39 percent of teachers in 8th grade. Deductive reasoning is one of the key skills in critical thinking, as it requires students to take a logical approach to turning general ideas into specific conclusions.
• At the state level, the analysis found that only seven states had at least 50 percent of their 8th grade teachers report that they place “quite a bit or a lot of emphasis” on teaching their students to engage in deductive reasoning.

While the numbers themselves are cause for concern, the age range at which these statistics are being reported is equally concerning. Research shows that while critical thinking skills can be learned at any stage of life, the teen years are an opportune time to engage young people as their brains are developing strong cognitive abilities.

Best Travel Insurance Companies

Best covid-19 travel insurance plans.

These years are exactly when students should be building a strong foundation of critical thinking competencies that can last a lifetime. Developmental psychologists have noted that beginning at around age 13, adolescents can begin to acquire and apply formal logical rules and processes, if they are shown how. Yet the data shows that schools are largely failing to capitalize on this period, despite a desire by many educators to do so.

Per NAEP, nearly 90% of 4th grade teachers nationally said they put “quite a bit” or “a lot of emphasis” on deductive reasoning, only for that figure to fall to less than 40% of teachers in 8th grade – what issues are contributing to the drastic drop?

In 2020, Reboot surveyed teachers and found that many teachers harbored misconceptions about how to best teach critical thinking. The survey found that, among teachers, 42 percent reported that students should learn basic facts first, then engage in critical thinking practice, while an additional 16 percent said that they believed basic facts and critical thinking should be taught separately. This line of thinking is wrong, as research strongly suggests that critical thinking skills are best acquired in combination with the teaching of basic facts in a subject area.

This commonly-held misconception about when and how to teach critical thinking skills might be a clue as to why deductive reasoning instruction seems to tail off as students get older and take more specialized, content-driven classes. This might be made worse by the fact that eighth grade is a crucial year for many schools to show success under their state accountability measures.

In many states, students cannot move on to high school if they fail state exams in eighth grade. And things such as teacher pay, school funding and other “high-stakes” accountability measures often hinge on student performance in that grade. This pressure forces schools and teachers to focus on preparing their eighth graders for state exams in lieu of a more well-rounded educational experience. Indeed, our 2020 survey of teachers revealed that 55 percent believed that the emphasis on standardized testing made it more difficult to incorporate critical thinking instruction in their classrooms.

Reboot and others are working to identify ways teachers can implement critical thinking skills education into their curriculums more simply and efficiently. Among the stepping stones toward broader adoption are:

• A shared standard or consensus around critical thinking education that could contribute to more uniform and equitable teaching of these key skills nationwide.
• An easier way to broach critical thinking for a wide-ranging group of students. New research by Reboot and researchers from Indiana University explores innovative, inexpensive and scalable ways to teach critical thinking skills. The research found that educators and others can teach and hone essential critical thinking skills using a simple method that is easy to implement across diverse groups of students.

So even as the recent data from NAEP is disappointing on skills like deductive reasoning, it also shows where improvement needs to occur. What remains to be seen is the nation’s commitment to advancing critical thinking skills and its support for the educators, administrators and stakeholders working to knock down the challenges being faced. As NAEP and other surveys show, there is indeed a will to move forward with critical thinking skills education among teachers. Dedicated resources and consistent collaboration will be crucial to finding “the way.”

• Editorial Standards
• Reprints & Permissions

Join The Conversation

One Community. Many Voices. Create a free account to share your thoughts. 

Forbes Community Guidelines

Our community is about connecting people through open and thoughtful conversations. We want our readers to share their views and exchange ideas and facts in a safe space.

In order to do so, please follow the posting rules in our site's  Terms of Service.   We've summarized some of those key rules below. Simply put, keep it civil.

Your post will be rejected if we notice that it seems to contain:

• False or intentionally out-of-context or misleading information
• Insults, profanity, incoherent, obscene or inflammatory language or threats of any kind
• Attacks on the identity of other commenters or the article's author
• Content that otherwise violates our site's  terms.

User accounts will be blocked if we notice or believe that users are engaged in:

• Continuous attempts to re-post comments that have been previously moderated/rejected
• Racist, sexist, homophobic or other discriminatory comments
• Attempts or tactics that put the site security at risk
• Actions that otherwise violate our site's  terms.

So, how can you be a power user?

• Stay on topic and share your insights
• Feel free to be clear and thoughtful to get your point across
• ‘Like’ or ‘Dislike’ to show your point of view.
• Protect your community.
• Use the report tool to alert us when someone breaks the rules.

Thanks for reading our community guidelines. Please read the full list of posting rules found in our site's  Terms of Service.

• Lavinia Group
• Insight Education Group
• Course & Account Access
• Video Platform Account Access
• Graduate-Level Courses
• Fast Track Courses
• Course Bundles
• Certificates
• Flex Credit Courses
• Hours-Only PD Courses
• Advanced Degrees
• Course Topics
• Course Formats
• Term Calendar
• University Partners & Transcripts
• Course Pricing
• Pay as You Learn
• Group Registrations
• Group Savings
• Bundle Savings
• New Customer Discounts
• Refer & Earn
• Connecticut
• District of Columbia
• Massachusetts
• Mississippi
• New Hampshire
• New York City
• North Carolina
• North Dakota
• Pennsylvania
• Rhode Island
• South Carolina
• South Dakota
• West Virginia
• How it Works
• Become a Group Leader
• Start a Group
• Teacher Exemplar Video Library
• Video Coaching & Learning Platform
• School & District PD
• New Teacher Course
• Substitute Teacher Course
• Build Your Program
• Video for Educators in Training & Higher Ed Faculty
• Case Studies
• Book a Demo
• Chat With Us
• In the Press
• Downloadables
• Lesson Plans
• Presentations
• Video Blogs

April 1, 2022

Building Stronger Critical Thinking Skills With Mysteries

Who doesn’t love mysteries? They spark our curiosity, leave us eager to learn the answers, and make us feel proud when we figure out a piece of the puzzle. Mysteries are especially popular with kids; there’s a reason why there are so many book series and pieces of media about kids and teenagers who solve mysteries without help from adults.

The good news is that mysteries can also be an excellent educational tool. When boiled down to the essentials, mysteries pose a question, and sleuths find an answer. This is the same principle used in math, science, and even reading comprehension. When educators incorporate the mystery genre into their teaching, they can boost students’ critical thinking skills in a way that is fun and engaging.

Classroom Activities for Critical Thinking With Mysteries

So, how do you incorporate mysteries into your classroom? One of the most popular ways is through classroom games. Set up mysteries for students to solve, pair up investigative teams, or explore practices like evidence collection and interpretation. You can also incorporate programs or lesson plans themed around mysteries. Some ideas that you can work into your classroom include:

• Fingered Felons. Create a mystery to solve in your own classroom. Hide a “stolen object,” and then have students determine how to find clues that would lead them to the culprit. You can help them make their own fingerprints with the use of tape, paper, and a No. 2 pencil. Then bring the stolen object back, and encourage them to match the fingerprints found on it to the samples collected; they will do this by analyzing unique fingerprint patterns and shapes. Use the Touch N Go website to show kids the different fingerprint patterns. This is a great game for Grades 3 to 8.
• Mysteries in the Bag. Bring in a bag of random items. Together, with the rest of the class, come up with a story that includes every item in that bag. From there, formulate a mystery that asks, “Who, what, when, where, and why?” It’s a backwards way of forming a mystery, but it will help boost students’ creativity and critical thinking.
• History’s Mysteries. History’s Mysteries was a program on the History Channel that covered some of the mysteries and strange occurrences throughout history, including the Salem witch trials, alchemy, the Bible, and famous court cases. Have your middle or high school class research and propose mysteries of the past that History’s Mysteries could use as a theme if the show were still on the air.
• Secret Agent Stan. Secret Agent Stan is an old gumshoe who now works for a national crime solving organization and is having a difficult time adjusting. Recently, he lost his ID number. Using his log from past cases, students from Grades 3-8 can help figure out Stan’s new ID before he gets in trouble with his supervisor.
• Whodunnit? This is an excellent lesson plan to get elementary students invested in mysteries. It begins with language arts: read a mystery with your class, and discuss the different elements of the mystery: the crime, the clues, the suspects, the sleuths, and the reveals. From there, assign students to write their own mysteries. Once that’s finished, students can incorporate forensic science by making pieces of evidence like lip prints and shoe tracks.
• Murder Mystery. Engage your students at any age by allowing them to solve a murder mystery. Write out an introduction to the scene of the crime, and come up with clues. Give each student one clue, which they will then share with the class in order to collaborate in solving the mystery. You can break them up into groups and reorder the groups until each student has heard every clue. However, the students will be the ones to lead this game, working together to interpret the clues and solve the mystery.

Why Critical Thinking Matters

It’s probable that only a small percentage of your students — if any — will grow up to become detectives who solve their own mysteries. But that doesn’t mean that they can’t benefit from these mystery activities in the classroom. Critical thinking is an invaluable skill that can equip students for just about any career path, as well as help them navigate through daily life. It can be taught on some level in almost any grade and has innumerable benefits. Just a few of those benefits include:

• Deeper learning. Critical thinking encourages reflective reasoning and stronger analytical skills. Simply put, it helps students get more out of the classroom material. They’re better able to understand, and reading comprehension is likely to rise with higher critical thinking.
• Internally motivated problem solvers. As your students’ critical thinking grows, they will begin to see the world around them as a puzzle in some ways. They will constantly be on the lookout for creative solutions to problems. These problem-solving and nuanced evaluation skills will serve them in almost every aspect of their lives, as will the self-discipline that comes with this type of motivation.
• Academic achievement. When students strengthen their critical thinking skills, what they’re doing at the most basic level is developing their core reasoning. This is essential to their understanding of the material the teacher presents in class. Students with strengthened critical thinking tend to perform better in academic settings.
• Increased creativity. Critical thinking is thinking deeply, considering elements of a problem that might not be immediately obvious or may seem a little out of the box. Creativity functions in much the same way. So, it’s no wonder that critical thinking boosts creativity, whether for a future career or just for a hobby.
• Future success. Critical thinking prepares students to think more deeply and more strategically in a way that will help them in their future career path. Beyond just work, critical thinking can also help them navigate relationships and life decisions they will have to make long after they leave school.

Mysteries can be a fun game, a puzzle for students to solve. The more they solve those puzzles, however, the stronger their critical thinking will become. And the stronger their critical thinking, the more prepared they’ll be to tackle real-life puzzles.

Related Content

Sarah Murphy

Level Up Your Lesson Planning with FigJam Templates

Randy Richards

4 Ways to Protect Teacher Morale and Mental Health: An Administrator’s Guide

Search the k12 hub, more from teaching channel.

FigJam, a dynamic online whiteboard tool, is transforming how educators collaborate and engage students. If you’ve ever wished for a versatile digital space to brainstorm

In today’s educational landscape, given the increased focus on rebuilding the educational system post-COVID, it is understandable that the well-being and morale of teachers are

Best Books of 2024 (so far!) to Freshen Up Your Classroom Library

As summer rolls sweetly on, we know the phrase “back to school” is practically forbidden. So, we hope this back to school topic elicits excitement

Recommended Courses

Teach like a champ: effective strategies for an engaged classroom, teaching excellence.

Flex Credit

Creating Adventure and Engagement with Gamification

Online teaching and technology, engagement strategies for the 21st century thinking classroom, 21st century learning.

Want to partner with us?

We’re always looking for new authors! If you’re interested in writing an article, please get in touch with us.

Subscribe to our Newsletter!

Get notified of new content added to K12 Hub.

• I am a Teacher or Teacher leader
• I am a District or School Administrator or Leader

Can We Teach Critical Thinking In Schools?

Can we teach critical thinking in schools? Of course we can. A better question: Are schools designed to teach children to think?

What It Means To Teach Critical Thinking In Schools

by Terry Heick

Preface: This is a transcription of an interview I had recently where I spoke about critical thinking–which is why it reads like someone talking rather than someone writing. I say ‘transcription’ in ‘irony quotes’ because I went back and revised it for clarity and, in places, emphasis.

Also, note that whether or not we can teach someone to think critically and whether or not we can teach it in ‘school’ are two very different questions; at some point, I’ll talk about the former to supplement the brief reflection on the latter below.

Every now and then, I hear someone wonder (out loud or in writing) about whether or not we can teach critical thinking in schools.

I think that’s an odd thing to wonder about–or at least a curious way to frame that as a topic.

But almost immediately I’m reminded of education’s continued infatuation with being both ‘research-based’ and with measuring things.

Of course, measuring of some kind is necessary. There are very few professional fields where metrics don’t exist and there isn’t some kind of evaluation and accountability. Depending on your perspective, there is always some kind of standard to be measured against. There is some sort of clear and objective expectation.

And when that is not being met, it leaves that lets anyone in control know that changes need to be made adjustments need to be made, whether you’re talking about a company’s revenue, whether you’re talking about the success of a design, or an automotive technology or anything like that we need data we need to understand.

But critical thinking resists this sort of resist the sort of mechanisms that that the classrooms are accustomed to. And the classrooms depend on which is, for example, lesson unit design.

Basic assessment patterns. Data reporting, learning feedback, grading systems, the number of students in the classroom.

The length (number of minutes per day, number of days per year, etc.) of each class.

Even the nature of the academic standards themselves.

All of these things necessitate that critical thinking swim upstream.

Of course, each of these could be angled or adjusted to accommodate critical thinking, but the nature of critical thinking makes even this effort difficult. Critical thinking inherently reaches beyond all of those things. It is inherently disruptive. It requires an approach to pedagogy that can be can be unsettling and problematic. And compared to ‘normal learning,’ it can certainly feel like ‘not learning.’

Critical thinking is precise but not always entirely clear. It’s slow and opaque. It’s stopping and starting and retreating and pushing forward again. It’s inquiry and it’s trying to understand and it’s humility. It’s re-wording thoughts and refining theories and it’s improving questions and it’s returning to old questions and looking at our underlying assumptions and seeing which are true and which are not and who gets to decide these truths.

Critical thinking reaches beyond a classroom very quickly.

Critical thinking requires us to be acutely aware of the limits of our normal modes of thinking and suspicious of everything we believe because it knows that without intentional effort and adjustment for all the things we either know badly or don’t know at all, we are at risk of being wrong. And the scale of being wrong is becoming unfathomably large.

It’s true that uncertainty and patience in thinking and delay in judgment and discursiveness and recursion don’t pair well with education as it is. Refining–or even being aware of–one’s own reality-testing mechanisms is not required to ‘do well in school’ but can be devastating if not ‘done well’ while we live.

Critical thinking might be better thought of as a mindset than a skill, as I’ve written about before. (See Critical Thinking Is First A Mindset .)

It’s a willingness and an insistence.

It’s looking at the whole thing and then its parts and then back to the whole thing again, seeing context. And these are things that aren’t very natural and a standards-based, highly academic classroom.

So, whether or not we can measure or teach critical thinking in ‘school,’ I think is an odd thing to consider. It’s like wondering if we can teach art or if we can we teach people how to belong or believe or move. These are very human things absolutely essential to the human experience. Rational, clear, critical thinking has to be somewhere near the core of a life well-lived.

Whether you can teach it or promote it or support it or enhance it or supplement or extend it (as a skill) may not be the best way to frame our thinking. If schools–as they are–don’t promote critical thinking and the transfer of useful knowledge to improve the well-being of children and the communities they live in and depend on, then that school is designed to serve itself, not children.

If we ‘can’t teach’ critical thinking, then that might be where we start a collective inquiry into ‘what’ we are and what we’re hoping to accomplish. That reality might illuminate some of the architectural flaws in our systems of teaching and learning. Can we ‘teach’ creativity? Empathy? Mindset? Is ‘teach’ the right word or is it simply the case that these are talents that can be revealed (if they exist) but not created (if they don’t)? Surely, we can all agree that these concepts can be taught if literary symbolism or philosophy or design can be taught (and it’s clear that they can).

Put another way, if the way we do things can’t facilitate the growth of careful, rational, critical thinking in people who will need to bring this kind of thinking to bear on our biggest challenges and opportunities as a human species, I would say that’s a problem not with the evasiveness, but with the underlying assumptions and designs of formal, western education.

If we want to even begin to explore re-shaping the future of learning, we might make sure that correcting our deficit in critical thinking was central to that kind of effort. Propaganda, misinformation, extremism,

Can we teach critical thinking in schools? Of course we can.

Do we make gestures toward that kind of effort now? It seems clear that we do.

Are schools designed to teach children to think? Is this what school is meant to ‘do’?

The answer here also seems clear.

Founder & Director of TeachThought

• News & Events
• Quick Links
• Majors & Programs
• People Finder
• home   site index   contact us

ScholarWorks@GVSU

• < Previous

Home > Graduate Research and Creative Practice > Culminating Experience Projects > 456

Culminating Experience Projects

The importance of critical thinking skills in secondary classrooms.

Clinton T. Sterkenburg , Grand Valley State University Follow

Date Approved

Graduate degree type, degree name.

Education-Instruction and Curriculum: Secondary Education (M.Ed.)

Degree Program

College of Education

First Advisor

Sherie Klee

Academic Year

According to research, many students lack effective critical thinking skills. The ability to think critically is crucial for individuals to be successful and responsible. Many students have difficulties understanding this important skill and especially lack the ability to initiate and apply the process. Although a difficult task, educators have the responsibility to teach critical skills to students and to discern when certain instructional methods or activities are not helping students. Each student is different, and their needs must be considered, this correlates with how they learn and process information. Research has shown that traditional teaching methods that require students to regurgitate information do not prove helpful in teaching students to apply and understand the critical thinking process. Therefore, effective teachers expand upon traditional teaching methods and differentiate instructional and activity design for imparting critical thinking skills to students. This project presents some of the possible reasons students have difficulties thinking critically and provides examples of instructional and lesson design methods that are proven to help students understand critical thinking. The goal of this project is to provide a guide for secondary teachers to address the lack of critical thinking skills in many students. The ability to think critically will greatly benefit students and help them become productive members of society.

ScholarWorks Citation

Sterkenburg, Clinton T., "The Importance of Critical Thinking Skills in Secondary Classrooms" (2024). Culminating Experience Projects . 456. https://scholarworks.gvsu.edu/gradprojects/456

Since August 05, 2024

Included in

Curriculum and Instruction Commons , Secondary Education Commons

Advanced Search

• Notify me via email or RSS
• Collections
• University Archives
• Open Textbooks
• Open Educational Resources
• Graduate Research and Creative Practice
• Selected Works Galleries

Author Information

• Submission Guidelines
• Submit Research
• Graduate Student Resources

Home | About | FAQ | Contact | My Account | Accessibility Statement

Privacy Copyright

Center for Excellence in Teaching and Learning

Teaching Critical Thinking (and Ignoring) with SIFT

Across disciplines, faculty work with students to foster critical thinking, which OU’s General Education program defines as one’s ability to “comprehensively [explore] issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.” Responses in national surveys of employers on the “career-ready graduate” (AAC&U, 2023) reinforced the value of such abilities outside of the academy, yet found college graduates underprepared to engage in critical thinking in the workplace. What might we do to address both this need and fill this gap? 

In the digital era of information overload, we can start by helping students become “critical ignorers.” Critical ignorers decide quickly if information deserves attention and if not, “ignore it, move on, and locate a better source” (Wineburg, 2023).

The most direct way to create critical ignorers is to explicitly connect critical thinking and information literacy in our disciplines, with the help of an OU subject librarian who  can build and present these resources.

Connecting Critical Thinking and Information Literacy

Critical thinking, as a concept, is intentionally broad; it’s applicable across disciplines and situations. But when it comes to becoming critical ignorers, we need to add a dimension here that asks us to consider information intentionally; this is where information literacy comes in. 

Information literacy involves “the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge” (Association of College and Research Libraries [ACRL], 2016). This concept, too, is discipline-agnostic, and for good reason; people in all fields of knowledge can be (and, indeed, need to be!) information literate. Taking critical thinking and information literacy together, though, we have a starting point for fostering critical ignoring in our classrooms. 

Four Moves: The SIFT Method

In dealing with critical thinking around information sources, Caulfield’s (2019) SIFT Method – or “the Four Moves” – is a useful approach when we want to ask students to “comprehensively [explore] issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.” 

SIFT stands for,

• Stop : This step involves determining whether we can identify the information source and its claims. If not, we move to the next steps to figure it out.
• Investigate the Source : This step involves knowing what we’re reading before we read it – or, as Caulfield explained, “taking sixty seconds” to know “the expertise and agenda of the source,” so we can decide whether it’s worth our time and trust. 
• Find Other Coverage: This step involves what some, including Wineburg, call lateral reading, – figuring out what others have said, and whether those sources agree or disagree with the original information resource. Finding other coverage also helps students discover what the information source is and whether its claims are legit.
• Trace Ideas Back to the Source : This step involves adding back in the context that the internet often strips away – but which is critical to our thinking about any information we encounter.

Wineburg (2023) shared an example of SIFT practices in action. Along with a co-researcher, he compared the behavior of “critical thinkers” and fact-checkers when encountering information that appeared reputable and academic. While the “critical thinkers” – in this case, high-performing undergraduate students and faculty members from prestigious institutions – examined the information source, fact checkers did the opposite: They stopped and investigated the source and quickly discerned that it wasn’t worth their time. 

With SIFT, then, we can help our students become more critical in their thinking but also in what they choose to not consider.

A Habit: Partner with a Subject Librarian

Caulfield’s (2019) Four Moves are often connected with a habit; in his case, checking emotions, which is certainly important for us, too. But in our case, the habit I’d recommend is partnering with the subject librarian for your discipline . These OU faculty members are experts in information literacy and can be valuable partners in helping your students become more critical information consumers and creators.

To foster critical thinking in your courses, reflect on the ways you ask your students to approach concepts, ideas, and materials and whether there are opportunities to ask them to become critical ignorers. SIFT offers strategies that can foster such a mindset, and the subject librarian for your discipline is an able and willing partner in such endeavors.

Association of College and Research Libraries. 2016). Framework for Information Literacy for Higher Education . American Library Association. 

Caulfield, M. (2019, June 19). SIFT: The Four Moves.  

Faix, A., & Fyn, A. (2023). Six frames, four moves, one habit: Finding ACRL’s Framework within SIFT. College & Research Libraries News , 84 (11), 411-416.  

Finley, A.P. (2023). The Career-ready Graduate: What employers say about the difference college makes . American Association of Colleges and Universities. 

Oakland University General Education requirements

Wineburg, S. (2023, December). Critical thinking: Necessary but insufficient in a digital age. National Association of Secondary School Principals.

Related Teaching Tips

See more teaching tips on critical thinking .

• Teaching in an Age of Information Disorder
• Infusing Slides with Critical Thinking

Save and adapt a Google Doc version of this teaching tip.

About the Author

Amanda Nichols Hess is a Professor and the Coordinator of Instruction and Research Help in the Kresge Library. Her research focuses on information literacy instruction, faculty development, online learning, and how these concepts intersect. Outside of work, Amanda moonlights as her children’s elementary school mascot (which is a Dragon).

Edited by Rachel Smydra, Faculty Fellow in the Center for Excellence in Teaching and Learning at Oakland University. Others may share and adapt under Creative Commons License CC BY-NC .

View all CETL Weekly Teaching Tips . Follow these and more on Facebook  and LinkedIn .

• Teacher Education
• Nursing Education
• Behavioral Sciences
• Sign & Foreign Languages
• Performing Arts
• Communication
• Any Skill You Teach

NEW FEATURE

The AI Assistant is Here

Meet your new teaching ally.

Developed with coaching as a priority.

CONTENT TYPE

• Case Studies
• Product Demos

Meet your new ally

The AI Assistant in GoReact is here.

• CONTACT SALES EXPLORE GOREACT TRY FOR FREE CONTACT SALES

Using AI to Teach Critical Thinking

A short video clip describing an assignment given to pre-service teachers to help them refine critical thinking skills

Hear how students in the teacher preparation department at East Carolina University strategically engage with AI tools to develop their critical thinking skills.

SEE FULL TRANSCRIPT

Julie Stanley:

To kind of piggyback off of both of these folks who brought up really great points, so part of what I do in teacher prep here at ECU is I have them strategically use AI. But then, their assignment, their task is to critique that AI and to look for those places where, it missed the mark here, and here’s what I as the human being would do, as the empath would do. Here’s where context… And so, they actually have to go in and highlight and reflect and point out those things.

I have them use it for differentiation strategies, for question generation, for all kinds of things. But the point is that they have to think critically, and that’s the skill, to answer your most recent question. That’s the skill we have to instill in them is it’s not a replacement, it’s a tool. And think critically, “Okay, I like this that AI gave me, but this is not it. I, as the teacher, as the experienced human in the room, this I can make better.” So the point of their assignment is to be critical of AI and to understand where it hit the mark and where it missed.

Personalize Your GoReact Experience

• Today's news
• Reviews and deals
• Climate change
• 2024 election
• Newsletters
• Fall allergies
• Health news
• Mental health
• Sexual health
• Family health
• So mini ways
• Unapologetically
• Buying guides

Entertainment

• How to Watch
• My watchlist
• Stock market
• Biden economy
• Personal finance
• Stocks: most active
• Stocks: gainers
• Stocks: losers
• Trending tickers
• World indices
• US Treasury bonds
• Top mutual funds
• Highest open interest
• Highest implied volatility
• Currency converter
• Basic materials
• Communication services
• Consumer cyclical
• Consumer defensive
• Financial services
• Industrials
• Real estate
• Mutual funds
• Credit cards
• Balance transfer cards
• Cash back cards
• Rewards cards
• Travel cards
• Online checking
• High-yield savings
• Money market
• Home equity loan
• Personal loans
• Student loans
• Options pit
• Fantasy football
• Pro Pick 'Em
• College Pick 'Em
• Fantasy baseball
• Fantasy hockey
• Fantasy basketball
• Download the app
• Daily fantasy
• Scores and schedules
• GameChannel
• World Baseball Classic
• Premier League
• CONCACAF League
• Champions League
• Motorsports
• Horse racing

New on Yahoo

• Privacy Dashboard

Schools to teach children how to spot fake news and ‘putrid’ conspiracies online

• Oops! Something went wrong. Please try again later. More content below

Children will be taught how to spot extremist content and fake news online under planned changes to the school curriculum.

Education Secretary Bridget Phillipson said she was launching a review of the curriculum in primary and secondary schools to embed critical thinking across multiple subjects and arm children against “putrid conspiracy theories”.

Pupils might analyse newspaper articles in English lessons in a way that would help weed out fabricated clickbait from true reporting. In computer lessons, they could be taught how to spot fake news sites and maths lessons could include analysing statistics in context.

Our curriculum review will develop plans to embed critical skills in lessons to arm our children against the disinformation, fake news and putrid conspiracy theories awash on social media

Bridget Phillipson

Ms Phillipson told The Telegraph: “It’s more important than ever that we give young people the knowledge and skills to be able to challenge what they see online.

“That’s why our curriculum review will develop plans to embed critical skills in lessons to arm our children against the disinformation, fake news and putrid conspiracy theories awash on social media. Our renewed curriculum will always put high and rising standards in core subjects – that’s non-negotiable.

“But alongside this we will create a broad, knowledge-rich curriculum that widens access to cultural subjects and gives pupils the knowledge and skills they need to thrive at work and throughout life.”

Misinformation spread online that the suspect in the stabbing of three young girls in Southport on July 29 was a Muslim asylum seeker in part sparked days of rioting across the UK.

Specialist officers are pursuing suspected online offenders and influencers responsible for “spreading hate and inciting violence on a large scale”.

Teams are investigating hundreds of leads, the National Police Chiefs’ Council (NPCC) said.

More than 700 people have been arrested over rioting, and more than 300 have been charged, according to the NPCC.

The moderation and regulation of social media has also come under scrutiny after the disorder.

New regulation of social media platforms – the Online Safety Act – became law in the UK last year but has not yet fully come into effect.

Sir Keir Starmer hinted on Friday that he would look at strengthening social media regulations further after London Mayor Sadiq Khan said the Act was not “not fit for purpose”.

Jump to main content

Explore the latest news from the university of Northern Colorado.

Student Researcher Examines Effectiveness of 'Systems Thinking' Teaching Approach in Chemical Education

New approach aims to amplify students' critical thinking powers and tie learning to real-world applications.

August 8, 2024 | By Brenda Gillen

In his second semester in the University of Northern Colorado's Chemical Education Ph.D. program , Navid Ahmed Sadman has already discovered his passion. He's researching the effectiveness of educating future chemists differently using a "systems thinking" approach. Systems thinking is both a philosophical and practical method that views problems holistically and considers the interconnectedness of a system's components.

It's far from the culture of rote memorization method Sadman experienced as a chemistry undergraduate in Bangladesh.

"...in systems thinking, instead of discrete components, it's looking at our whole world and how all its parts work together. The next generation of policymakers or scientists need that more complex picture." — Navid Ahmed Sadman

"The focus was on memorizing the answers to the questions that would repeat year after year in the examination. I think that despite being taught by well-trained faculty, only the top students in my country can get the mental scope of understanding the concepts after they have memorized them. For most others, perhaps cramming before an examination is only as far as they could or would go. Don't get me wrong, students emerging from this culture are still pursuing higher studies in droves, but still, our education policymakers should critically appraise and improve the country’s education system while being aware of the current culture, students' accessibility to resources, and their financial capabilities.

"This emphasis on memorization bothered me as a student; and now, as an instructor, I see that memorization makes students question chemistry's relevance. We need to train chemistry students better at the undergraduate level. That's why I am more and more invested in the chemistry education field," he said.

He believes a systems thinking approach to teaching chemistry will amplify students' critical thinking powers and tie learning to real-world applications.

"If students are learning about global warming, in general chemistry they are taught about carbon dioxide and its environmental implications. In industrial chemistry, carbon capture and human interventions are covered. In environmental chemistry, topics finally include climate change and its impacts. But in systems thinking, instead of discrete components, it's looking at our whole world and how all its parts work together. The next generation of policymakers or scientists need that more complex picture," Sadman said.

He offered the example of electric vehicles (EVs). While EVs are a promising solution to reducing carbon emissions, he noted that mining for metals like cobalt and rare earth elements, essential for EV batteries, can have significant social and environmental impacts if not properly monitored. A systems thinking approach will enable scientists to address these issues adequately, ensuring EVs' benefits are realized while mitigating negative consequences.

Such changes to chemical education would have a wide-ranging impact because different fields, e.g., pre-med, pre-nursing, health, biology and physics majors all take chemistry courses. As part of a graduate-level introduction to qualitative research course at UNC, he completed a mini-project to better understand student perceptions of systems thinking in chemistry education (STICE), which is an identified research gap. Next, he'll test the premises for incorporating STICE using a mixed-methods approach that includes quantitative and qualitative data.

"I'm also planning a systematic review of the literature on STICE. This will be a more comprehensive study, which would add depth to the growing body of literature," he said.

Sadman received feedback from his peers when he shared his early findings on this systematic review at the December 2023 Graduate Research Symposium. He believes the statistics, psychology and science education courses required for his Ph.D. will shape his understanding and development of his doctoral research project.

He's working as a research assistant this summer. For most of the year, he's a teaching assistant in the Department of Chemistry and Biochemistry for Assistant Professor Corina Brown .

"I'm learning a lot from working with Dr. Brown. She's kind and personable," he said.

Brown said Sadman's enthusiasm, motivation and sincere desire to learn have made mentoring enjoyable

"Even though Navid is in the beginning stages of his doctoral studies, he's working on a cutting-edge topic. The interdisciplinary nature of the systems thinking approach could allow students to comprehend and apply chemical concepts in novel ways. His research contributes to expanding the understanding, application and assessment of systems thinking in chemical education. I think he has a promising journey ahead with the potential to make significant contributions to research and education," Brown said.

After he graduates in 2027, Sadman hopes to pursue a post-doctoral degree. Eventually, he'd like to join academia as a chemistry education researcher or work at a research institute focused on chemistry education.

"I also feel I owe it to my country to return with the knowledge I have gathered here and contribute there. Ask me again in three years about my future plans," he said.

More Stories

Student Researcher Aims to Bring Joy Back to Classroom Teachers

Este artículo no está en español..

Teacher Burnout Addressed in Research Project Investigating Yoga as an Intervention Strategy

Research in Cognition and Metacognition Aims to Improve Mathematical Communication

Measuring School Performance: Looking Beyond Standardized Testing and Scores

Follow unc social.

Contact UNC

Social media.

• UNC Overview
• Awards & Accolades
• Organizational Chart
• Strategic Plan
• Accreditation
• Student Consumer Information
• Sustainability
• Accessibility Statement
• UNC Newsroom
• Events Calendar
• UNC Magazine
• Submit News
• Submit an Event
• Marketing and Communications
• University Advancement

Page Last Updated: Today | Contact for this Page: Deanna Herbert

Privacy Policy | Affirmative Action/Equal Employment Opportunity/Title IX Policy & Coordinator

Internet Explorer is no longer supported. Try downloading another browser like Chrome or Firefox .

If you already have an account, Sign in.

Cultivating Critical Thinking in the Classroom

In a speech in 1948 (found in The Lost Tools of Learning booklet), Dorothy L. Sayers claims that our culture is letting “our young men and women go out unarmed, in a day when armour [sic] was never so necessary. By teaching them all to read, we have left them at the mercy of the printed word. By the invention of the film and the radio, we have made certain that no aversion to reading shall secure them from the incessant battery of words, words, words.”

If students were unarmed in 1948, they are nearly undressed today. In this information age, students have information coming at them from everywhere—social media, TV, ads, public signage, bumper stickers, church, school, and right in their pockets via the internet on smartphones, watches, and tablets. With all this knowledge, they are more susceptible than ever to propaganda, misinformation, and indoctrination from the world than ever before. They need teachers to help them understand that knowledge is not the same as learning.

Teachers “arm” their students by teaching them how to think critically from a truly biblical worldview. Here are some ways to do this:

1. Give them a solid foundation.

Students don’t know how to think until they know what to think about. They can’t critically examine the claims of evolution if they haven’t been taught the truth of creation, corruption, and the global catastrophic flood in Genesis. They can’t analyze classic literature if they haven’t been taught the history, philosophies, and biographies of the authors and time periods.

2. Ask open-ended questions.

Students in middle and high school need to encounter challenging, open-ended questions, such as:

• What does it mean to love God with all your heart, mind, and strength?
• How does Charlotte Brontë use the themes of light and darkness in Jane Eyre ?
• How did the Enlightenment influence the American Revolutionary War?

Students can engage these questions as homework assignments, essays, or class discussions as the teacher moderates and asks further questions to guide them.

3. Encourage students to ask questions.

The older students become, the less they like to raise their hands and ask questions. Consider an assignment that requires them to ask three questions about the topic and submit them for a grade or extra credit.

4. Inspire creativity.

Creativity is problem-solving and curiosity by other names. Students must ask themselves questions to successfully accomplish a task, project, or craft.

• What colors do I mix to make the color of this brick?
• What pitch or harmony do I need for my musical composition to sound suspenseful?
• How can I end this short story without being trite?
• What material would make this sculpture look more realistic and be more durable?
• What would happen if I dropped an apple and a rubber ball each into water versus gravel?

5. Promote independent decision-making.

Students should be tasked with making independent decisions, such as:

• Which topic they choose for an essay
• Which sport they participate in this year
• Which electives or after-school program they want to opt into

Giving students the opportunity to make decisions for themselves allows them to find what they enjoy so they can fail at it. Once they’ve failed, they can figure out how to succeed. They gain a positive sense of cause-and-effect and are forced, in a healthy setting, to take ownership of their decisions and accept the consequences—good or bad.

6. Prompt them to challenge the premise.

Students are being indoctrinated at every turn. If teachers aren’t careful, they might make students feel indoctrinated by school and church too. Help them learn to be true apologists by first giving them knowledge and truth and then helping them wrestle with it.

• How do I know God’s Word is true?
• Is presuppositional thinking an act of faith?
• Could God have used evolution to create the world?
• Is evolution a valid and scientific theory?

As students learn how to assess information and put it in context, they strengthen their faith, understanding, discernment, and wisdom to critically face the world ahead. Teachers shouldn’t fear the hard, open-ended questions when their feet are firmly planted on God’s Word. It’s their job to help guide students, through skillful questions, to the authority of God’s Word.

Answers in Genesis is an apologetics ministry , dedicated to helping Christians defend their faith and proclaim the good news of Jesus Christ .

• Customer Service 800.778.3390
• © 2024 Answers in Genesis