What Do We Mean by the Term ‘Critical Thinking?’
Firstly, there is no single, commonly agreed definition of the term ‘critical thinking’.
However, most commonly as teachers, we use it to refer to what are known as the higher-order thinking skills.
These higher-order thinking skills are skills that require us to think in a deeper, more complex manner.
If you are familiar with Bloom’s taxonomy, think of the upper levels of the hierarchy – analyze, evaluate, create. We could also add infer to this list of critical thinking skills.
Put simply, critical thinking requires the student to engage in an objective analysis of a topic and evaluate the available information in order to form a judgment.
Critical thinking demands a systematic approach to evaluating new information. It encourages us to question and reflect on our own knowledge and how we arrive at the opinions we have and make the decisions we make.
THERE ARE NO FORMAL CRITICAL THINKING STANDARDS, BUT THESE ATTRIBUTES OUTLINED BY MONASH UNIVERSITY CAPTURE THE ESSENCE OF WHAT STUDENTS AND TEACHERS SHOULD ASPIRE TO IN THE CLASSROOM.
Why Is Critical Thinking Important?
Our students need to be able to think critically to make rational decisions on what to believe or what course of action to take.
An inability to think critically can leave students vulnerable to muddied thinking and the possibility of believing in unsound ideas.
Critical thinking helps students to filter the wheat from the chaff, intellectually speaking.
Developing strong critical thinking skills helps students to eliminate dubious data to leave only the strongest, most reliable information.
At its core, critical thinking is about having good reasons for our beliefs. It helps us to navigate through bias (our own and that of others) to avoid manipulation or becoming enslaved by our feelings. These are essential skills in an age of overwhelming information.
Helping our students to develop their critical thinking skills not only inoculates them against embracing flawed ideas, but these skills are also some of the most in-demand by employers and this looks set to continue to be so well into the future.
This is due to the ever-increasing pace of technological change. It is impossible to accurately predict the specific requirements of many future jobs. One thing is for sure though, so-called soft skills such as critical thinking will ensure students will be able to adapt to whatever shapes the workplace of the future will take.
Teaching Critical Thinking
There are any number of ways to introduce critical thinking into the classroom, either as discrete activities or interwoven into lessons with other stated objectives. However, it is helpful to students to take the time to teach a variety of strategies to help them think critically about the ideas they encounter which will help them form their own opinions.
An opinion based on critical thinking does not rely on gut feeling, but rather on rational reasoning which often requires some form of initial research.
Let’s start by taking a look at some ways you can encourage critical thinking in your classroom, especially in the research process.
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A complete guide to teaching Critical Thinking
This 180 page e-book is an excellent resource for teachers looking to implement critical thinking in the classroom.
It is packed full of great content whether you are just starting out, or looking to go further.
It makes relevant connections to technology, STEM, and critical and creative thinking.
Teaching Strategies: A Step-by-Step Approach to Critical Thinking
The following process is a useful template for teaching students. When embarking on their research, this template provides a step-by-step process that they can use to structure their investigations.
1. Format the Question
In the age of the Internet, access to information is no longer the major hurdle facing the inquisitive student investigator. If anything, the real problem now is knowing how to appropriately sift through the almost inexhaustible amount of information out there.
The key to this filtration process is the formulation of the research question. How the question is composed and formatted will inform exactly what information the student is looking for and what information can be discarded.
The type of question formatted here will depend on the purpose of the research. For example, is the question intended to establish knowledge? Then, it may well be a straightforward What type question, for example, What are the consequences of a diet high in processed sugars?
If the question is geared more towards the use of that information or knowledge, then the question may be more of a Why type question, for example, Why do some commentators claim that a diet high in processed sugars is the greatest threat facing public health?
One extremely useful tool to assist in formatting questions that make demands on student critical thinking abilities is to employ Bloom’s taxonomy.
2. Gather the Information
Once the question has been clearly defined, then the process of gathering the information begins. Students should frequently refer back to their research questions to ensure they are maintaining their focus.
As they gather information concerning their question, reference to their initial question will help them to determine the relevance of the information in front of them. They can then weigh up whether or not the information helps move them further toward answering their initial research question.
3. Apply the Information
The ability to think critically about information is of no use unless the understanding gained can be applied in the real world.
The most practical application of this skill is seen when it is used to inform decision-making. When faced with making a decision, encourage students to reflect on the concepts at work in regard to the choice they face.
They must look at what assumptions exist and explore whether their interpretation of the issue is a logically sound one. To do this effectively, they will also need to consider the effects of that decision.
4. Consider the Implications
“The road to hell is paved with good intentions.”
As the old proverb suggests, our well-intended decisions can sometimes lead to unforeseen negative consequences. When considering paths of action, we need to encourage our students to reflect deeply on all possible outcomes of those actions: short, medium, and long-term.
Unintended consequences are outcomes that are unforeseen and can often undo much of the good of the original decision.
There are many fascinating examples of this phenomenon that are easily found online and can be interesting to share with the students.
One such example was uncovered by the economist Sam Peltzman. He found that when mandatory seat-belt legislation was passed in some of the US states the number of fatalities of drivers did go down as a result. However, he also found that this was offset by an increase in fatalities among pedestrians and cyclists as drivers felt safer wearing seat belts and many drove faster as a result.
5. Explore Other Points of View
This is the final testing ground of an opinion that has been forged in the fires of critical thinking. Though students will have been exposed to competing ideas earlier in the research stage, they should now take the time to measure their matured opinions against these other points of view.
Exploring alternative viewpoints helps us to evaluate our own choices and avoid stagnating in our own biases and innate preferences. Doing this helps us to make the most informed decisions possible.
Now that we’ve had a look at a step-by-step approach to critical thinking, let’s take a look at some creative ways to help students exercise those critical thinking muscles in the classroom. Getting critical doesn’t have to be boring!
Critical Thinking Games and Activities
The Barometer: Find Out Where You Stand
When considering where we stand on issues, it’s important to realise that things don’t always have to be a zero-sum game. Things don’t have to be all or nothing. Students need to learn that opinions can be nuanced and that often there exists a spectrum of opinions on any given issue.
In this activity, give the students a controversial issue to consider. Assign the extremes on the issue to opposite ends of the classroom and instruct students to arrange themselves along a continuum based on how strongly they feel about the issue.
They’ll likely need to engage in some free-flowing conversation to figure this out and setting a time limit will help ensure this discussion doesn’t go on endlessly.
Draw an Analogy: Making Lateral Links
This game encourages students to think creatively and indirectly about an idea or a subject and it can be used in practically any context. It encourages students to make comparisons between seemingly unconnected things by analyzing both for any underlying concepts that may link them together somehow – no matter how tenuously!
Start by asking your students a creative question based on the topic or idea you are exploring together in the classroom. The format of these questions should closely follow a similar pattern to the following examples:
● How is raising a child like building a house?
● Why is an egg like a hunk of marble?
● How is a bookshelf like a lunchbox?
The more inventive the elements in each question are, the more challenging it will be for the students to make links between the two of them.
This game can generate some interesting responses and is easy to differentiate for students of all ages. Younger students may enjoy a simpler question format such as ‘Smell is to nose as sight is to…’ where the links between the elements are much more obvious.
For older students, remember too that when devising the questions the links between the different elements do not have to be obvious. Indeed, as far as you’re concerned they do not even have to exist. That’s for the students to explore and create.
Build Critical Thinking Skills with Brain Teasers
Brain teasers are great fun and an enjoyable way to fill a few minutes of class time, but they also provide great exercise for students’ critical thinking abilities. Though they are often based on unlikely premises, the skills acquired in solving them can have real-world applications.
Let’s take an example to see how this works. Ask your students the following teaser – you might want to set a time limit and have them write their answers down to put some added pressure on:
A rooster sits on a barn and is facing west. The wind is blowing eastward at a speed of 15 kilometers per hour. The rooster lays an egg. Which cardinal direction does the egg roll?
The answer is, of course, that there is no egg. Roosters are male and therefore can’t lay eggs.
One of the reasons why so many will get this simple teaser wrong is that despite knowing that a rooster is a male chicken, they overlook it due to the casualness with which it’s thrown into the teaser.
The other reason is the misdirection caused by the quite meticulous detail provided. Students are likely to pay too much attention to the details such as the speed of the wind, its direction, and the direction of the rooster is facing.
All these irrelevant details distract the students from the fact that the only information required to solve this teaser is provided by the 2nd word of the riddle.
There are numerous brain teasers freely available on the Internet. Weaving them into your lessons gives students opportunities to sharpen their critical thinking skills by sorting relevant from irrelevant details and encouraging students to analyze closely the relevant details provided.
Build the Habit and Become a Critical Thinker
In this article, we have taken a look at some concrete ways to practice critical thinking skills in the classroom. However, becoming a critical thinker is much more about developing consistent critical thinking habits in our approach to ideas and opinions.
To help your students develop these habits, be sure to encourage intellectual curiosity in the classroom. Ask students to examine their own assumptions and evaluate these in light of opposing opinions and available evidence.
Create opportunities in your lessons to explore advertisements and even political statements together. Fight the urge to impart your own beliefs and biases in favor of allowing students to determine the credibility of the sources themselves. Encourage them to draw their own conclusions.
Consistently insist that your students provide evidence to support their conclusions when they express opinions in classroom discussions.
In time, the habit of critical thinking will inform how your students approach any new information that they come across. This will leave them better able to think clearly and systematically and better able to express themselves coherently too.
In this article, we have taken a look at some concrete ways to practice critical thinking skills in the classroom. However, becoming a critical thinker is much more about developing consistent critical thinking habits in our approach to ideas and opinions.
To help your students develop these habits, be sure to encourage intellectual curiosity in the classroom. Ask students to examine their own assumptions and evaluate these in light of opposing opinions and available evidence.
Create opportunities in your lessons to explore advertisements and even political statements together. Fight the urge to impart your own beliefs and biases in favor of allowing students to determine the credibility of the sources themselves. Encourage them to draw their conclusions.
Consistently insist that your students provide evidence to support their conclusions when they express opinions in classroom discussions.
In time, the habit of critical thinking will inform how your students approach any new information that they come across. This will leave them better able to think clearly and systematically and better able to express themselves coherently too.
Fostering Future Thinkers: 10 Dynamic Strategies for Cultivating Critical Thinking in the Classroom
- Socratic Questioning: Encourage students to engage in thoughtful discussions by employing Socratic questioning. This method involves asking open-ended questions that prompt deeper exploration of concepts, helping students develop analytical and reasoning skills.
- Real-World Problem-Solving: Integrate real-world problems into the curriculum, allowing students to apply critical thinking skills to authentic situations. This hands-on approach fosters practical problem-solving abilities and encourages creativity.
- Debate and Discussion: Organize debates and class discussions to expose students to diverse perspectives. This not only enhances their critical thinking but also teaches them how to construct persuasive arguments and consider alternative viewpoints.
- Case Studies: Utilize case studies from various fields to present complex scenarios. This challenges students to analyze information, identify key issues, and propose effective solutions, fostering critical thinking within specific contexts.
- Critical Reading and Writing: Emphasize critical reading and writing skills. Encourage students to analyze texts, identify main arguments, evaluate evidence, and express their thoughts coherently in writing. This enhances both analytical and communication skills.
- Concept Mapping: Introduce concept mapping as a visual tool to help students organize thoughts and relationships between ideas. This technique enhances their ability to see the bigger picture and understand the interconnectedness of concepts.
- Problem-Based Learning (PBL): Implement problem-based learning approaches, where students work collaboratively to solve complex problems. This method promotes critical thinking, teamwork, and the application of knowledge to real-world situations.
- Cognitive Dissonance Activities: Engage students in activities that provoke cognitive dissonance, challenging their existing beliefs or assumptions. This discomfort encourages critical examination and reflection, leading to intellectual growth.
- Metacognition Development: Foster metacognition by prompting students to reflect on their thinking processes. Encourage them to analyze how they approach problems, make decisions, and solve challenges, promoting self-awareness and self-correction.
- Role-Playing Scenarios: Create role-playing scenarios that require students to step into different perspectives or roles. This immersive approach encourages empathy, perspective-taking, and the ability to analyze situations from multiple viewpoints, enhancing overall critical thinking skills.
