critical thinking for high school

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Helping Students Hone Their Critical Thinking Skills

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

Middle school students involved in a classroom discussion

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.

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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.

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Educationise

11 Activities That Promote Critical Thinking In The Class

52 Critical Thinking Flashcards for Problem Solving

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

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

What is Critical Thinking?

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

Importance of Acquiring Critical Thinking Skills

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

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

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

Benefits of Critical Thinking Skills in Education

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

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

Critical Thinking Lessons and Activities

11 Activities that Promote Critical Thinking in the Class

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

1. Worst Case Scenario

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

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

2. If You Build It

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

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

4. Keeping it Real

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

5. Save the Egg

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

6. Start a Debate

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

7. Create and Invent

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

8. Select from Alternatives

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

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

9. Reading and Critiquing

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

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

10. Think Pair Share

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

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

11. Big Paper – Silent Conversation

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

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

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

Critical Thinking Lesson Plans PDF for Middle School / High School vs ChatGPT

CRITICAL THINKING LESSON PDF – March 11, 2024: ChatGPT makes it so easy not to think.

Sure, we can ban ChatGPT from schools. But how will we learn how to think critically about artificial intelligence if we’re not exposed to it?

Critical Thinking involves helping students to analyze, evaluate, and synthesize information objectively so they can form an informed perspective.

Help your students out with these 24 fun lessons on critical thinking.

They’ll learn how to spot fake news and wrong information, so they can make smart choices and solve problems in the real world.

Here are 24 critical thinking lessons to engage your Middle School and High School Students!

Where does bias come from?
What is fake news?
How reliable are citizenship journalism posts on social media?
Can we trust Mainstream Media (MSM Traditional News)?
Should we trust state-funded news organizations to tell the truth?
When is social media better than the news?
Are alternative news sources trustworthy?
Can students take the time to see things from different perspectives?
BONUS: Should ChatGPT be allowed in schools? Or, is this cheating?

FREE, NO-PREP Chat GPT debate lesson

ChatGPT has completely changed the game.

Did you know that Artificial Intelligence (AI) sometimes “hallucinates” and says things that are completely made up?

The problem is that the AI chatbot doesn’t realize it’s hallucinating until you point out the error (if you’re able to spot the fake news!)

This just means we have to double check the things ChatGPT and AI tells us.

Even lawyers don’t realize that ChatGPT can invent information (i.e. AI hallucinations).

What about our students? Will our students realize that AI can completely make up answers?

Here’s a FREE NO PREP Chat GPT debate lesson on YouTube so you can have an informed debate with your students.

Yes, ChatGPT can be exciting and scary. Should we panic? No.

Watch the video lesson on YouTube .

Should Chat GPT be allowed in schools? Or is this cheating?

ChatGPT Critical Thinking Debate
Writing Reflection Assignment

As easy as 1, 2, 3:

Print the worksheets : You can get the worksheets here .
Watch the video lesson on YouTube. There are two versions: 1) a SHORTER version and 2) a FULL LESSON with handout instructions.
Moderate Class Discussion

Hi, I’m Mike! Your Virtual Support Teacher

The Virtual Support Teacher video lesson provides all the information your students need to have an informed debate.

No independent research is required.
Play the video in class and then moderate the discussion.

CHAT GPT and Google Magi (artificial intelligence) has completely changed the way students can learn and cheat.

But a lesson on ChatGPT is really about developing 21st-century learning skills and social-emotional learning skills to survive and thrive in a changing world.

It’s not enough to say don’t cheat. We need to help students understand how to use this tool.

After all, you’re at a competitive disadvantage if you can’t keep up with major technological revolutions.

Critical Thinking Topics explored by the FREE YouTube video lesson

What is Chat GPT?
Explain like I’m five years old: How well can Chat GPT summarize and find the main idea from complex texts?
Include this list of personal information into your answer: Can Chat GPT really produce creative writing with personal examples?
The Google Search Algorithm has learned to be sexist (and what you can do about it.)
Should I panic about Chat GPT and Artificial Intelligence?
Should I trust my robot friend?

Students fill out worksheets to document their learning at multiple points in the lesson: (beginning, middle, and end)

Evidence from the text
Explain their own thinking

The ChatGPT debate lesson gives students an opportunity to collaborate and participate in small group and whole class conversations to develop a deeper understanding of the issue.

These conversations can provide multiple opportunities to listen to students to see what they understand. (Anecdotal observation / assessment.)

Students brainstorm criteria to decide if Chat GPT should be allowed in schools or is this cheating. (Worksheet 5)

What’s the point of school?
What does cheating mean?

The long version of the video walks students through a FOUR CORNERS debate .

Finally, students fill out a written response: Should Chat GPT be allowed in schools? An optional rubric is included.

Explain how the evidence from the text proves their point using criteria.

The video lesson is FREE on YouTube

The optional worksheet handouts are on sale for $1.00 for a limited time. (The price will increase on Monday May 8, 2023)

Download the ChatGPT lesson handouts.

PS. Save time and money. The ChatGPT handouts have been added as a bonus in this 6Cs Critical Thinking unit .

It’s not April Fools anymore, but it’s still a good Critical Thinking Lesson

Now is the perfect time to do this April Fools’ Critical Thinking Lesson… Why? Because if you did this lesson on April 1, 2023, your students would be too suspicious.

Now, you can see if they notice the clues in the media text to determine if this is fake or not.

Can your students figure out if this is a real Google™ product?

60 minutes of engaging content divided into two parts:

Part 1: Fake News vs Tulips + Exit Ticket (30 min)
Part 2: Taking up the Answers + Student Reflection (30 min)

CRITICAL THINKING LESSON

Slideshow lesson teaches critical thinking concepts.

Use the Five Ws (who, what, when, where, why/how) to analyze the video.
Ask “Why” or “How” questions for deeper understanding.

EXIT TICKET

Assessment for students to demonstrate their understanding.
Marking Guide includes sample “look-fors.”
Generic rubric categories for easy adaptation to different grades.

Check out the April Fools’ Joke and critical thinking lesson here .

We live in a time of fake news, misinformation, and school-yard gossip!

This means, students need to think critically pretty much all the time.

They did what?!
Is this true? Did it really happen like that?
Does that even make sense? Am I in an echo chamber where my friends just agree with me?

What do our students do when they

See viral posts on social media,
Read a “fact” in a textbook or website,
Hear rumors about classmates!

How can we use logic and reason to form opinions? What can we do to make decisions and solve problems in a controversial world?

Critical Thinking and making informed decisions is part of Social Emotional Learning.

This SEL resource includes Critical Thinking Lesson Plans (PDF), a detailed script, discussion questions, and sample student answers… you get it all!

Fake News Versus… A new series of Critical Thinking Lesson Plans (Middle School / High School)

I’ve just launched the first lesson in a series I call “Fake News versus”

The first one is called “Fake News vs The Five Ws.”

I published it on March 28, 2022 and it will be free for a limited time.
It’s been downloaded over 739 times!
You can get it here .

Fight Fake News using the Five Ws!

Use the Five Ws (who, what, when, where, why/how) to think critically about the story behind the message.

60 minutes of content:

Part 1: Fake News vs The Five Ws & Exit Ticket (30 min)
Part 2: Taking up the Answers & Student Reflection (30 min)

Exit ticket assessment gives students a chance to demonstrate their understanding of the lesson.

Marking Guide includes sample “look-fors.”

Incorrect answer
Simple / straightforward answer
Answers demonstrating increasing complexity
A list of “Next Steps” is included on the exit ticket. You can choose one for the student, or they can self-select what they think they need to work on.

Generic rubric categories are used instead of numbers or marks:

Epic, Great, Good, Okay, Needs Improvement, Major Misunderstanding.
This way, you can use this activity with different grades – just shift the benchmark where you attach your grades.

The “Taking up the Answers” slideshow

shows students how to take a simple answer and create a more complex idea using “idea volleyball.”

Social-Emotional Learning is built directly into the lesson and assessment:

The exit ticket is designed to help students develop self-awareness skills .

After students see the correct answer, the “Taking up the Answers” slideshow walks students through the goal-setting process to improve:

What did you do well?
What ideas did you miss this time?
What is your goal for next time?
What might help you to improve?

The “Taking up the Answers” slideshow gives students examples of actions they can take to improve:

Use a different Strategy
Apply more Effort .
Optimize results (by looking at previous work to see if there are patterns.)
Tinkering with new ideas

Transferrable learning skills can help students make informed decisions to solve problems

(even when angry or when things aren’t fair).

We live in crazy times. People have very strong opinions on both sides of controversial issues:

Systemic racism
Religious freedom
Freedom of speech
Gun control
Woke politics
Parental rights in Education vs Gender Identity
ChatGPT in Education

Before, we lived in a world where people might not have all of the facts. Or, the facts were inaccurate. (We call this mis information.)

Now, we live in a world where people are actively putting out propaganda and intentionally incorrect information. (We call this dis information.)

And then we have Artificial Intelligence (ChatGPT) that can hallucinate and completely make up facts… and tell you with confidence that these facts are true… until you point out to the AI why it’s incorrect.

And this is the world right now.

Our students will be facing a completely different world when they grow up.

We’re already seeing hints of what that world will look like with ChatGPT and Artificial Intelligence powered Search Engines

And this chat based model with artificial intelligence is the way the world is heading.

Microsoft Bing is powered by ChatGPT integration with current search results.
Google has Gemini

The way we use the internet is changing and we need to think even more critically about the information we get from the internet gatekeepers – search engines.

Of course, Google has been exploring AI. But they haven’t implemented AI fully in their search engine. Why? Because AI results were generated false and biased statements.

In recent years, Google has used large language models to improve the quality of its search results, but held off on fully adopting A.I. because it has been prone to generating false and biased statements. Source: New York Times – Google Devising Radical Search Changes to Beat Back A.I. Rivals

Can Google and ChatGPT be sexist or discriminate?

Machine Learning algorithms have been shown to give false information and sexist.

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I have an incredible Chat GPT critical thinking video and lesson coming out.
And you like freebies , don’t you?

Now, more than ever, we all need to understand how to think critically about the information we get.

Students need to have some basic tools to help them decide what’s right and wrong (for them.)

This Critical Thinking unit has everything to do with ChatGPT, Covid controversies, conspiracy theories, illegal occupations, war propaganda, and woke politics… without having anything to do with them.

The critical thinking worksheets and lessons focus on transferrable skills without using examples from current controversies.
There’s no mention of ChatGPT, Ottawa Protests, George Floyd, January 6, the war in Ukraine, or woke politics.
That makes this resource timeless.

New and Improved UPDATE to my 6Cs Critical Thinking Curriculum Unit

Based on teacher feedback, I’ve made it a lot easier to find the files you need.

Make sure to look at the product preview for each resource. You can see full screenshots of exactly what you get in each critical thinking lesson package.

A. Lost at Sea (FREE!)

Download the FREE resource

Help students develop critical thinking skills by prioritizing a list of 15 items to help them survive if lost at sea.

5 pages of handouts,
23-page detailed critical thinking lesson plan (PDF).

Lost at Sea is a classic activity that can be found all across the Internet.

The original activity comes from PACE , which published the “Lost at Sea” activity in the public domain.

Instead of relying solely on emotional, intuitive responses, I’ve adapted this activity to highlight the importance of criteria-based thinking (critical thinking).

Ultimately, the goal is to begin a conversation about critical thinking and how to use criteria to make informed decisions.

B. Thinking about Thinking

Download the resource

Help students improve Self-Awareness and Social Awareness. Guide them through this series of Social Emotional Learning activities!

By becoming aware of who we are,
we can begin to think more critically to understand the perspectives of others –
especially those from different backgrounds or points of view.

Students explore three activities to understand better how our emotions, thoughts, and values can influence our point of view.

Section B has 108 slides, 14 pages of handouts, and 30 pages of Critical Thinking Lesson Plans (PDF format)

C. Search Engine Bias Experiment

Help students improve Social Awareness and Responsible Decision-Making by understanding how search engines influence our bias and behaviour!

Students analyze an informational text (Google™ search engine results) and develop critical thinking internet skills!

Should online dictionaries give the same definition for a given word?
Should Google and other search engines give the same results for a given search phrase?

Search engines provide personalized results that can reinforce our point of view and bias. We know Netflix gives us personalized suggestions of what to watch next.

But did you know Google personalizes our results as well?

We live in an invisible “search bubble” that filters the results we find on the internet.

Search engine algorithms filter what shows up at the top of the list.
Becoming aware of this search bubble is a way for students to think more critically.

Informational texts are things based on facts.

In ELA, we often look at biographies, historical accounts, or textbook articles.
But, a Search Engine Results Page (SERP) is also an informational text.
Students explore the text form to analyze and identify potential bias.

In this 9 lesson package, students conduct experiments to see what happens if different people search for the same thing on the internet.

Section C has 117 slides, 14 pages of handouts, and 36 pages of detailed script and Critical Thinking Lesson Plan PDFs

D. Fake News

Help students improve Social Awareness and Responsible Decision Making by exploring fake news from multiple points of view!

Students compare the reliability of information from Social Media and Traditional News Media.

Three critical thinking strategies help students make more informed decisions.

Students also reflect on how their attitudes change as they learn more information.

In this lesson package, students try to

be OPEN-MINDED as they explore different points of view and examples.
become FULL-MINDED and explore how money is made online through ads before learning about Fake News websites during the Trump election.
USE CRITERIA to determine if local news anchors reciting the same script about the dangers of social media is an example of Fake News.

Media skills and understandings are embedded throughout the Common Core State Standards rather than treated in a separate section.

In this lesson, students will

Cite the evidence that supports an analysis of what the text says explicitly and implicitly.
Determine and analyze different points of view.
Analyze a case where multiple sources provide conflicting information on the same topic (Sinclair incident.)

In this 6 lesson package, students explore how their perspective of social media and traditional news media might change as we learn more information about the Sinclair Script incident. (Essentially, a bunch of local news anchors read the exact same script word-for-word about the dangers of social media and fake news.)

Section D is hands down one of my favourite lessons because it walks students through different sides of a “fake news” issue.

There are 186 slides in the slideshow lesson. You also get 15 pages of handouts. Finally the Critical Thinking Lesson Plan PDFs walk you through 59 pages of detailed scripts and discussion points.

E. Videos F. Consolidation / Review

Help students improve Self-Awareness and Responsible Decision Making skills by using critical thinking to think about critical thinking!

Students analyze four videos to explore critical thinking: 12 cognitive biases, online filter bubbles, and unconscious bias.

After each video, students brainstorm strategies to 1) trick people and 2) help us think critically.

The slideshow lesson reviews three strategies to analyze the videos.

Be OPEN-MINDED. Consider alternate points of view.
Be FULL-MINDED. Seek out high-quality information.
USE CRITERIA to make an informed opinion.

Students also watch a fourth video about critical thinking to explore other critical thinking strategies.

They then compare strategies to develop a deeper understanding of how to trick people and think more critically.

In the Consolidation/Review section, students use a vocabulary-building graphic organizer (Frayer model) to explore critical thinking.

Students brainstorm examples, non-examples, features, and must-have criteria.

Section E/F is the consolidation chapter of this Critical Thinking Unit. It has 50 slides, 12 pages of handouts. You also get 50 pages of Critical Thinking lesson plans PDF FORMAT.

Teach students HOW to think critically to solve problems

We live in a world filled with news media and social media focus on sensational topics.

This is especially true today with new information constantly coming to us about Coronavirus (Covid-19)

It’s easy to get overwhelmed. We’re constantly overloaded with information.

Also, it’s easy to get caught up and respond emotionally.

We all need to be able to think critically when we’re drawing conclusions.

How many of your students get caught up in these situations:

something goes viral on social media.
someone spreads a rumour on the school yard.
something scary happens in the world.
something unfair happened to them.

A lot of people might say that critical thinking skills and strategies are really just common sense.

But, as we all know from teaching in the classroom, there’s nothing common about common sense.

Explicitly teaching strategies help provide a foundation for critical analysis of everything we see, hear and learn.

Social-Emotional Learning includes critical thinking – whether we’re talking about

helping students with responsible decision making
figuring out how to resolve conflict and develop relationship skills
having self-management skills to set (and work towards) personal goals
being open-minded and embracing social awareness to ensure we have lots of high-quality information instead of relying on stereotypes
having self-awareness and examining who we are, and how that might introduce prejudices, biases, and filter the way we see the world.

Sometimes, the News, Social Media, or Artificial Intelligence / ChatGPT can give us a skewed view of the world.

Critical Thinking skills help students work to use logic and reason instead of emotion and fear when making decisions or drawing conclusions. This is a lesson students need but don’t often realize they need.

Critical thinking lesson plans can help teachers empower students to make informed decisions in everyday life independently.

We can do this by giving students specific strategies on how to think critically in multiple situations. Whether you are:

dealing with fake news
trying to make an opinion or drawing conclusions
trying to be fair

Teach students to have opinions based on high-quality information and to seek out opposing points of view to make an informed decision.

Use criteria
Be Full minded.
Be Open minded

(Psst, want a free taste of these 3 critical thinking strategies? Check out this free slideshow lesson and worksheet package .)

Students are often told to find different points of view on an issue or in a story. But, students don’t always recognize that simply identifying the missing point of view is not the same as figuring out what that missing point of view would say.

This lesson package helps students to recognize different aspects of their identity, points of view that might be different from theirs, and the need to figure out those viewpoints to help us make an informed decision.

Sometimes, we don’t even realize we need to think critically!

Here’s an example:

Students often know we need to use the critical thinking process to make informed decisions about the information we receive.

But, did you know we also need to think critically about the information we are fed in the first place?

Notice how that sentence says “the information we are fed” and not “the information we find”?

That’s because computer algorithms are “curating” the content we receive:

Search engines personalize your results.
Social media personalizes your feed.
Streaming media like Netflix personalizes suggestions for other shows you might like to see.

This means, we get information we want to see and not necessarily other points of view.

(Here’s a lesson to help teach students about this search bubble .)

Teaching critical thinking strategies to students is especially important right now to help students solve problems.

This can be in your language arts class, your homeroom, or beyond!

Critical Thinking High School – English

This lesson package would work well in a 9th Grade or 10th Grade English class.

I used to teach 8th Grade in a grade 7-12 High School. Here’s what I often heard from my secondary colleagues:

Students coming up from elementary school often don’t know the basics.
Their paragraph structure might be weak.
Independent grammar and spelling skills have gone by the wayside in an era of spellcheck and Grammarly.
Students often can’t infer deeper meaning and hidden points of view in a text.

The Common Core State Standards recognizes the importance of informational texts across subjects as students progress from elementary to middle to high school.

Good critical thinking skills are key in academic success as well as to help out when we are drawing conclusions in everyday life. Critical thinking strategies are transferable.

Teach students HOW to think critically about search engines, news media or social media by putting the focus on the critical thinking strategies we use. Explicitly focus on different strategies…
Then, when we teach subject-based content or explore informational texts in our English language arts classes, we can refer to these critical thinking strategies and draw back on our prior experiences when we analyzed search engines or debunked fake news.

Critical Thinking Middle School – English Language Arts / Homeroom / Advisory

These critical thinking activities for middle school work well if you teach in a 7th or 8th grade English Language Arts class. (Also, 6th grade if you teach at a grade 6-8 middle school or junior high school.)

Middle school is a great age! Students are old enough to delve into more complex issues, but still young enough to care. (They’re like giant marshmallows! Tough on the outside, but still sweet on the inside!)

Making the critical thinking process meaningful to students is one way to drive student engagement and participation in class.

The search bubble lesson is interesting because students are collecting real-time data and comparing results. This isn’t a simple web quest where the answers are in the teaching manual. This is a real-world analysis of search results.
The fake news lesson is a great way to teach point of view. The lesson walks middle school students through different perspectives of the Sinclair Script incident where 193 local news anchors said the exact same script about fake news.
The invisible lens / thinking about thinking lesson is fun because students get to explore who they are and how that filters the world they see. Plus, your middle school students will be completely shocked that they’ve missed the bear . (Unless they’ve seen it before.)

Critical Thinking for Elementary Students

There’s a lot that older elementary students can get excited about.

One of my favourite parts in the critical thinking lesson plan (PDF) is when students analyze the differences between social media and traditional news media.

We often think that because citizen journalism in social media can be heavily biased because, well, anyone can post on social media.

Then the slideshow lesson asks students to analyze this video :

Crazy, right?

The critical thinking lesson plan PDF file provides a detailed script to help your students make an informed decision about social media vs traditional media.

Usually, we use the critical thinking process to help students realize not to trust everything they see on social media.

But, to be fair, we need to use that same critical thinking process regardless of where we get our information!

Critical Thinking Strategies When Reading

This critical thinking lesson unit ties in nicely with critical thinking reading strategies .

Sometimes students have difficulty using critical thinking strategies when reading.

But we evaluate stuff all the time in real life!

So, if we start our reading strategy lessons first by showing how we think critically all the time in real life, then we just tell our students that we use the same strategies when reading!

Here’s a free YouTube video lesson on the evaluating Comprehension Reading strategy. It goes nicely with this critical thinking unit:

5 weeks of Critical Thinking Lessons (ELA)

We spent over 120 hours of research and lesson development on this product so you wouldn’t have to.

IMPORTANT: You will have to spend a little bit of time going through the slides and handouts to tweak them to fit your specific needs.

The teaching slideshow has been split into 6 smaller slideshows for each mini-unit.

This would be ideal for teaching critical thinking in English Language Arts as you get more options to divide the content throughout the year.

Note, the critical thinking lesson plans (pdf) include screenshots of each slide as well as slide numbers to help you get oriented. It’s a big file.

Slides 1 – 539: ALL

Slides 1– 80: Lost at Sea
Slides 81 – 189: Thinking about Thinking (Teaching Point of View in English Language Arts)
Slides 190 – 306: Search Bubbles
slides 307 – 492: Fake News
slides 493 – 520: Videos
slides 521 – 539: Understanding

IMPORTANT DIGITAL LEARNING NOTE:

Digital learning – designed for google classroom (english language arts).

The lessons on hidden search engine bias (Slides 190 – 306: Search Bubbles) have been broken apart into smaller files that can be easily uploaded to separate Google Classroom assignments.

In the Critical Thinking Search Engine Bias Informational Text section, you would set up 9 assignments. Each assignment would have

a lesson ( Google Slides file with the appropriate slides) – you share this VIEW ONLY
a work handout (Google Doc) – you set the Google Classroom assignment to make every student their own copy of the work handout.

YOU GET 5 WEEKS (24 days) of Language Arts lessons to do with your class to help them think more critically by using strategies: USE CRITERIA, BE OPEN MINDED, BE FULL MINDED.

IN THE ZIPPED FILE, you get…

543 slides in GOOGLE SLIDE format
24 Critical Thinking Lesson Plans (PDF) – approx 45 min per lesson
LOST at SEA activity ( CRITERIA BASED thinking )
THINKING about THINKING activity (The invisible gorilla, The invisible lens, Aspects of Identity)
Should SEARCH ENGINES and ONLINE DICTIONARIES give us the same results? (Two online experiments exploring filter bubbles)
BREAKING NEWS examples on social media
The MONEY behind FAKE NEWS (How websites make money online and what this had to do with FAKE NEWS in the US election.)
LOCAL NEWS media and the Sinclair script from 6 different POINTS of VIEW. (Oh, not sure what the Sinclair script is? Sinclair Broadcast Group Sinclair made local news anchors recite the same script, word for word . Check out this video that went viral .)
Vocabulary Building Graphic Organizer HANDOUT
Critical Thinking Learning Skills SELF-EVALUATION handout
Critical Thinking Review Assessment – What did you learn? (12 short answer questions and answer key)

If you want to teach CRITICAL THINKING SKILLS, we just saved you an incredible amount of prep work!

Critical Thinking Lesson Plans (PDF) Curriculum – Table of Contents

24 DAYS of Critical Thinking Lessons in 5 WEEKS.

You can use this Critical Thinking Curriculum as part of your English Language Arts class, homeroom / advisory / guidance class, or if you teach a Critical Thinking class.

PART 1. EXPERIENCE

DAY/LESSON 1 – Introduction / Lost at Sea (slides 1-35) – 45 MIN
DAY/LESSON 2 – Lost at Sea continued (slides 36-80) – 50 MIN
DAY/LESSON 3 – Thinking about Thinking (slides 81-102) 45 MIN
DAY/LESSON 4 – Thinking about Thinking cont (slides 103-145) 50 MIN
DAY/LESSON 5 – Thinking about Thinking cont (slides 146-170) 50 MIN
DAY/LESSON 6 – Thinking about Thinking cont (slides 171-189) 45 MINUTES
DAY/LESSON 7 – Sources of Information (slides 190-225) 50 MIN
DAY/LESSON 8 – Online dictionary experiment (slides 226-233) 45 MINUTES
DAY/LESSON 9 – Online dictionary experiment cont (slides 234-236) 40 MIN
DAY/LESSON 10 – Search engine experiment (slides 237-276) 50 MIN
DAY/LESSON 11 – Search engine experiment cont (slides 277-302) 45 MIN
DAY/LESSON 12 – Search engine experiment cont (slides 303) 50 MIN
DAY/LESSON 13 – Search engine experiment cont (slides 304-306) 40 MIN
DAY/LESSON 14 – Fake News (slides 307-334) 50 MIN
DAY/LESSON 15 – Fake News continued (slides 335-363) 45 MIN
DAY/LESSON 16 – Fake News continued (slides 364-398) 55 MIN
DAY/LESSON 17 – Fake News continued (slides 399-430) 50 MIN
DAY/LESSON 18 – Fake News continued (slides 431-455) – 45 MIN
DAY/LESSON 19 – Fake News continued (slides 456-492) – 50 MIN

PART 2. WATCH

DAY/LESSON 20 – Part 2 Videos (slides 493-500) – 55 MIN
DAY/LESSON 21 – Part 2 Videos continued (slides 501-509) – 50 MIN
DAY/LESSON 22 – Part 2 Videos continued (slides 510-520) – 50 MIN

Part 3 UNDERSTAND

DAY/LESSON 23 – Vocabulary Builder (slides 521-537) – 50 MIN
DAY/LESSON 24 – Self Evaluation / Review – (slides 538-539) – 50 MIN

This is the good stuff. No, seriously. Check out the preview PDF to see everything that you’re getting.

HEADS UP WARNING! YOU MAY WANT TO MODIFY SLIDES FOR YOUR SCHOOL

(This warning is also in the critical thinking lesson plans PDF)

Everyone has a different school reality:

Some of the examples we use in this resource may not be appropriate for all grades, school climates, and classroom realities.
Sometimes, as much as we’d love to, we simply don’t have time to have our lessons derailed into teachable moments.

We tried to come up with different examples from various perspectives, but of course, we are human and have an unconscious bias as well.

PLEASE ASK US YOUR QUESTIONS. THIS IS A FANTASTIC HIGH-INTEREST MEGA LESSON ON CRITICAL THINKING in ENGLISH LANGUAGE ARTS.

Here are a few of the slides that we wanted to give you a heads up about. There may be other slides that you may want to modify. We suggest going through the material to make sure everything fits your needs.

NOTE: All of our slideshow files and handouts can be modified.

Slide 170 looks at various protected grounds in Canada as a way to help students brainstorm different groups of people. The slide discusses race, ethnic origin, colour, religion, age, sex, sexual orientation, gender identity / expression, marital status, family status, disability, genetic characteristics and convictions for which a pardon has been granted or a record suspended.
Slide 180 looks at possible answers for different aspects of identity. The slide lists: socio-economic status, nationality, language, colour, age, religion, orientation, gender, race, ability, and culture.
Slide 320-323: Wikileaks release of alleged CIA documents showing CIA covert hacking program to listen through SMART TVs and other devices
Slide 324-331: Death of Osama bin Laden which was reported on Twitter first.
Slide 459: The title of article is “We’re journalists at a Sinclair news station. We’re pissed.”
Slide 481: The title of article is “How I made a dumb video making fun of Sinclair Broadcasting and somehow started a media war”.

NOTE: YOU CAN MODIFY, DELETE, and EDIT ALL of the lessons, handouts, and presentations.

You get GOOGLE SLIDE and GOOGLE DOCS formats SO YOU CAN CHANGE THINGS FOR YOUR CLASS.
The critical thinking lesson plans pdf is comprehensive and includes suggested talking points for each slide.

Critical Thinking Lessons about Hidden Bias in Search Engines

Informational text unit designed for google classroom.

A search engine is an informational text that we should think critically about.

But, not everybody knows how to analyze the Search Engine Results Pages effectively to identify hidden bias. (Heck, most people don’t realize the search results we get in everyday life are very personalized and influenced by our search habits.)

We need to think more critically before we draw conclusions- not only about the information we read online but also about the information choices we receive from our digital gatekeepers (search engines, media streaming platforms, any other online service that provides a personalized experience based on algorithms.)

Informational texts are things that are based on facts.

They can include things like biographies, speeches, opinion pieces, and historical or technical accounts.
Informational texts can also include information that appears in graphs, charts, and maps.
All of these examples are different from fiction and literature which includes things like novels, short stories, drama, and poetry,

Here are 9 critical thinking lessons to help you explore search engine results.

This is the literacy lesson we should be teaching our students, but it’s a text form and topic that not everyone is familiar with. Search Engine results pages are informational texts that we can (and should) analyze.

Use these high-interest slideshows to help you teach and break down the following concepts.

critical thinking strategies and the concept of bias
different search engines used around the world
how search engines work
how to read a Search Engine Results Page
understanding form, conventions and techniques when it comes to this informational text

The Google Slideshow critical thinking lessons will teach and walk students through two activities:

an dictionary experiment to explore whether different dictionaries give the same results
An search engine experiment to explore whether different search engines and search conditions (i.e. browser, geographic location, date) give the same results

The big guiding question for students to explore in everyday life: Are Search Engines biased?

Should different search engines give us different results for the same search phrase? Why or why not?

This unit can be taught in the classroom or for digital learning using Google Classroom.

The Google Slides presentation has been cut into lessons so you can easily attach the mini lesson to your Google Classroom assignments

Get the Search Engine Bias critical thinking lessons

Note: this unit is included in our critical thinking chapter ..

Informational Text Unit for Google Classroom: Search engine bias - 9 high-interest Critical Thinking Lessons for Language Arts (slideshow). 9 independent work handouts. 2 online experiment activities for your students.

What critical thinking lesson plans do you use in your classroom?

Classroom Q&A

With larry ferlazzo.

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

Eight Instructional Strategies for Promoting Critical Thinking

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

The new question-of-the-week is:

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

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

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

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

Current Events

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

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

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

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

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

Here are the two photos and a student response:

F - Focus on both photos and respond for three minutes

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

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

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

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

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

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

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

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

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

‘Before-Explore-Explain’

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

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

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

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

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

An Issue of Equity

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

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

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

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

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

So, what does that really look like?

Unpack and define critical thinking

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

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

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

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

Designing experiences for critical thinking

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

1.Choose Compelling Topics: Keep it relevant

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

2. Make Local Connections: Keep it real

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

3. Create Authentic Projects: Keep it rigorous

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

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

Critical Thinking & Student Engagement

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

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

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

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

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

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

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

QUESTIONING

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

TALK TIME / CONTROL

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

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

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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.

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.

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...

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47 Critical Thinking Questions for High School Students

Critical thinking is defined as analyzing and thinking objectively about an issue to form a judgment. Critical thinking skills are important for high school students because they encourage decision-making based on logic and reason, which will serve them well in adulthood.

In fact, it has been proven that having critical thinking skills leads to success in interpersonal, financial, and business endeavors and serves to protect against negative outcomes.

Critical thinking questions are those that encourage the development of the following skills:

Problem-solving
Communication
Open-mindedness

Let’s review some of the best questions that encourage critical thinking in high school students .

If you could make your own country, what would it look like? What rules would your citizens follow?

If you could go back in time two years and give your younger self advice, what advice would you give?

If you found out you only had 24 hours left to live, what would you decide to do with your last day on earth?

If you were offered the opportunity to get on a spaceship bound for a distant planet, and you would be one of the first colonizers, would you do it?

If a train was heading down a track without brakes and you had the switch that would turn it to either one of two tracks, and there was a baby on one track and an old woman on the other, who would you choose to let live? Why?

If everyone in the world stopped using social media, would it be a good thing or a bad thing? Defend your answer.

If your best friend was doing something dangerous that could kill them or put them in jail, would you tell someone even if it meant never speaking to them again?

Should the voting age be lowered to 16? Why or why not?

Should euthanasia be legal? Why or why not?

Question 10

Is it better to take one life in order to save 5 lives? What about 10? 20?

Question 11

If you had the power to solve one major problem on earth, what problem would you solve?

Question 12

If you could transport yourself instantly anywhere in the world, what place would you choose?

Question 13

If you were stranded on a desert island, what item would you choose to bring with you, provided you would have an endless supply of food and water?

Question 14

Should the drinking age be lowered to 18? Why or why not?

Question 15

If you could spend one day with any person on earth, alive or dead, who would it be and why?

Question 16

Is it more important to have a strong military or universal healthcare? Why or why not?

Question 17

What defines adulthood? When does adulthood begin?

Question 18

Which is more important – solving climate change or solving world hunger?

Question 19

Would you rather be blind or deaf? Why?

Question 20

How would you describe a tree without using the words green, branches, or leaves?

Question 21

If you could describe the color red to a blind person, how would you describe it? What about the color blue?

Question 22

If you had the ability to transform into any animal at any time you wanted, what animal would you choose and why?

Question 23

If you could live in any historical time period, which time period would you choose and why?

Question 24

Would you rather die by falling off a skyscraper or being buried in a landslide? Why?

Question 25

How does someone become a good person? Can a bad person change into a good person? How?

Question 26

Would you rather to never have to eat or never have to sleep? Why?

Question 27

Is it better to have 1 million dollars in the bank or donate 10 million dollars to charity? Why or why not?

Question 28

How would you describe an airplane to someone who had never seen or heard of one?

Question 29

Is it better to be ignored or gossiped about? Why?

Question 30

What makes humans more important than animals?

Question 31

Is murder every justifiable? Why or why not?

Question 32

Is the death penalty immoral? Why or not?

Question 33

What characteristics make a good leader?

Question 34

If ignorance ever an excuse for breaking the law? Why or why not?

Question 35

What is more important in life: love, health, or money?

Question 36

Is it better to be feared or loved? Why?

Question 37

If you had the chance to travel through time and change one historical event, what event would you change and why? How would you change it?

Question 38

If you suddenly had a life expectancy of 500 years, would you change the way you live your life? What about if your life expectancy dropped 10 years?

Question 39

Think about the birth order with you and your siblings, if you have any. Would you rather change your birth order or remain where you are?

Question 40

If you had five minutes to defend the human race against an alien civilization who were going to destroy humanity, what would you say?

Question 41

Would you want to live forever? Why or why not?

Question 42

Is it the responsibility of wealthy countries to help impoverished countries? Why or why not?

Question 43

If you could change one rule in your family, what rule would it be and why?

Question 44

Do someone’s actions impact their value as a person, such as serial killers?

Question 45

How do you define evil?

Question 46

Is it the government’s job to ban harmful substances like drugs or alcohol, or is it the citizens’ responsibility to look after their own health?

Question 47

Should people be required to take a test before having a baby? Why or why not?

https://www.uopeople.edu/blog/why-is-critical-thinking-important/

https://www.futurelearn.com/info/courses/how-to-develop-critical-thinking-skills/0/steps/335512#:~:text=We%20develop%20specific%20techniques%20that,%2C%20independently%2C%20and%20effectively.%E2%80%9D

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40 Critical Thinking Questions for High School Students

How is electricity being produced from rainwater or do aliens exist if there are so many discoveries about them? High school students are certain to come across queries that question reality, everyday rules, general human existence, or anything out of nowhere!

Young minds are filled with an amazing potential to explore beyond their capabilities and hidden qualities. While high school students might question the existing realities of life, some students might not be aware of their imagination and thinking capacities. That is why it is important to nurture these growing minds with opportunities to question, understand, analyze, find evidence, and arrive at solutions.

In this case, critical thinking questions act as a helpful way to offer an opportunity to broaden their minds to unlimited knowledge and endless possibilities. When students are given a chance to think beyond the ordinary, they experience a sense of freedom in thinking and expressing their views.

Through critical thinking questions, they receive a wonderful chance to analyze, decode the information, and present their views without being right or wrong. Hence, the below-mentioned questions are drafted in a way to initiate abstract and informative conversations thereby boosting critical thinking.

Brain teasing critical thinking questions for high schoolers

Critical thinking skills are essential for measuring the imagination and creativity of students. High school students are likely to use the new age information and influence of others when processing their thoughts. Hence, the below-mentioned questions are a great way to channel their thoughts in a more positively empowered learning environment.

Do you think it is okay to give up your life if you had to save someone?
If you could go to your past, what would you change?
What is the joy of giving for you?
What is better – giving or receiving? Why?
If you can change some rules of the school, which ones would you change and why?
What if you know your future? What does it look like from your perspective?
What if you are dragged into a situation where you disagree with others?
What would you do if you are given a task against your willingness to complete it?
Would you like to do – go to your past or get to know your future? Why?
What would you choose, 1 million dollars or a lifetime free education? Why?
What is more important to you, knowledge or money?
How can you leverage the benefits of social media and how?
Do you think animals should be free or kept in a zoo?
What does life look like on the Earth 100 years from now?
Imagine a world without mobile phones. What would you do?
If you could choose any profession in the world, what would you choose? Why?
Would you rather devote your life to helping others through social activities or invest in building a business?
What is the most important matter of concern that the world needs to address?
Do you think the voting of high school students matters in Government concerns? Why?
Which aspect plays a major role in the success of individuals?
If you could change any one habit of your parents, what would it be?
If you could travel to any place in the world, where would you go? Why?
Imagine the world is facing a major power cut issue. What would you do and how would you face the situation?
What is more important, offering a home to the needy or offering food to the needy on an everyday basis?
How does the number 0 change life?
Should teenagers be allowed to make major life decisions?
Are friendships real in today’s world?
Does an influential person always influence others with actions and words?
If animals could talk to you, who would you choose to talk to?
What is the difference between happiness and achievements?
Do you think success is the same as happiness?
Imagine you have only 24 hours left on Earth. How would you spend it?
What if you are given the option to reside on another planet? What would you do and how?
Would you forgive your best friend if he/she commits a crime and is found guilty?
If your mother and best friend are sinking in two different boats and you have the opportunity to save anyone, who would you choose? Why?
Imagine you are stranded on an island and have access to 5 things. Which 5 things would you choose?
Which 3 elements make a stronger nation? Why?
What are the disadvantages of growing up? How would you tackle them?
Would you be blind or deaf? Why?
What if you could donate 50% of your wealth and have free food for life? What would you do?

Critical thinking in students: Why is it crucial?

High schoolers are on their way to exploring various subjects and acquiring knowledge from around the world. In such a phase, students must have the ability to think through things and make the right decision. Critical thinking empowers the brain to analyze and understand situations with complete evidence before concluding. Here’s how critical thinking shapes the life of high schoolers.

1. Develops Problem-Solving Skills

Students are sure to come across everyday problems and issues in their academic journey or personal life. While some students may develop stress, others might ignore it. However, the essence of critical thinking helps students solve these issues with intelligence. Whether it is figuring out about the project or solving an issue between friends, thinking and analyzing the possible solutions makes it easy to tackle situations.

2. Enhances Creativity

The advertisements you see every day often talk about the problem and how a product solves it. That’s exactly why you need to develop critical thinking skills. When you can identify the core issue and arrive at solutions only then can you think out of the box. Critical thinking helps students be creative with their solutions and find a way out amidst challenges.

3. Boosts Decision-Making Skills

With every project, assignment, or topic of your thesis , you need to take many decisions in the learning process. Here, critical thinking skills play a crucial role in helping you analyze, decode and disseminate information before making any decision.

4. Builds Open-mindedness

As growing individuals, it is important to be open-minded towards various problems and their suggestions. People who think critically are more likely to understand situations from different points of view. Hence, developing critical thinking skills helps you accept different perspectives and respect the opinions of others. The skill helps a long way when you need to work in a group on your projects. It is because you become capable of thinking from various perspectives.

5. Goal Setting

Success comes with proper planning and execution of tasks. However, you cannot study history if you are weak at math. Similarly, you cannot aim for a 60% growth in your academics if you have been growing at a pace of 30% in each examination. Critical thinking enables you to think practically and map your way out to reach your goals. When you think critically and practically, you can analyze your strengths and weaknesses thereby setting goals accurately.

Critical thinking indeed plays an essential role in shaping the mindset of students and exposing them to different skills simply by developing this one. As you take advantage of the critical thinking questions, know that it is important to keep questioning students to initiate conversations.

Whether it is reflective questions or would you rather-questions , these questions enable them to think beyond their imagination and dive into a world of possibilities. Apart from this, you may also involve students in interactive discussions that boost critical thinking skills.

Sananda Bhattacharya, Chief Editor of TheHighSchooler, is dedicated to enhancing operations and growth. With degrees in Literature and Asian Studies from Presidency University, Kolkata, she leverages her educational and innovative background to shape TheHighSchooler into a pivotal resource hub. Providing valuable insights, practical activities, and guidance on school life, graduation, scholarships, and more, Sananda’s leadership enriches the journey of high school students.

Explore a plethora of invaluable resources and insights tailored for high schoolers at TheHighSchooler, under the guidance of Sananda Bhattacharya’s expertise. You can follow her on Linkedin

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Learn to think for yourself, analyze sources, and write critically

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Hone your reasoning and argumentation skills and improve media literacy and writing

Join us for the Critical Thinking Summer Institute, a premier program for motivated high school students seeking to enhance their critical thinking skills and explore cutting-edge topics in today’s media landscape. Led by expert instructors, our program offers a comprehensive introduction to the theory and practice of critical thinking, including the application of logic and probability theory to evaluate arguments and the responsible and creative use of AI. Enrolled students will also have the opportunity to earn credit in Phil 9 (Principles of Critical Reasoning) and participate in an exclusive workshop on media literacy and journalism, run by industry-leading experts from the prestigious University of Queensland. In this workshop, you will learn to assess media, with a particular focus on new media, and gain firsthand experience in preparing an article for publication. Don’t miss out on this incredible opportunity to hone your critical thinking skills, gain invaluable experience in media literacy and journalism, and prepare for success in the digital age!

Critical Thinking Summer Institute Program

Curriculum overview.

Students in the Critical Thinking Institute will participate in lectures and informal discussion sections run by UCLA Faculty and Teaching Assistants. Students will also participate in a media literacy and publishing workshop. Planned topics include, but are not limited to:

The psychology of reasoning
The relationship between reasoning and logic
Deductive and inductive logic
Constructing and evaluating arguments
How to ask a focused research question
What is news and what makes a great story
Preparing an article for publication

Students will learn to apply what they’ve learned in the course by working with the program staff and their peers on short problem sets and a final research article.

Application Requirements

Application deadline: June 1, 2024 | Enrollment deadline: June 15, 2024

Applications are reviewed and admission to the program is granted on a rolling basis starting February 15 th . Applying at your earliest convenience, prior to June 1 st , is highly recommended.

The program has application requirements for admission. Eligible applicants who successfully submit all requirements will be reviewed and notified via email of an admission decision within 3 weeks.

Applicants are required to provide the following during the online registration process:

If your school transcript utilizes a different grading system, please submit your transcript as is. If available, please attach a translation/equivalency guide.
If your school has a translation/equivalency guide, please also include it with your transcript. If you do not have a translation/equivalency guide, please still submit your most up-to-date transcript as is for staff to review.
Value statement : At the time of registration, ALL applicants will be prompted to submit a few short sentences reflecting on their pursuit of participation in a UCLA Precollege Summer Institute. Please note that students are strongly discouraged from relying on ChatGpt/AI tools for their application responses and are encouraged to submit original and authentic answers.

Virtual Program

The Critical Thinking Summer Institute will be conducted virtually (online). All meeting times will take place in Pacific Daylight Time (PDT), unless otherwise noted on program schedule and syllabus. Participants must log-in to virtual sessions at the times indicated on the program schedule.

Students in the virtual program will not be offered housing.

Coursework & Grading

Philosophy 9; 5 units

Grading Basis

Students will receive a letter grade upon completion. However, if you would like to change your grade type to Pass/No Pass (P/NP), please contact your instructor. To receive a “Pass” notation, students must earn a letter grade of C or better. See University Credit, Grades and Transcripts for more information about academic credit.

In order to successfully complete the program, students must not have more than 3 excused or unexcused absences.

Scholarships

UCLA Summer Sessions Summer Scholars Support

Qualified students attending grades 9th – 11th in Spring 2024 in the state of California may be eligible for Summer Scholars Support , a need- and merit-based scholarship offered by the UCLA Summer Sessions Office. Students must be 15 years old by the first day of Summer Sessions 2024 on June 24th in order to participate in a Precollege Summer Institute and/or apply for Summer Scholars Support. A limited number of full and partial scholarships are available to support enrollment in SCIP/eSCIP, one Summer Course, or a Precollege Summer Institute.

Summer 2024 deadline to apply: March 15.

UCLA Department of Philosophy Scholarship

The UCLA Department of Philosophy offers full or partial, need-based scholarships. The award is not intended to cover travel costs and may not cover textbooks or other course materials. The final award amount will reflect the fees of the Critical Thinking Summer Institute in which the applicant is enrolled.

ELIGIBILITY

In order to be considered for the UCLA Department of Philosophy Scholarship , students must meet the eligibility requirements of the Summer Scholars Support scholarship .

You are attending grades 8 – 11 as of Spring 2024 in a California high school (international or out-of-state students are not eligible) ;
You have not received UCLA Summer Scholars Support in the past;
You will be a continuing high school student in Fall 2024 (current seniors graduating in Spring 2024 are not eligible) ;
You have a family annual adjusted gross income (AGI) of $100,000 or less; and
You are enrolled in the 2024 Critical Thinking Summer Institute.

APPLICATION

Students interested in applying for the UCLA Department of Philosophy Scholarship must submit the Summer Scholars Support Online Application . There are no additional application requirements.

Please review the Summer Scholars Support page for full information related to eligibility and the application process before submitting an application form.

Summer 2024 deadline to apply: TBD

Program Dates: July 8, 2024 – July 26, 2024

Program Type: Virtual

Program Eligibility: 9th-12th grade in Spring 2024*

Application deadline: June 1, 2024

Enrollment deadline: June 15, 2024

*All participants must be at least 15 years of age by the first day of Summer Sessions 2024 on June 24th, no exceptions allowed.

The schedule and syllabus are subject to change. Enrolled students will be given updated materials closer to the program start date.

Fees and Payment Info

The program fee includes the unit fees for the UCLA coursework offered as part of the program and thus varies by UC student status. In addition to the program fee, students are assessed other campus and administrative fees during the summer. This is a summary of fees that commonly apply to the selected student type.

Actual tuition and fees are subject to change by the University of California. Visit the fees, payment, and financial aid section for important disclaimer, as well as more details on fees, payment instructions, and information on delinquency, refunds, and financial aid.

Meet your instructors

John kardosh.

John Kardosh is completing his Ph.D. in philosophy at UCLA. His research focuses on the history and psychology of logic and reasoning. John has worked with organizations both in the US and abroad to help integrate critical reasoning into the K-12 curriculum. Outside of his academic work, John dabbles in software development. John is also passionate about teaching: he has won the Department of Philosophy’s Yost Prize for teaching excellence, as well as UCLA’s Distinguished Teaching Assistant award.

Calvin Normore

Professor Calvin Normore is Brian P. Copenhaver Professor of Philosophy, UCLA, Emeritus Macdonald Professor of Moral Philosophy, McGill University, and Honorary Professor of Philosophy, the University of Queensland. He is a member of the American Academy of Arts and Sciences and former President of the Pacific Division of the American Philosophical Association. His Ph.D. is in Philosophy from the University of Toronto. He has held regular academic positions at Princeton, the University of Toronto, and (since 1998) at UCLA and irregular ones at the University of Alberta, York University, Columbia, U.C. Irvine, the Ohio State University and Yale. From 2008-2011 he also held the William MacDonald Chair of Moral Philosophy at McGill University. He specializes in the History of Philosophy and works (if you call it work) in such diverse areas as metaphysics, the philosophy of time, political philosophy, and logic. He is firmly convinced of philosophy’s breadth and its ties to other disciplines.

Yael Leibovitch

Dr. Yael Leibovitch is a researcher and lecturer with the University of Queensland Critical Thinking Project (UQCTP). She has a Master of Teaching from the University of Toronto’s, Ontario Institute for Studies in Education and a PhD in Education from the University of Queensland. The focus of her research and educational programs is the intersection between critical thinking, writing, and dialogue. In her work at the UQCTP, Yael has contributed to the design and implementation of a range of projects that promote critical and creative thinking, collaborative reasoning, and communication. These include programs such as: the Higher Education Enabling Program with the Australian Institute for Police Management; the Effective Thinking and Writing Course for the UQ Enhanced Studies Program; the Clinical Reasoning bridging course for UQ Medicine postgraduates; and the Writing and Critical Thinking masterclass for educators. In addition, Yael spent over a decade as a high school Philosophy and Reason teacher and teacher-educator. During this time, she helped develop the expertise of teachers to design educational experiences that prepare students for the demands of the 21st century.

Critical Thinking Summer Institute FAQ

Are there any required supplies or materials for the institute.

All required readings will be available for free on our Bruin Learn course page. In our section on argument evaluation, we will learn to find and evaluate arguments using a variety of tools. One of these tools is a web application. A personal computer or tablet for practicing the web application outside of class would be helpful, but not required.

Still have questions? Check out the general Summer Institutes FAQ.

Thinker's Guides

Critical Thinking Handbook: High School

Gain digital access to this and many other resources at the Center for Critical Thinking Community Online !

(Physical copies not available at this time.)

Full Title : Critical Thinking Handbook: High School, A Guide for Redesigning Instruction Author : Richard W. Paul, Douglas Martin, Ken Adamson Publisher : Foundation for Critical Thinking Copyright : 1989 ISBN : 0-944583-03-2 Library of Congress number: 89-062293 Pages : 381 Dimensions: 8.5" x 11" x 1" Weight: 2 lbs. Binding : Soft Cover

Additional Information About: Critical Thinking Handbook: High School

The four grade level handbooks in this series can be used either as the basis for critical thinking staff development, or as an independent resource for teachers. Starting from standard lessons and standard practice, the teacher sees, in case after case, what the weaknesses are in standard lessons and how they can be remedied. A book from this series is an essential resource for any teacher serious about fostering the critical thinking of students.

Best critical thinking questions for high school students

Home » Questions » Best critical thinking questions for high school students

Developing critical thinking skills is essential for high school students as it equips them with the ability to analyze and evaluate information, solve problems, and make informed decisions. Critical thinking questions encourage students to think deeply, explore different perspectives, and challenge their own assumptions. These types of questions promote intellectual curiosity and foster a growth mindset. In this article, we have compiled a list of critical thinking questions specifically designed for high school students to encourage their analytical thinking abilities.

By asking critical thinking questions, high school students are encouraged to think beyond the surface level and delve into the underlying complexities of various subjects. These questions push students to evaluate evidence, consider different viewpoints, and develop their own informed opinions. Critical thinking questions also help students develop effective communication skills, as they learn to articulate their thoughts and reasoning clearly.

Engaging high school students in critical thinking activities not only enhances their academic performance but also equips them with essential life skills. These skills are valuable in various aspects of life, including problem-solving, decision-making, and effective communication. Now, let’s explore a variety of critical thinking questions that will challenge high school students to think critically and expand their intellectual horizons.

See these critical thinking questions for high school students

What are the advantages and disadvantages of social media?
How does the media influence public opinion?
What are the ethical implications of genetic engineering?
Should school uniforms be mandatory? Why or why not?
What are the consequences of climate change?
How does technology impact our daily lives?
Is censorship ever justified?
What are the potential benefits and risks of artificial intelligence?
Should the voting age be lowered or raised?
What are the effects of globalization on local cultures?
Should the death penalty be abolished?
How does socioeconomic status affect educational opportunities?
What are the causes and consequences of income inequality?
Should animal testing be banned?
What are the implications of privacy in the digital age?
How does media portrayals affect body image?
What are the pros and cons of renewable energy sources?
What role does art play in society?
Should college education be free?
What are the impacts of social media on mental health?
How does culture influence our perception of beauty?
What are the consequences of income inequality?
Should standardized tests be the primary measure of student achievement?
What are the implications of climate change on wildlife?
How does the media influence body image?
Should the government regulate the internet?
What are the benefits and risks of nuclear power?
Should genetically modified organisms (GMOs) be labeled?
How does social media impact interpersonal relationships?
What are the consequences of cyberbullying?
Should the use of plastic bags be banned?
What are the effects of fast-food consumption on health?
How does advertising influence consumer behavior?
Should the use of cell phones be allowed in schools?
What are the implications of artificial intelligence in the job market?
How does music influence our emotions?
Should the government provide universal healthcare?
What are the impacts of deforestation on the environment?
How does social media affect political activism?
Should the legal drinking age be lowered or raised?
What are the consequences of bullying?
How does cultural diversity contribute to society?
Should athletes be allowed to use performance-enhancing drugs?
What are the effects of income inequality on society?

Engaging high school students in critical thinking questions not only enhances their cognitive abilities but also helps them become well-rounded individuals capable of navigating complex issues. Encourage students to explore these questions, challenge their assumptions, and develop their own perspectives. By fostering critical thinking skills, we empower the future generation to become effective problem solvers and informed decision-makers.

best-college-questions-for-high-school-students

Are We Preparing Our Students for Life After High School?

MARCH 13, 2023

Critical thinking skills such as problem solving, analysis, decision-making and strategic planning are increasingly important in today’s complex world. Are graduates leaving high school with the skills they need for college and the workforce? Many universities and employers say no. Here’s why explicitly teaching critical thinking skills is more important than ever…and how high school teachers can infuse critical thinking into their existing curricula.

The Critical Thinking Skills Gap: From K-12 to College and Career

The American Management Association (AMA) and other business groups have stressed the importance of a highly skilled workforce—and not just for so-called “knowledge workers.” Workers in all sectors of the economy benefit from being able to think analytically, come up with creative solutions to challenges, communicate effectively with colleagues and customers, and adapt to new information and workflows. And yet, more than half of executives in an AMA critical skills survey believe their workers are falling short when it comes to critical and creative thinking skills.

Many colleges and universities are also raising the alarm. More than half of students enter college academically unprepared in one or more areas, and the college dropout rate is more than 40%. While there are many reasons that students may leave an undergraduate program, students who are unprepared for the academic rigor and critical thinking required in college-level courses are much more likely to leave without a degree. In fact, longitudinal studies suggest that critical thinking skills are a better predictor of academic success than general cognitive ability (i.e., IQ).

This is an important finding because, unlike IQ, critical thinking skills can be taught . We can help prepare students of all backgrounds and ability levels for success after high school by explicitly teaching critical thinking skills and providing opportunities for students to hone and develop these skills.

What Do We Mean by Critical Thinking?

Critical thinking is not a single thing, but rather a collection of cognitive skills and habits that allow us to engage with ideas in complex ways, develop novel solutions for problems, and analyze, evaluate and synthesize information from multiple sources. The Foundation for Critical Thinking defines it as “the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.” Frameworks such as Bloom’s Taxonomy rank thinking skills, with simple recall and understanding at the bottom and more complex skills such as application, analysis, evaluation and creation at the top. In truth, navigating today’s complex world often requires us to do all of these things, all at once.

According to various studies and surveys , employers consistently rank the following critical thinking skills as some of the most important for success in the workplace.

Problem Solving: The ability to identify, analyze, and solve problems, including the ability to think creatively and generate innovative solutions.
Decision Making : The ability to evaluate evidence and make informed decisions by considering multiple perspectives, weighing different options, and evaluating data and evidence.
Analytical Thinking: The ability to break down complex information into its component parts and analyze each part separately to identify patterns and relationships and evaluate information critically.
Communication: The ability to communicate ideas clearly and concisely, listen actively to others, and collaborate effectively with team members.
Creativity: The ability to generate new ideas and approaches to problems and approach problems from different angles.

Strategic Thinking: The ability to think long-term and develop plans and strategies for achieving goals, including the ability to anticipate problems and opportunities and to develop contingency plans for unexpected challenges.

Why Aren’t We Teaching Critical Thinking?

In spite of the clear importance of critical thinking skills for college and career success, few teachers explicitly teach these skills at the secondary or postsecondary levels. While a large majority of teachers believe that critical thinking skills are one of the top three indicators for college and career readiness , only 39% of 8th-grade teachers emphasized critical thinking and deductive reasoning skills in their classrooms, and only 29% of high school graduates say they were taught critical thinking skills in school. At the college level, fewer than one in ten professors say they are explicitly teaching critical thinking.

What accounts for the gap between belief and action? There are several reasons that critical thinking may be neglected at the secondary level.

Curriculum Constraints : High school teachers are under tremendous pressure to cover course content and standards and have little time to deviate from an already-packed scope and sequence.
Assessment Demands : In spite of attempts to reform assessments, many still reward rote memorization of facts and figures rather than complex critical thinking skills.

Lack of Training : Secondary teachers have to be experts in their own content areas. Few have received explicit training in teaching critical thinking skills.

Critical Thinking vs. Course Content: Why Not Both?

Most researchers believe that critical thinking skills can (and must) be explicitly taught . Many high school teachers fear that time spent teaching critical thinking will take away from the already limited time they have to cover the curriculum. In fact, the exact opposite is true. Especially at the secondary level, critical thinking skills must be taught in tandem with academic content. Daniel Willingham, a professor of psychology at the University of Virginia, argues that students need to be taught discipline-specific critical thinking skills in the context of the content they are learning.

That’s where having a clear framework for critical thinking like Thinking Maps can help busy high school teachers. Thinking Maps are designed by nature to be used with and in support of academic content, not as extra “busy work” or games to teach skills in isolation. They are not something extra for teachers to do, but a tool that helps students develop cognitive skills and deepen their understanding of academic content at the same time.

Thinking Maps are a powerful and flexible tool that can be adapted for use across academic disciplines. They help secondary students develop both general and discipline-specific critical thinking skills.

For example, classification is an important skill in science.

History students need to be able to analyze the causes and effects of events.

Analyzing how different factors are related is an important math skill.

$critical thinking for high school$

As students gain proficiency in using Thinking Maps, they are learning how to analyze, organize and evaluate information in a variety of ways. Each of the eight Thinking Maps corresponds to a specific type of cognition: defining, describing, classifying, compare and contrast, cause and effect, process or sequence, part-to-whole, and analogies. As students apply them within the context of specific subject areas, they are gaining discipline-specific analytical skills.

Teaching critical thinking and covering course-specific content are not mutually exclusive aims—especially at the high school level. With Thinking Maps, teachers can do both. Want to learn how to infuse critical thinking into the curriculum at your school? Check out the training calendar for upcoming virtual training opportunities, or contact your Thinking Maps representative to learn more.

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

Teach them to thoughtfully question the world around them.

Examples of critical thinking skills like correlation tick-tac-Toe, which teaches analysis skills and debates which teach evaluation skills.

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.

A diagram showing Bloom's Taxonomy (Critical Thinking Skills)

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

Two 3 by 3 grids of pictures showing mountains, islands, and other landforms, with Xs drawn in each grid to form tic-tac-toe lines.

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

Pile of board games that encourage critical thinking skills

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 ..

Get ideas and activities for teaching kids to use critical thinking skills to thoughtfully question the world and sort out fact from opinion.

30+ Awesome Career-Readiness Activities That Teach Soft Skills

Students need these skills to succeed in the workplace. Continue Reading

85 Fun Critical Thinking Questions for Kids & Teens

students laughing as they answer critical thinking questions

Have you ever thought about using fun questions to practice critical thinking?

Students may need a little guidance to think their way through questions that lack straightforward answers.

But it is that process that is important!

How the Right Questions Encourage Critical Thinking

Every parent knows how natural it is for children to ask questions.

It should be encouraged. After all, asking questions helps with critical thinking.

As they grow older, however, training them to answer questions can be equally beneficial.

Posing questions that encourage kids to analyze, compare, and evaluate information can help them develop their ability to think critically about tough topics in the future.

Of course, critical thinking questions for kids need to be age-appropriate—even better if you can mix a little fun into it!

That’s what I hope to help you with today. I’ve organized the questions below into three different ages groups:

Upper elementary
Middle school
High school

20 Questions: Exercises in Critical Thinking

Get a Question-Based Critical Thinking Exercise—Free!

Introduce critical thinking gently & easily with thought-provoking exercises.

Upper Elementary

Students in upper elementary grades can be reluctant to put themselves out there, especially with answers that seem weird.

In some cases, such hesitancy is actually fear of differing from their peers (and a barrier to critical thinking ).

But that’s exactly why it’s important to practice answering ambiguous questions.

We want our children to stand firm for their beliefs—not cave to peer pressure.

Additionally, students may feel uneasy about answering serious questions, uncertain of tackling “big” problems.

However, with careful use of creative questions for kids, it’s possible to engage even the most reluctant children in this age group.

The idea is to simply get them interested in the conversation and questions asked.

If you have an especially reserved student, try starting with the funny critical thinking questions.

Humor is a natural icebreaker that can make critical thinking questions more lighthearted and enjoyable.

Of course, most younger kids just like to be silly, so playing upon that can keep them active and engaged.

With that said, here are some great questions to get you started:

1. Someone gives you a penguin. You can’t sell it or give it away. What do you do with it?

2. What would it be like if people could fly?

3. If animals could talk, what question would you ask?

4. If you were ice cream, what kind would you be and why?

5. Do you want to travel back in time? If yes, how far back would you go? If no, why not?

6. What could you invent that would help your family?

7. If you could stay up all night, what would you do?

8. What does the man on the moon do during the day?

9. What makes something weird or normal?

10. Can you describe the tastes “salty” and “sweet” without using those words?

11. What does it feel like to ride a rollercoaster?

12. What makes a joke funny?

13. What two items would you take if you knew you would be stranded on an island and why?

14. Do you have a favorite way of laughing?

15. What noise makes you cringe and cover your ears? Why?

16. If you could be the parent for the day, what would you do?

17. If you could jump into your favorite movie and change the outcome, which one would you pick and why?

18. If you could be invisible for a day, what would you do?

19. What makes a day “perfect”?

20. If you owned a store, what kind of products would you sell?

21. If your parents were your age, would you be friends with them?

22. Would you still like your favorite food if it tasted the same as always, but now had an awful smell?

23. What would you do if you forgot to put your shoes on before leaving home?

24. Who would you be if you were a cartoon character?

25. How many hot dogs do you think you could eat in one sitting?

26. If you could breathe under water, what would you explore?

27. At what age do you think you stop being a kid?

28. If you had springs in your legs, what would you be able to do?

29. Can you describe the color blue to someone if they’re blind?

Middle School

At this point, students start to acquire more complex skills and are able to form their own conclusions based on the information they’re given.

However, we can’t expect deep philosophical debates with 12 and 13 year olds.

That said, as parent-teachers, we can certainly begin using more challenging questions to help them examine and rationalize their thought processes.

Browse the fun critical thinking questions below for students in this age range.

You might be surprised to see how receptive middle school kids can be to such thought-provoking (yet still fun) questions .

30. What would happen if it really did rain cats and dogs?

31. What does it mean to be lucky?

32. If you woke up in the middle of a dream, where would you be?

33. Is it ever okay to lie? Why or why not?

34. If you were solely responsible for creating laws, what one law would you make?

35. What makes a person a good friend?

36. What do you think is the most important skill you can take into adulthood?

37. If you had to give up lunch or dinner, which would you choose? Why?

38. How much money would you need to be considered rich?

39. If you knew you wouldn’t get caught, would you cheat on a test?

40. If you could live anywhere in the world, where would that be?

41. What is your greatest strength? How is that an asset?

42. If you had an opportunity to visit the International Space Station, would you do it?

43. Is it better to keep the peace or speak your mind?

44. Imagine yourself as your favorite animal. How would you spend your day?

45. Would you be friends with someone who didn’t have the same values as you?

46. How much screen time do you think is too much?

47. Can you describe your favorite color without naming it?

48. If you suddenly became blind, would you see things differently?

49. Would you ever go skydiving?

50. Describe the time you were the happiest in your life. Why did this make you happy?

51. If you had a million dollars, what would you do?

52. If you had to move to a new city, would you change how you present yourself to others?

53. What do you need to do in order to be famous?

54. If you could rewrite the ending of your favorite book or movie, what changes would you make?

55. How would you tackle a huge goal?

56. How would you sell ice to an eskimo in Alaska successfully?

57. What makes you unique?

High School

Critical thinking takes on an entirely different role once students reach high school.

At this age, they have a greater sense of right and wrong (and what makes things so) as well as a better understanding of the world’s challenges.

Guiding teens to delve deeper and contemplate such things is an important part of developing their reasoning and critical thinking skills.

Whether it’s fun questions about hypothetical superpowers or tough critical thinking questions about life, older teens typically have what it takes to think their way to a logical conclusion .

Of course, use your discernment as you choose discussion topics, but here are some questions to help get you started:

58. How can you avoid [common problem] in the future?

59. Do you think it’s okay to take a life in order to save 5, 10, 20 or more people?

60. If you could go back and give your younger self advice, what would it be?

61. Is it better to give or receive a gift?

62. How important is it to be financially secure? Why?

63. If it was up to you, what one rule would you change in your family?

64. What would you do if a group of friends wanted to do something that you thought was a bad idea?

65. How do you know that something is a fact rather than an opinion?

66. What would it take to get you to change your mind?

67. What’s the most important thing in your life?

68. If money were of no concern, what job would you choose and why?

69. How do you know if you’re happy?

70. Do you think euthanasia is moral?

71. What is something you can do today that you weren’t able to do a year ago?

72. Is social media a good thing or not?

73. Is it right to keep animals in a zoo?

74. How does your attitude affect your abilities?

75. What would you do if you found out a friend was doing something dangerous?

76. If you could have any superpower, what would it be? Why?

77. What will life on Earth look like in 50 years?

78. Which is more important, ending world hunger or global warming?

79. Is it a good idea to lower the voting age to 16? Why or why not?

80. If the electrical power went out today, how would you cook if using wood wasn’t an option?

81. If you could magically transport yourself to any other place, where would that be and why?

82. When should teenagers be able to stay out all night?

83. Does the number zero actually exist?

84. What defines a generous person?

85. Does an influential person influence everyone?

Feel free to print out these fun critical thinking questions and incorporate them into your homeschool week!

will your children recognize truth?

About the author.

Jordan Mitchell

The critical thinking ability profile of Tulungagung Regency senior high school in respiratory topic

[email protected]

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Nur Azizah Tohiroh , Nur Aeni Ariyanti; The critical thinking ability profile of Tulungagung Regency senior high school in respiratory topic. AIP Conf. Proc. 29 April 2024; 2622 (1): 030002. https://doi.org/10.1063/5.0133867

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The profile of the critical thinking ability of Public Senior High School students on respiration topic in class XI was observed. There were six schools divided based on upper, middle, and lower categories seen from the UN scores and the list of school graduates were used as the samples. There were 40 students as the model selected randomly in the science class at each school. The research instrument used description questions to measure five indicators: interpretation, analysis, inference, evaluation, and explanation. Meanwhile, the questionnaire measured one indicator, namely the self-regulation indicator. Critical thinking indicators used for observation are included how to interpret, how to analyze, how to inference, how to evaluate, how to explain, and how to organize themselves. The data was analyzed using a descriptive analysis technique based on the percentage of students’ critical thinking ability. The research results on Public Senior High School students in Tulungagung Regency showed that all categories (upper, middle and lower) have good critical thinking ability. Furthermore, critical thinking ability based on the completeness of critical thinking indicators shows that regulation, explanation, interpretation, and inference indicators get a suitable category, while analysis and evaluation indicators get a low category. The low critical thinking ability on analysis and evaluation indicators are certainly a concern for teachers as educators this is because thinking ability is a means to achieve educational goals so that students can solve problems at high levels in their lives, so there must be learning innovations as an effort to improve it.

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