activity 3 let's apply (critical thinking character)

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11 Activities That Promote Critical Thinking In The Class

52 Critical Thinking Flashcards for Problem Solving

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

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

What is Critical Thinking?

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

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.

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

Thinking and Analysis

Critical thinking skills.

Three students leaning over a sheet of butcher block paper, with markers in their hands

The essence of the independent mind lies not in what it thinks, but in how it thinks. —Christopher Hitchens, author and journalist

Learning Objectives

By the end of this section, you will be able to:

Define critical thinking
Describe the role that logic plays in critical thinking
Describe how critical thinking skills can be used to problem-solve
Describe how critical thinking skills can be used to evaluate information
Identify strategies for developing yourself as a critical thinker

Critical Thinking

Thinking comes naturally. You don’t have to make it happen—it just does. But you can make it happen in different ways. For example, you can think positively or negatively. You can think with “heart” and you can think with rational judgment. You can also think strategically and analytically, and mathematically and scientifically. These are a few of multiple ways in which the mind can process thought.

What are some forms of thinking you use? When do you use them, and why?

As a college student, you are tasked with engaging and expanding your thinking skills. One of the most important of these skills is critical thinking. Critical thinking is important because it relates to nearly all tasks, situations, topics, careers, environments, challenges, and opportunities. It’s a “domain-general” thinking skill—not a thinking skill that’s reserved for a one subject alone or restricted to a particular subject area.

Great leaders have highly attuned critical thinking skills, and you can, too. In fact, you probably have a lot of these skills already. Of all your thinking skills, critical thinking may have the greatest value.

What Is Critical Thinking?

Critical thinking is clear, reasonable, reflective thinking focused on deciding what to believe or do. It means asking probing questions like, “How do we know?” or “Is this true in every case or just in this instance?” It involves being skeptical and challenging assumptions, rather than simply memorizing facts or blindly accepting what you hear or read.

Imagine, for example, that you’re reading a history textbook. You wonder who wrote it and why, because you detect certain biases in the writing. You find that the author has a limited scope of research focused only on a particular group within a population. In this case, your critical thinking reveals that there are “other sides to the story.”

Who are critical thinkers, and what characteristics do they have in common? Critical thinkers are usually curious and reflective people. They like to explore and probe new areas and seek knowledge, clarification, and new solutions. They ask pertinent questions, evaluate statements and arguments, and they distinguish between facts and opinion. They are also willing to examine their own beliefs, possessing a manner of humility that allows them to admit lack of knowledge or understanding when needed. They are open to changing their mind. Perhaps most of all, they actively enjoy learning, and seeking new knowledge is a lifelong pursuit.

This may well be you!

No matter where you are on the road to being a critical thinker, you can always more fully develop and finely tune your skills. Doing so will help you develop more balanced arguments, express yourself clearly, read critically, and glean important information efficiently. Critical thinking skills will help you in any profession or any circumstance of life, from science to art to business to teaching. With critical thinking, you become a clearer thinker and problem solver.

The following video, from Lawrence Bland, presents the major concepts and benefits of critical thinking.

Activity: Self-Assess Your Critical Thinking Strategies

Assess your basic understanding of the skills involved in critical thinking.
Visit the Quia Critical Thinking Quiz page and click on Start Now (you don’t need to enter your name). Select the best answer for each question, and then click on Submit Answers. A score of 70 percent or better on this quiz is considering passing.
Based on the content of the questions, do you feel you use good critical thinking strategies in college? In what ways might you improve as a critical thinker?

Critical Thinking and Logic

Critical thinking is fundamentally a process of questioning information and data. You may question the information you read in a textbook, or you may question what a politician or a professor or a classmate says. You can also question a commonly-held belief or a new idea. With critical thinking, anything and everything is subject to question and examination for the purpose of logically constructing reasoned perspectives.

What Is Logic, and Why Is It Important in Critical Thinking?

The word logic comes from the Ancient Greek logike , referring to the science or art of reasoning. Using logic, a person evaluates arguments and reasoning and strives to distinguish between good and bad reasoning, or between truth and falsehood. Using logic, you can evaluate ideas or claims people make, make good decisions, and form sound beliefs about the world. [1]

Questions of Logic in Critical Thinking

Let’s use a simple example of applying logic to a critical-thinking situation. In this hypothetical scenario, a man has a PhD in political science, and he works as a professor at a local college. His wife works at the college, too. They have three young children in the local school system, and their family is well known in the community. The man is now running for political office. Are his credentials and experience sufficient for entering public office? Will he be effective in the political office? Some voters might believe that his personal life and current job, on the surface, suggest he will do well in the position, and they will vote for him. In truth, the characteristics described don’t guarantee that the man will do a good job. The information is somewhat irrelevant. What else might you want to know? How about whether the man had already held a political office and done a good job? In this case, we want to ask, How much information is adequate in order to make a decision based on logic instead of assumptions?

The following questions, presented in Figure 1, below, are ones you may apply to formulating a logical, reasoned perspective in the above scenario or any other situation:

What’s happening? Gather the basic information and begin to think of questions.
Why is it important? Ask yourself why it’s significant and whether or not you agree.
What don’t I see? Is there anything important missing?
How do I know? Ask yourself where the information came from and how it was constructed.
Who is saying it? What’s the position of the speaker and what is influencing them?
What else? What if? What other ideas exist and are there other possibilities?

Infographic titled "Questions a Critical Thinker Asks." From the top, text reads: What's Happening? Gather the basic information and begin to think of questions (image of two stick figures talking to each other). Why is it Important? Ask yourself why it's significant and whether or not you agree. (Image of bearded stick figure sitting on a rock.) What Don't I See? Is there anything important missing? (Image of stick figure wearing a blindfold, whistling, walking away from a sign labeled Answers.) How Do I Know? Ask yourself where the information came from and how it was constructed. (Image of stick figure in a lab coat, glasses, holding a beaker.) Who is Saying It? What's the position of the speaker and what is influencing them? (Image of stick figure reading a newspaper.) What Else? What If? What other ideas exist and are there other possibilities? (Stick figure version of Albert Einstein with a thought bubble saying "If only time were relative...".

Problem-Solving with Critical Thinking

For most people, a typical day is filled with critical thinking and problem-solving challenges. In fact, critical thinking and problem-solving go hand-in-hand. They both refer to using knowledge, facts, and data to solve problems effectively. But with problem-solving, you are specifically identifying, selecting, and defending your solution. Below are some examples of using critical thinking to problem-solve:

Your roommate was upset and said some unkind words to you, which put a crimp in the relationship. You try to see through the angry behaviors to determine how you might best support the roommate and help bring the relationship back to a comfortable spot.
Your campus club has been languishing on account of lack of participation and funds. The new club president, though, is a marketing major and has identified some strategies to interest students in joining and supporting the club. Implementation is forthcoming.
Your final art class project challenges you to conceptualize form in new ways. On the last day of class when students present their projects, you describe the techniques you used to fulfill the assignment. You explain why and how you selected that approach.
Your math teacher sees that the class is not quite grasping a concept. She uses clever questioning to dispel anxiety and guide you to new understanding of the concept.
You have a job interview for a position that you feel you are only partially qualified for, although you really want the job and you are excited about the prospects. You analyze how you will explain your skills and experiences in a way to show that you are a good match for the prospective employer.
You are doing well in college, and most of your college and living expenses are covered. But there are some gaps between what you want and what you feel you can afford. You analyze your income, savings, and budget to better calculate what you will need to stay in college and maintain your desired level of spending.

Problem-Solving Activity

Now let’s practice problem solving by working through the following activity.

Problem-Solving Action Checklist

Problem-solving can be an efficient and rewarding process, especially if you are organized and mindful of critical steps and strategies. Remember, too, to assume the attributes of a good critical thinker. If you are curious, reflective, knowledge-seeking, open to change, probing, organized, and ethical, your challenge or problem will be less of a hurdle, and you’ll be in a good position to find intelligent solutions.

Evaluating Information with Critical Thinking

Evaluating information can be one of the most complex tasks you will be faced with in college. But if you utilize the following four strategies, you will be well on your way to success:

Read for understanding by using text coding
Examine arguments
Clarify thinking
Cultivate “habits of mind”

Read for Understanding Using Text Coding

When you read and take notes, use the text coding strategy . Text coding is a way of tracking your thinking while reading. It entails marking the text and recording what you are thinking either in the margins or perhaps on Post-it notes. As you make connections and ask questions in response to what you read, you monitor your comprehension and enhance your long-term understanding of the material.

With text coding, mark important arguments and key facts. Indicate where you agree and disagree or have further questions. You don’t necessarily need to read every word, but make sure you understand the concepts or the intentions behind what is written. Feel free to develop your own shorthand style when reading or taking notes. The following are a few options to consider using while coding text.

See more text coding from PBWorks and Collaborative for Teaching and Learning .

Examine Arguments

When you examine arguments or claims that an author, speaker, or other source is making, your goal is to identify and examine the hard facts. You can use the spectrum of authority strategy for this purpose. The spectrum of authority strategy assists you in identifying the “hot” end of an argument—feelings, beliefs, cultural influences, and societal influences—and the “cold” end of an argument—scientific influences. The following video explains this strategy.

Clarify Thinking

When you use critical thinking to evaluate information, you need to clarify your thinking to yourself and likely to others. Doing this well is mainly a process of asking and answering probing questions, such as the logic questions discussed earlier. Design your questions to fit your needs, but be sure to cover adequate ground. What is the purpose? What question are we trying to answer? What point of view is being expressed? What assumptions are we or others making? What are the facts and data we know, and how do we know them? What are the concepts we’re working with? What are the conclusions, and do they make sense? What are the implications?

Cultivate “Habits of Mind”

“Habits of mind” are the personal commitments, values, and standards you have about the principle of good thinking. Consider your intellectual commitments, values, and standards. Do you approach problems with an open mind, a respect for truth, and an inquiring attitude? Some good habits to have when thinking critically are being receptive to having your opinions changed, having respect for others, being independent and not accepting something is true until you’ve had the time to examine the available evidence, being fair-minded, having respect for a reason, having an inquiring mind, not making assumptions, and always, especially, questioning your own conclusions—in other words, developing an intellectual work ethic. Try to work these qualities into your daily life.

Developing Yourself As a Critical Thinker

Photo of a group of students standing around a poster on the wall, where they're adding post-it notes with handwriting on them

Critical thinking is a desire to seek, patience to doubt, fondness to meditate, slowness to assert, readiness to consider, carefulness to dispose and set in order; and hatred for every kind of imposture. —Francis Bacon, philosopher

Critical thinking is a fundamental skill for college students, but it should also be a lifelong pursuit. Below are additional strategies to develop yourself as a critical thinker in college and in everyday life:

Reflect and practice : Always reflect on what you’ve learned. Is it true all the time? How did you arrive at your conclusions?
Use wasted time : It’s certainly important to make time for relaxing, but if you find you are indulging in too much of a good thing, think about using your time more constructively. Determine when you do your best thinking and try to learn something new during that part of the day.
Redefine the way you see things : It can be very uninteresting to always think the same way. Challenge yourself to see familiar things in new ways. Put yourself in someone else’s shoes and consider things from a different angle or perspective. If you’re trying to solve a problem, list all your concerns: what you need in order to solve it, who can help, what some possible barriers might be, etc. It’s often possible to reframe a problem as an opportunity. Try to find a solution where there seems to be none.
Analyze the influences on your thinking and in your life : Why do you think or feel the way you do? Analyze your influences. Think about who in your life influences you. Do you feel or react a certain way because of social convention, or because you believe it is what is expected of you? Try to break out of any molds that may be constricting you.
Express yourself : Critical thinking also involves being able to express yourself clearly. Most important in expressing yourself clearly is stating one point at a time. You might be inclined to argue every thought, but you might have greater impact if you focus just on your main arguments. This will help others to follow your thinking clearly. For more abstract ideas, assume that your audience may not understand. Provide examples, analogies, or metaphors where you can.
Enhance your wellness : It’s easier to think critically when you take care of your mental and physical health. Try taking 10-minute activity breaks to reach 30 to 60 minutes of physical activity each day . Try taking a break between classes and walk to the coffee shop that’s farthest away. Scheduling physical activity into your day can help lower stress and increase mental alertness. Also, do your most difficult work when you have the most energy . Think about the time of day you are most effective and have the most energy. Plan to do your most difficult work during these times. And be sure to reach out for help . If you feel you need assistance with your mental or physical health, talk to a counselor or visit a doctor.

Activity: Reflect on Critical Thinking

Apply critical thinking strategies to your life

Directions:

Think about someone you consider to be a critical thinker (friend, professor, historical figure, etc). What qualities does he/she have?
Review some of the critical thinking strategies discussed on this page. Pick one strategy that makes sense to you. How can you apply this critical thinking technique to your academic work?
Habits of mind are attitudes and beliefs that influence how you approach the world (i.e., inquiring attitude, open mind, respect for truth, etc). What is one habit of mind you would like to actively develop over the next year? How will you develop a daily practice to cultivate this habit?
Write your responses in journal form, and submit according to your instructor’s guidelines.

The following text is an excerpt from an essay by Dr. Andrew Robert Baker, “Thinking Critically and Creatively.” In these paragraphs, Dr. Baker underscores the importance of critical thinking—the imperative of critical thinking, really—to improving as students, teachers, and researchers. The follow-up portion of this essay appears in the Creative Thinking section of this course.

Thinking Critically and Creatively

Critical thinking skills are perhaps the most fundamental skills involved in making judgments and solving problems. You use them every day, and you can continue improving them.

The ability to think critically about a matter—to analyze a question, situation, or problem down to its most basic parts—is what helps us evaluate the accuracy and truthfulness of statements, claims, and information we read and hear. It is the sharp knife that, when honed, separates fact from fiction, honesty from lies, and the accurate from the misleading. We all use this skill to one degree or another almost every day. For example, we use critical thinking every day as we consider the latest consumer products and why one particular product is the best among its peers. Is it a quality product because a celebrity endorses it? Because a lot of other people may have used it? Because it is made by one company versus another? Or perhaps because it is made in one country or another? These are questions representative of critical thinking.

The academic setting demands more of us in terms of critical thinking than everyday life. It demands that we evaluate information and analyze myriad issues. It is the environment where our critical thinking skills can be the difference between success and failure. In this environment we must consider information in an analytical, critical manner. We must ask questions—What is the source of this information? Is this source an expert one and what makes it so? Are there multiple perspectives to consider on an issue? Do multiple sources agree or disagree on an issue? Does quality research substantiate information or opinion? Do I have any personal biases that may affect my consideration of this information?

It is only through purposeful, frequent, intentional questioning such as this that we can sharpen our critical thinking skills and improve as students, learners and researchers.

—Dr. Andrew Robert Baker, Foundations of Academic Success: Words of Wisdom

Resources for Critical Thinking

Glossary of Critical Thinking Terms
Critical Thinking Self-Assessment
Logical Fallacies Jeopardy Template
Fallacies Files—Home
Thinking Critically | Learning Commons
Foundation for Critical Thinking
To Analyze Thinking We Must Identify and Question Its Elemental Structures
Critical Thinking in Everyday Life
"logike." Wordnik. n.d. Web. 16 Feb 2016. ↵
"Student Success-Thinking Critically In Class and Online." Critical Thinking Gateway . St Petersburg College, n.d. Web. 16 Feb 2016. ↵
Critical Thinking Skills. Authored by : Linda Bruce. Provided by : Lumen Learning. License : CC BY: Attribution
Image of three students. Authored by : PopTech. Located at : https://flic.kr/p/8tXtQp . License : CC BY-SA: Attribution-ShareAlike
Critical Thinking. Provided by : Critical and Creative Thinking Program. Located at : http://cct.wikispaces.umb.edu/Critical+Thinking . License : CC BY: Attribution
Thinking Critically. Authored by : UBC Learning Commons. Provided by : The University of British Columbia, Vancouver Campus. Located at : http://www.oercommons.org/courses/learning-toolkit-critical-thinking/view . License : CC BY: Attribution
Critical Thinking 101: Spectrum of Authority. Authored by : UBC Leap. Located at : https://youtu.be/9G5xooMN2_c . License : CC BY: Attribution
Image of students putting post-its on wall. Authored by : Hector Alejandro. Located at : https://flic.kr/p/7b2Ax2 . License : CC BY: Attribution
Foundations of Academic Success. Authored by : Thomas C. Priester, editor. Provided by : Open SUNY Textbooks. Located at : http://textbooks.opensuny.org/foundations-of-academic-success/ . License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
Critical Thinking.wmv. Authored by : Lawrence Bland. Located at : https://youtu.be/WiSklIGUblo . License : All Rights Reserved . License Terms : Standard YouTube License

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1.3: Critical Thinking

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Learning Objectives

Define critical thinking
Identify the role that logic plays in critical thinking
Apply critical thinking skills to problem-solving scenarios
Apply critical thinking skills to evaluation of information

Woman lying on her back outdoors, in a reflective posture

Figure $\PageIndex{1}$

Consider these thoughts about the critical thinking process, and how it applies not just to our school lives but also our personal and professional lives.

“THINKING CRITICALLY AND CREATIVELY” Critical thinking skills are perhaps the most fundamental skills involved in making judgments and solving problems. You use them every day, and you can continue improving them. The ability to think critically about a matter—to analyze a question, situation, or problem down to its most basic parts—is what helps us evaluate the accuracy and truthfulness of statements, claims, and information we read and hear. It is the sharp knife that, when honed, separates fact from fiction, honesty from lies, and the accurate from the misleading. We all use this skill to one degree or another almost every day. For example, we use critical thinking every day as we consider the latest consumer products and why one particular product is the best among its peers. Is it a quality product because a celebrity endorses it? Because a lot of other people may have used it? Because it is made by one company versus another? Or perhaps because it is made in one country or another? These are questions representative of critical thinking. The academic setting demands more of us in terms of critical thinking than everyday life. It demands that we evaluate information and analyze myriad issues. It is the environment where our critical thinking skills can be the difference between success and failure. In this environment we must consider information in an analytical, critical manner. We must ask questions—What is the source of this information? Is this source an expert one and what makes it so? Are there multiple perspectives to consider on an issue? Do multiple sources agree or disagree on an issue? Does quality research substantiate information or opinion? Do I have any personal biases that may affect my consideration of this information? It is only through purposeful, frequent, intentional questioning such as this that we can sharpen our critical thinking skills and improve as students, learners and researchers. —Dr. Andrew Robert Baker, Foundations of Academic Success: Words of Wisdom

Defining Critical Thinking

What are some forms of thinking you use? When do you use them, and why?

Handwritten poster. Guidelines for Critical Thinking when…talking/ reading/ blogging/ writing/ living. 4: justify your answers with text evidence (…because…) and examples from your life/world; agree and disagree with others and authors; ask questions of others and authors; complete sentences, correct punctuation/ capitols. 3: agree and disagree with others and authors; justify your opinions, tell why you agree and disagree; speak and write in complete sentences. 2: answers questions but not justify them; agree and disagree but you can’t tell why; incomplete sentences, incorrect punctuation. 1: does not contribute to the conversation; does not share your thinking; does not agree or disagree with others. Justify: to defend your thinking by showing and telling with examples and evidence.

Figure $\PageIndex{2}$

Imagine, for example, that you’re reading a history textbook. You wonder who wrote it and why, because you detect certain assumptions in the writing. You find that the author has a limited scope of research focused only on a particular group within a population. In this case, your critical thinking reveals that there are “other sides to the story.”

This may well be you!

No matter where you are on the road to being a critical thinker, you can always more fully develop your skills. Doing so will help you develop more balanced arguments, express yourself clearly, read critically, and absorb important information efficiently. Critical thinking skills will help you in any profession or any circumstance of life, from science to art to business to teaching.

Critical Thinking in Action

The following video, from Lawrence Bland, presents the major concepts and benefits of critical thinking.

Critical Thinking and Logic

Logic’s Relationship to Critical Thinking

The word logic comes from the Ancient Greek logike , referring to the science or art of reasoning. Using logic, a person evaluates arguments and strives to distinguish between good and bad reasoning, or between truth and falsehood. Using logic, you can evaluate ideas or claims people make, make good decisions, and form sound beliefs about the world. [1]

Questions of Logic in Critical Thinking

The man is now running for political office. Are his credentials and experience sufficient for entering public office? Will he be effective in the political office? Some voters might believe that his personal life and current job, on the surface, suggest he will do well in the position, and they will vote for him.

In truth, the characteristics described don’t guarantee that the man will do a good job. The information is somewhat irrelevant. What else might you want to know? How about whether the man had already held a political office and done a good job? In this case, we want to ask, How much information is adequate in order to make a decision based on logic instead of assumptions?

The following questions, presented in Figure 1, below, are ones you may apply to formulating a logical, reasoned perspective in the above scenario or any other situation:

What’s happening? Gather the basic information and begin to think of questions.
Why is it important? Ask yourself why it’s significant and whether or not you agree.
What don’t I see? Is there anything important missing?
How do I know? Ask yourself where the information came from and how it was constructed.
Who is saying it? What’s the position of the speaker and what is influencing them?
What else? What if? What other ideas exist and are there other possibilities?

Problem-Solving With Critical Thinking

Your roommate was upset and said some unkind words to you, which put a crimp in your relationship. You try to see through the angry behaviors to determine how you might best support your roommate and help bring your relationship back to a comfortable spot.

Young man in black jacket looking deep in thought, in foreground of busy street scene

Figure $\PageIndex{3}$

Your campus club has been languishing on account of lack of participation and funds. The new club president, though, is a marketing major and has identified some strategies to interest students in joining and supporting the club. Implementation is forthcoming.
Your final art class project challenges you to conceptualize form in new ways. On the last day of class when students present their projects, you describe the techniques you used to fulfill the assignment. You explain why and how you selected that approach.
Your math teacher sees that the class is not quite grasping a concept. She uses clever questioning to dispel anxiety and guide you to new understanding of the concept.
You have a job interview for a position that you feel you are only partially qualified for, although you really want the job and you are excited about the prospects. You analyze how you will explain your skills and experiences in a way to show that you are a good match for the prospective employer.
You are doing well in college, and most of your college and living expenses are covered. But there are some gaps between what you want and what you feel you can afford. You analyze your income, savings, and budget to better calculate what you will need to stay in college and maintain your desired level of spending.

Problem-Solving Action Checklist

Evaluating Information With Critical Thinking

Evaluating information can be one of the most complex tasks you will be faced with in college. But if you utilize the following four strategies, you will be well on your way to success:

Read for understanding by using text coding
Examine arguments
Clarify thinking
Cultivate “habits of mind”

Figure $\PageIndex{4}$

1. Read for Understanding Using Text Coding

See more text coding from PBWorks and Collaborative for Teaching and Learning .

2. Examine Arguments

3. Clarify Thinking

4. Cultivate “Habits of Mind”

"logic." Wordnik . n.d. Web. 16 Feb 2016 . ↵
"Student Success-Thinking Critically In Class and Online." Critical Thinking Gateway . St Petersburg College, n.d. Web. 16 Feb 2016. ↵

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5 Critical Thinking Activities That Get Students Up and Moving

More movement means better learning.

Students engaged in critical thinking activities

It’s easy to resort to having kids be seated during most of the school day. But learning can (and should) be an active process. Incorporating movement into your instruction has incredible benefits—from deepening student understanding to improving concentration to enhancing performance. Check out these critical thinking activities, adapted from Critical Thinking in the Classroom , a book with over 100 practical tools and strategies for teaching critical thinking in K-12 classrooms.

Four Corners

In this activity, students move to a corner of the classroom based on their responses to a question with four answer choices. Once they’ve moved, they can break into smaller groups to explain their choices. Call on students to share to the entire group. If students are persuaded to a different answer, they can switch corners and further discuss.

Question ideas:

Which president was most influential: George Washington, Thomas Jefferson, John Adams, or Abraham Lincoln?
Is Holden Caulfield a hero: Strongly Agree, Agree, Disagree, or Strongly Disagree?

Gallery Walk

This strategy encourages students to move around the classroom in groups to respond to questions, documents, images, or situations posted on chart paper. Each group gets a different colored marker to record their responses and a set amount of time at each station. When groups move, they can add their own ideas and/or respond to what prior groups have written.

Gallery ideas:

Political cartoons

Stations are a great way to chunk instruction and present information to the class without a “sit and get.” Group desks around the room or create centers, each with a different concept and task. There should be enough stations for three to five students to work for a set time before rotating.

Station ideas:

Types of rocks
Story elements
Literary genres

Silent Sticky-Note Storm

In this brainstorming activity, students gather in groups of three to five. Each group has a piece of chart paper with a question at the top and a stack of sticky notes. Working in silence, students record as many ideas or answers as possible, one answer per sticky note. When time is up, they post the sticky notes on the paper and then silently categorize them.

How can you exercise your First Amendment rights?
What are all the ways you can divide a square into eighths?

Mingle, Pair, Share

Take your Think, Pair, Share to the next level. Instead of having students turn and talk, invite them to stand and interact. Play music while they’re moving around the classroom. When the music stops, each student finds a partner. Pose a question and invite students to silently think about their answer. Then, partners take turns sharing their thoughts.

How do organisms modify their environments?
What is the theme of Romeo and Juliet ?

Looking for more critical thinking activities and ideas?

Critical Thinking in the Classroom is a practitioner’s guide that shares the why and the how for building critical thinking skills in K-12 classrooms. It includes over 100 practical tools and strategies that you can try in your classroom tomorrow!

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Promoting Critical Thinking in the Classroom: Strategies and Activities

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

1. Ask Thought-Provoking Questions

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

2. Provide Real-World Examples

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

3. Foster Collaboration and Debate

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

4. Encourage Reflection and Metacognition

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

5. Incorporate Problem-Based Learning

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

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

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1 – Critical Thinking

Since ancient times, the concept of critical thinking has been associated with persuasive communication, usually in the form of speeches, scholarly texts, and literature.

Today, there are many vehicles for information and ideas, but the elements of critical thinking in a university context still bear strong influences from early scholarly writing and oration.

Definition of Critical Thinking

“Critical Thinking is 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.”

Source: https://louisville.edu/ideastoaction/about/criticalthinking/what

Critical thinking may seem very abstract in definitions such as the one above, but it is, above all, an action . One source says critical thinking “is about being an active learner rather than a passive recipient of information” ( Skills You Need) Most college curricula are designed to develop critical thinking.

“Critical thinkers rigorously question ideas and assumptions rather than accepting them at face value … They will always seek to determine whether the ideas, arguments, and findings represent the entire picture and are open to the possibility that they do not. It is more than the accumulation of facts, it is a way of thinking.”

( Source: Skills You Need )

In her article, “Why Are Critical Thinking Skills Necessary for Academics?,” journalist Jen Saunders says, “universities concern the ways in which people research and write; their members are responsible for maintaining the foundational principles of truth and knowledge within the folds of scholarship, and permit scholars to grasp and comprehend academic subjects at levels of expertise.” ( https://classroom.synonym.com/ )

Saunders provides this information on the specific ways that critical thinking is important in college-level work:

Critical thinking supplies the foundation of high-quality academic writing.
Peer awareness is an element of critical thinking in that it helps students understand and communicate with those who have different experiences, opinions, and perspectives.
Critical thinking are necessary for passing some exams (e.g., essay answer, a series of multiple-choice questions to test comprehension, and especially situations where students must look for context clues or decipher word elements).
When students are required to defend a thesis or dissertation, they need to be able to anticipate questions and respond on the spot to those asked by committee members.

Author and master teacher Michael Stratford (Demand Media), in his article, “What Are the Key Ideas for Critical Thinking Skills?”, and the website, Skills You Need, note that someone with critical thinking skills can:

Interpret data – becoming aware of all of the parts of an argument, such as point of view, audience, and thesis as well as reasoning through moral dilemmas
Analyze and synthesize – the ability to break down data into individual parts and reassemble them to create something original
Infer and answer : the ability to explain a problem with an inference, or educated guess. This requires knowing the difference between explaining by inference or by assumptions based on previous ideas
Make Connections between ideas from varied sources
Recognize, build, and appraise arguments put forth by others and determine their importance and relevance through objective evaluation
Spot inconsistencies and errors in reasoning
Approach problems consistently and systematically
Reflect on the justification of one’s own assumptions, beliefs, and values

Indeed.com ., a service for finding jobs and polishing a resume, provides the following information about critical thinking. Their website offers five types of skills are important:

Five Important Critical Thinking Skills

Observation.

Observational skills are important for critical thinking because they help you to notice opportunities, problems, and solutions. Eventually, good observers can predict or anticipate problems or issues because their experience widens when they get in the habit of close observation. It is necessary to train yourself to pay close attention to details.

After you have spotted and identified a problem from your observation, your analytical skills become important: You must determine what part of a text or media is important and which parts are not. In other words, gathering and evaluating sources of information that may support or depart from your text or media. This may involve a search for balanced research reports or scholarly work, and asking good questions about the text or media to make sure it is accurate and objective.

Now that you have gathered information or data, you must now interpret it and find a solution or resolution. Even though the information you have may be incomplete, just make an “educated guess,” rather than a quick conclusion. Look for clues (images, symbolism, data charts, or reports) that will help you analyze a situation, so you can evaluate the text or situation and come to a measured conclusion.

COMMUNICATION

In the context of critical thinking, this means engaging or initiating discussions, particularly on difficult issues or questions, especially when you face an audience that you know disagrees with your position. Use your communication skills to persuade them. Active listening, remaining calm, and showing respect are very important elements of communicating with an audience.

PROBLEM SOLVING

The problem-solving part of critical thinking involves applying or executing a conclusion or solution. You will want to choose the best, so this requires a strong understanding of your topic or goal, as well as some idea of how others have handled similar situations.

Essential “Critical” Vocabulary

[Source: ( https://www.espressoenglish.net/difference-between-criticize-criticism-critique-critic-and-critical/]

Now let’s examine the many ways the word “critical” is used in various academic contents. You might be familiar with movie reviews or customer reviews on products in which a critic offers comments. Below are some reviews of a long-standing Chinese restaurant in Columbus, Hunan Lion:

The restaurant is over priced. You pay for the atmosphere. Ordered the beef and oriental veggies and to be honest it was onions and 3 pieces of broccoli. The meat was fatty and that is the worst. Typically the food is good but last night it wasn’t.
35 years of incredible food. By far the best Chinese restaurant in Columbus. If you want to have a great experience, without a doubt go there, you will love it.
We ordered take out 10/01/2020. Food was TERRIBLE! The Crab Rangoon…well it’s not crab and I’m not sure of the texture it had going on but it was disgusting! The entire order of food after 1 bite went in the trash! I will certainly spread the word DO NOT ORDER FOOD from this restaurant! They are expensive and you are wasting your money. The girl at the cash register surpasses RUDE.
The food and service were fantastic! We were in on Christmas day, and despite being busy, they did a magnificent job. We will definitely be back!

These reviews were voluntary; nevertheless, the writers of them are considered “critics,” because what they are really offering is judgment.

In a professional or academic setting, critics do much more than give a strong opinion. Whether they offer positive or negative comments, they all try to do so as objectively as possible. In other words, they avoid Personal Bias, meaning they try not to rely exclusively on their personal experiences, but rather they include influences from people, environments, cultures, values, stereotypes, and beliefs.

It is worth noting that all of these influences are part of being human. Part of critical thinking, however, means acknowledging the impact your own biases may have on the questions you ask or your interpreting of material; then, learn to overcome these evaluations. You must be like a judge in a courtroom: you have to try to be fair and leave your own feeling out of the situation.

Activity #1:, inference exercise, harper’s is the oldest general-interest monthly magazine in the u.s. it emphasizes excellent writing and unique and varied perspectives. one of its most celebrated features is the “harper’s index,” which is a collection of random statistics about politics, business, human behavior, social trends, research findings, and so forth. the reader is left alone to make sense of a fact by using inferences and background knowledge., below are some statistics from “harper’s index.” it is up to you to decide what each statistic suggests. something surprising mysterious what could explain its significance.

Choose a few of the facts below and write a response for each in which you raise questions , offer a possible explanation , or propose a tentative theory to explain the fact, or its significance. Consider what the statistic suggests beyond what is written. Your response should be your own opinion , without consulting any internet resources or others.

Example: Percentage increase last year in UFO sightings nationwide: 16% Source: [ July 2021 • Source: National UFO Reporting Center (Davenport,Wash.)] Response: Is this a large or small increase? Maybe the increase is due to the recent U.S. government’s release of a file on unidentified flying objects (UFOs), or, what they call, “Unidentified Aerial Phenomena.” Maybe people feel like they can admit to seeing such phenomena since the government now acknowledges their existence? In the recent past, perhaps people would be laughed at or stigmatized if they claimed to see a UFO because the government and general public believed the idea of “alien life forms” was ridiculous.

Percentage by which the unemployment rate of recently graduated U.S. physics majors exceeds that of art history majors: 60%

Source: November 2020 • Source: Federal Reserve Bank of New York

ACTIVITY #2 – LINKING FACTS

Sometimes the “Harper’s Index” features pairs of statistics. It is up to you to decide what the pair, seen together, suggests. Select a couple of the pairs below and write down questions you may have, or possible explanations that tell why the pair might be significant. Consider what the statistic suggests beyond what is written. What you write should be your own opinion , without consulting any internet resources or others.

Type your response below each set:

Movie Reviews

One of the most familiar types of criticism we encounter is a movie review, a short description of a film and the reviewer’s opinion about it. When you watch a movie on Netflix, for example, you can see the number of stars (1-5) given by those who have watched and rated the movie. Professional reviewers usually try to give a formal, balanced account of a movie, meaning they usually provide a summary and point out some positive and negative points about a film. Amateur critics, however, can write whatever they like – all positive, all negative, or a combination.

Amateur film critiques can be found in many places; the movie review site, IMDB , is one of the most popular, with a user-generated rating feature. Another popular site is Rotten Tomatoes, which uses a unique ‘tomato meter’ to rate movies: a green tomato means fresh while red means rotten. You can also view the individual ratings given by critics. It has more than 50,000 movies in its database. And finally, another good source of movie reviews is Metacritic , which offers a collection of reviews from various sources.

Let’s look at this review by professional movie critic Roger Ebert ( https://www.rogerebert.com/

In “Top Gun: Maverick,” a sequel to “ Top Gun, ” an admiral refers to navy aviator Pete Mitchell (Tom Cruise)—call sign “ Maverick ”—as “the fastest man alive.” Truth be told, our fearless and ever-handsome action hero earns both appraisals and applause. Indeed, Cruise’s consistent commitment to Hollywood showmanship deserves the same level of respect usually reserved for the fully-method actors such as Daniel Day-Lewis . Even if you somehow overlook the fact that Cruise is one of our most gifted and versatile dramatic and comedic actors with movies like “ Mission Impossible , ” “ Born on the Fourth of July ,” “ Magnolia ,” “ Tropic Thunder ,” and “ Collateral ” on his CV, you will never forget why you show up to a Tom Cruise movie.

Director Joseph Kosinski allows the leading actor to be exactly what he is—a star—while upping the emotional and dramatic stakes of the first Top Gun (1986) with a healthy dose of nostalgia. In this Top Gun sequel, we find Maverick in a role on the fringes of the US Navy, working as a test pilot. You won’t be surprised that soon enough, he gets called on a one-last-job type of mission as a teacher to a group of recent training graduates. Their assignment is just as obscure and politically cuckoo as it was in the first movie. There is an unnamed enemy—let’s called it Russia because it’s probably Russia—some targets that need to be destroyed, a flight plan that sounds nuts, and a scheme that will require all successful Top Gun recruits to fly at dangerously low altitudes. But can it be done?

In a different package, all the proud fist-shaking seen in “Top Gun: Maverick” could have been borderline insufferable, but fortunately Kosinski seems to understand exactly what kind of movie he is asked to navigate. In his hands, the tone of “Maverick” strikes a fine balance between good-humored vanity and half-serious self-deprecation, complete with plenty of emotional moments that catch one off-guard.

In some sense, what this movie takes most seriously are concepts like friendship, loyalty, romance, and okay, bromance. Still, the action sequences are likewise the breathtaking stars of “Maverick.” Reportedly, all the flying scenes were shot in actual U.S. Navy F/A-18s, for which the cast had to be trained. Equally worthy of that big screen is the emotional strokes of “Maverick” that pack an unexpected punch. Sure, you might be prepared for a second sky-dance with “Maverick,” but perhaps not one that might require a tissue or two in its final stretch.

Available in theaters May 27th, 2022

ACTIVITY #3 – BEING A CRITIC

Analyze the film review above. Does the reviewer give the movie a strongly positive or negative review? A mildly positive or negative review? A balanced review? How can you tell? Support your opinion by identifying words, phases, and/or comparisons that directly or indirectly are positive, negative, or neutral.

ACTIVITY #4 – WRITE A MOVIE REVIEW

Select a movie to review. Choose one you either love or hate. (If it evokes emotions, it’s usually easier to review.) You may choose any movie, but for this assignment, don’t choose a film that might upset your target audience – your instructor and classmates. A movie review can be long or short. Usually a simple outline of the plot and a sentence or two about the general setting in which it takes place will be sufficient, then add your opinion and analysis. The opinion section should be the main focus of your review. Don’t get too detailed. Your instructor will determine the word limit of this assignment.

Suggestions:

Do a web search to find information about the film: is it based on real-life events or is it fiction?

Find some information about the director and his/her/their style.

Look for information about the cast, the budget, the filming location, and where the idea for the film’s story came from. In other words, why did the producers want to make the movie?

Be sure to keep notes on where you find each piece of information – its source. Most of the facts about movies are considered common knowledge, so they don’t have to be included in your review.

Avoid reading other reviews. They might influence your opinion, and that kind of information needs to be cited in a review.

When you are watching the film make notes of important scenes or details, symbolism, or the performances of the characters. You may want to analyze these in detail later. Again, keep notes on the source of the information you find.

Don’t give away the ending! Remember, reviews help readers decide whether or not to watch the movie. No spoilers!

Suggested Steps:

Write an introduction where you include all the basic information so that the film can be easily identified. Note the name, the director, main cast, and the characters in the story, along with the year it was made. Briefly provide the main idea of the film.

Write the main body. Analyze the story, the acting, and the director’s style. Discuss anything you would have done differently, a technique that was successful, or dialogue that was important. In other words, here is where you convey your opinion and the reasons for it. You may choose to analyze in detail one scene from the film that made an impression on you, or you may focus on an actor’s performance, or the film’s setting, music, light, character development, or dialogu

Make a conclusion. Search for several reviews of the film. Include how the film was rated by others. You will need to include information about where you found the information. Then, give your own opinion and your recommendation. You can end with a reason the audience might enjoy it or a reason you do not recommend it. Include a summary of the reasons you recommend or do not recommend it.

[Source: https://academichelp.net/academic-assignments/review/write-film-review.html]

————————————————

References:

10 Top Critical Thinking Skills (and how to improve them).(2022). Indeed.com: https://www.indeed.com/career-advice/career-development/critical-thinking-skills

Difference between criticize, criticism, critique, critic, and critical. Espresso English : https://www.espressoenglish.net/difference-between-criticize-criticism-critique-critic-and-critical/

Hansen, R.S. (n.d.). Ways in which college is different from high school. My CollegeSuccessStory.com .

Ideas to Action. Critical Thinking Inventories. University of Louisville: https:// louisville.edu/ideastoaction/about/criticalthinking/what

Saunders, J. (n.d.). “Why Are Critical Thinking Skills Necessary for Academics?,” Demand Media.

Stratford, M. (n.d. ) What are the key ideas for critical thinking skills? Demand Media .

Van Zyl, M.A., Bays, C.L., & Gilchrist, C. (2013). Assessing teaching critical thinking with validated critical thinking inventories: The learning critical thinking inventory (LCTI) and the teaching critical thinking inventory (TCTI). Inquiry: Critical Thinking Across The Discipline , 28(3), 40-50.

What is Critical Thinking? (n.d.). Skills You Need : https://www.skillsyouneed.com/learn/critical-thinking.html

Write a Film Review. Academic Help: Write Better : https://academichelp.net/academic-assignments/review/write-film-review.html

Critical Reading, Writing, and Thinking Copyright © 2022 by Zhenjie Weng, Josh Burlile, Karen Macbeth is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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Lesson 8.2: Critical Thinking and Creative Thinking

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Kelvin Seifert & Rosemary Sutton
University of Manitoba & Cleveland State University via Global Text Project

Critical thinking

Critical thinking requires skill at analyzing the reliability and validity of information, as well as the attitude or disposition to do so. The skill and attitude may be displayed with regard to a particular subject matter or topic, but in principle it can occur in any realm of knowledge (Halpern, 2003; Williams, Oliver, & Stockade, 2004). A critical thinker does not necessarily have a negative attitude in the everyday sense of constantly criticizing someone or something. Instead, he or she can be thought of as astute: the critical thinker asks key questions, evaluates the evidence for ideas, reasons for problems both logically and objectively, and expresses ideas and conclusions clearly and precisely. Last (but not least), the critical thinker can apply these habits of mind in more than one realm of life or knowledge.

With such a broad definition, it is not surprising that educators have suggested a variety of specific cognitive skills as contributing to critical thinking. In one study, for example, the researcher found how critical thinking can be reflected in regard to a published article was stimulated by annotation — writing questions and comments in the margins of the article (Liu, 2006). In this study, students were initially instructed in ways of annotating reading materials. Later, when the students completed additional readings for assignments, it was found that some students in fact used their annotation skills much more than others— some simply underlined passages, for example, with a highlighting pen. When essays written about the readings were later analyzed, the ones written by the annotators were found to be more well reasoned— more critically astute— than the essays written by the other students.

In another study, on the other hand, a researcher found that critical thinking can also involve oral discussion of personal issues or dilemmas (Hawkins, 2006). In this study, students were asked to verbally describe a recent, personal incident that disturbed them. Classmates then discussed the incident together in order to identify the precise reasons why the incident was disturbing, as well as the assumptions that the student made in describing the incident. The original student— the one who had first told the story— then used the results of the group discussion to frame a topic for a research essay. In one story of a troubling incident, a student told of a time when a store clerk has snubbed or rejected the student during a recent shopping errand. Through discussion, classmates decided that an assumption underlying the student's disturbance was her suspicion that she had been a victim of racial profiling based on her skin color. The student then used this idea as the basis for a research essay on the topic of "racial profiling in retail stores". The oral discussion thus stimulated critical thinking in the student and the classmates, but it also relied on their prior critical thinking skills at the same time.

Notice that in both of these research studies, as in others like them, what made the thinking "critical" was students' use of metacognition — strategies for thinking about thinking and for monitoring the success and quality of one's own thinking. This concept was discussed in Chapter 2 as a feature of constructivist views about learning. There we pointed out that when students acquire experience in building their own knowledge, they also become skilled both at knowing how they learn, and at knowing whether they have learned something well. These are two defining qualities of metacognition, but they are part of critical thinking as well. In fostering critical thinking, a teacher is really fostering a student's ability to construct or control his or her own thinking and to avoid being controlled by ideas unreflectively.

How best to teach critical thinking remains a matter of debate. One issue is whether to infuse critical skills into existing courses or to teach them through separate, free-standing units or courses. The first approach has the potential advantage of integrating critical thinking into students' entire educations. But it risks diluting students' understanding and use of critical thinking simply because critical thinking takes on a different form in each learning context. Its details and appearance vary among courses and teachers. The free-standing approach has the opposite qualities: it stands a better chance of being understood clearly and coherently, but at the cost of obscuring how it is related to other courses, tasks, and activities. This dilemma is the issue— again— of transfer , discussed in Chapter 2. Unfortunately, research to compare the different strategies for teaching critical thinking does not settle the matter. The research suggests simply that either infusion or free-standing approaches can work as long as it is implemented thoroughly and teachers are committed to the value of critical thinking (Halpern, 2003).

A related issue about teaching critical thinking is about deciding who needs to learn critical thinking skills the most. Should it be all students, or only some of them? Teaching all students seems the more democratic alternative and thus appropriate for educators. Surveys have found, however, that teachers sometimes favor teaching of critical thinking only to high-advantage students— the ones who already achieve well, who come from relatively high- income families, or (for high school students) who take courses intended for university entrance (Warburton & Torff, 2005). Presumably the rationale for this bias is that high- advantage students can benefit and/or understand and use critical thinking better than other students. Yet, there is little research evidence to support this idea, even if it were not ethically questionable. The study by Hawkins (2006) described above, for example, is that critical thinking was fostered even with students considered low-advantage.

Creative thinking

Creativity is the ability to make or do something new that is also useful or valued by others (Gardner, 1993). The "something" can be an object (like an essay or painting), a skill (like playing an instrument), or an action (like using a familiar tool in a new way). To be creative, the object, skill, or action cannot simply be bizarre or strange; it cannot be new without also being useful or valued, and not simply be the result of accident. If a person types letters at random that form a poem by chance, the result may be beautiful, but it would not be creative by the definition above. Viewed this way, creativity includes a wide range of human experience that many people, if not everyone, have had at some time or other (Kaufman & Baer, 2006). The experience is not restricted to a few geniuses, nor exclusive to specific fields or activities like art or the composing of music.

Especially important for teachers are two facts. The first is that an important form of creativity is creative thinking , the generation of ideas that are new as well as useful, productive, and appropriate. The second is that creative thinking can be stimulated by teachers' efforts. Teachers can, for example, encourage students' divergent thinking — ideas that are open-ended and that lead in many directions (Torrance, 1992; Kim, 2006). Divergent thinking is stimulated by open-ended questions— questions with many possible answers, such as the following:

How many uses can you think of for a cup?
Draw a picture that somehow incorporates all of these words: cat, fire engine, and banana.
What is the most unusual use you can think of for a shoe?

Note that answering these questions creatively depends partly on having already acquired knowledge about the objects to which the questions refer. In this sense divergent thinking depends partly on its converse, convergent thinking , which is focused, logical reasoning about ideas and experiences that lead to specific answers. Up to a point, then, developing students' convergent thinking— as schoolwork often does by emphasizing mastery of content— facilitates students' divergent thinking indirectly, and hence also their creativity (Sternberg, 2003; Runco, 2004; Cropley, 2006). But carried to extremes, excessive emphasis on convergent thinking may discourage creativity.

Whether in school or out, creativity seems to flourish best when the creative activity is its own intrinsic reward, and a person is relatively unconcerned with what others think of the results. Whatever the activity— composing a song, writing an essay, organizing a party, or whatever— it is more likely to be creative if the creator focuses on and enjoys the activity in itself, and thinks relatively little about how others may evaluate the activity (Brophy, 2004). Unfortunately, encouraging students to ignore others' responses can sometimes pose a challenge for teachers. Not only is it the teachers' job to evaluate students' learning of particular ideas or skills, but also they have to do so within restricted time limits of a course or a school year. In spite of these constraints, though, creativity still can be encouraged in classrooms at least some of the time (Claxton, Edwards, & Scale-Constantinou, 2006). Suppose, for example, that students have to be assessed on their understanding and use of particular vocabulary. Testing their understanding may limit creative thinking; students will understandably focus their energies on learning "right" answers for the tests. But assessment does not have to happen constantly. There can also be times to encourage experimentation with vocabulary through writing poems, making word games, or in other thought-provoking ways. These activities are all potentially creative. To some extent, therefore, learning content and experimenting or playing with content can both find a place— in fact one of these activities can often support the other. We return to this point later in this chapter, when we discuss student-centered strategies of instruction, such as cooperative learning and play as a learning medium.

ACTIVITY 3: LET'S APPLY (Critical Thinking, Character) Directions: Fill in the table below with the main proponents of methods of philosophizing. For each method, answer the questions: "How can you find truth using this method" and "On what real-life situation can you apply this method P Methods of Philosophizing Main Proponent(s) 25 How can you find truth using this method? On what real-life situation can you apply this method?

3.Who is often referred to as the 'father' of contemporary dance? A. Merce Cunningham B. Mikhail Fokin C. Robert Hoffman D. Bojangles

Process questions what kinds of institutions do you think were represented in the activity how do the family, school, religion, cconomy, civil society, and the health eenter or hospitals affect your life, an individual leaving the institution provides information and gives his or her evaluation to improve the institution's environment. practices, and policies. what kind of interview is this, the distance measured from the keel to the waterline a. kb b. km c. draft d. kg, which of the following word processing features would you use to find the synonyms and antonyms of a word dictionary thesaurus spelling and grammar check encyclopedia clear my choice, write the word true if the given statement is correct, otherwise, write the word false. israelites believed that the world is a disk in the ocean. homer, a greek philosopher in the 8 th century bc believe that the earth is round. pythagoras in 6th century introduced the idea of the round model of the earth's shape. egyptians thought that the earth is like a disc floating on the water where an arched bowl separates the earth from the heavens. eratosthenes computed the circumference of the earth to be approximately 250000 stadia or 46250km ( 1 stadia =185m ). the time difference in this distant places in the world is due to the presence of a time zone. the presence of different time zone can only be explained if the world is round and continuously rotating on its axis. the north star was believed to be at a fixed position in the sky. however, when the greeks traveled to places nearer the equator, like egypt, they noticed that the north star is closer to the horizon. anaxagoras, at around 430bce , conducted observations that supported pythagoras's proposal. airplanes are capable of traveling in a straight line without falling off any edges even for a time period of time and airplanes can circle the earth without stopping. 10.during a solar eclipse, the shadow of the earth formed on the one side of the moon shows a dark circle., a. find the sum. 4765 2.) 1245 3.) 2025 4.) 16513 6283 和172 +623 +937 +(568)/(68)3+ 7.) 3462 8.) 8067 6352 +125 +-427 +962 b. find the difference. 9.) 9165 i0.) 8428 11.) 8675 12.) 16457 13.) 58102 -367 -327 -4363 -8276 -23575 14) 82 15.) 4628 16.) 6474 -365 -371 -584, find the value of m+3m^(2) for the following values of m . 24 52 200 2 14 m=-1 ◻ ◻ ◻ ◻ ◻ m=-3 ◻ ◻ ◻ ◻ ◻ m=2 ◻ ◻ ◻ ◻ ◻ m=4 ◻ ◻ ◻ ◻ ◻ m=8 ◻ ◻ ◻ ◻ ◻ 24 52 200 2 14 m=-1 ◻ ◻ ◻ ◻ ◻ m=-3 ◻ ◻ ◻ ◻ ◻ m=2 ◻ ◻ ◻ ◻ ◻ m=4 ◻ ◻ ◻ ◻ ◻ m=8 ◻ ◻ ◻ ◻ ◻, b. write d if the sentence is a definition and nd if it is not a definition. if you answer d (definition), circle the term defined, box the class, and underline the distinguishing characteristic. 1 a sriıare is a nolvann that has four enıial sides 2. a microscope is needed to conduct experiments with microorganisms. 3. scientists work with clearly defined objectives. 4. photosynthesis is the process by which plants make their own food. 5. understanding human genetics is important in medical sciences. . abortion is illegal in the philippines. mammals that have backbones are called vertebrates. . matter is anything that occupies space and has mass. 0. compounds are chemical substances formed by combining elements., she is a former member of repertory philippines, a theatre company founded by the late zenaida amador that produces broadway and other plays. cecil llacad lea salonga liza macuja - elizalde charice pempengco, dear mr. johnson, i am writing to express my interest in the position of marketing assistant at your esteemed company, as advertised on your website. with a strong background in marketing and a passion for creative campaigns, i believe i would be a valuable addition to your team. i have successfully executed various marketing strategies in my previous role, leading to a significant increase in brand visibility and customer engagement. my skills in market research, social media management, and content creation align well with the requirements outlined in your job description. i am particularly drawn to your company's commitment to innovation and customer satisfaction. i am confident that my proactive approach and ability to work collaboratively will contribute to the continued success of your marketing department. thank you for considering my application. i am eager to discuss how my skills and experiences make me a strong fit for this position. i look forward to the opportunity for an interview. sincerely, ahmad bowo what skills does the applicant mention as aligning well with the job description a. cooking and gardening. b. photography and painting. c. market research, social media management, and content creation. d. carpentry and woodworking., the point where movement occurred which triggered the earthquake is the qquad a . epicenter b. focus c. dip d. strike, it is a type of income where you do the work and you are paid for that work. a. captive b. active c. abusive d. passive which of the following is a salary earner a. carpenter b. service crew c. teacher d. factory worker which of the following is a wage earner a. engineer b. manager c. lawyer d. private tutor a delivery man in a chicken store earns ¥350 daily. how much will he earn if he 12 worked 20 days in a month a. 3,500 b. ¥7,000 c. p 14,000 d. p 28,000 yvan, who works in a car wash, is paid 75 per hour of work. how much will he earn in bi-weekly if he rendered 48 hours of work each week a. p3,600 b. ₹4,800 c. p7,200 d. p 14,400 if an assistant principal in a private school is being offered a salary of $13,000 every two weeks. how much will be his annual salary a. 26,000 b. $130,000 c. 156,000 d. p 312,000 a senior police officer i (spo1) of the philippine national police (pnp) has a monthly basic pay of p 33,411 . how much will be his annual salary a. p16,705 b. p 66,822 c. $334,110 d. $400,932 antonio works as a part-time crew in a fast-food chain in the city with the following schedule for one week: monday, 5 hours; tuesday, 6 hours; wednesday, 4 hours; thursday, 6 hours; friday, 3 hours. if he was paid $104.25 an hour, how much will he get for the week a. p2,502 b. p2,919 c. p3,336 d. p3,544, environmental barriers the environment in which we live has a great influence on our level of physical activity. many factors in our environment affect us. obvious factors include the accessibility of walking paths, cycling trails, and recreation facilities. factors such as traffic, the availability of public transportation, crime, and pollution may also have an effect. other environmental factors include our social environment, such as support from family and friends, and community spirit. it is possible to make changes in our environment through campaigns to support active transportation, legislation for safer communities, and the creation of new recreation facilities. performance enhancing drugs and their impacts the use of performance enhancing drugs (peds) is currently one of the biggest issues in modern sport. athletes such as lance armstrong and justin gatin have both damaged the reputation and credibility of their respective sports. athletes may choose to use illegal peds for different reasons and with varying risks. anabolic steroids-these illegal drugs have been widely used to cheat in sport over the past 50 years because they help the athlete to make rapid increases in strength and recovery from high intensity movements such as sprints. steroids are typically used such as a training drug. however, steroids are thought to cause severe mood swings when used in large quantities and may cause heart disease in some people. in males there is also the threat of testicular atrophy (shrinking testicles) and in females an increase in body and facial hair. dinretics- these causes the body to produce more urine. some athletes use diuretics to mask the presence of other drugs such as anabolic steroids. the athletes who need to make a weight such as a boxer or a judo player may also be tempted to use a diuretic as it can cause rapid weight loss. however, the method is illegal and can lead to severe dehydration. growth hormone (gh) -this is a naturally occurring hormone that causes the body to grow but is also used by athletes as an anabolic agent to increase muscle growth. erythropoietin (epo)/peptide hormones -this is a naturally occurring hormo* that causes the body to make more red blood cells. endurance athletes use ille. 21 supplements to significantly boost cardiovascular fitness. until recently epo ha. been very difficult hundreds of road cyclists avoided detection for epo in the 1990s. using epo can increase blood pressure and can reduce the body's natural capacity to make epo. blood doping-this involves removing blood and then re-transfusing it a few weeks later, after the lost red blood cells have been replaced. this method was infamously used by lance armstrong during the tour de france. cardiovascular fitness is enhanced in the short term, but there is a serious risk of infections and illness as a result. stimulants- substances such as caffeine can increase alertness and improve performance in games by reducing reaction time. endurance athletes also like to use caffeine as it helps to better transport fat in the blood and decrease the impact of pain. however, caffeine can also cause diarrhea and disrupt sleep patterns. beta blockers- these help a performer to keep calm and prevent the hands from shaking. performers in target sports such as archery would stand to benefit most from these. these drugs are illegal in sports. narcotic analgesic-these are painkillers that are used to help an injured athlete continue to train and perform in big competitions despite their injury or allow an endurance athlete to tolerate a greater level of pain. this can be dangerous for an athlete as their injury may worsen by continuing to perform., (1) activity 1: essay direction: answer the following questions in a one whole sheet of yellow paper. how important is the role of the organic molecules like carbohydrates, proteins, lipids and nucleic acids to all living things what are the other functions proteins may perform give at least 3 examples of food that are rich in protein. activity 2: multiple choice which biomolecular group carries and passes on the hereditary information of the organism a. carbohydrates b. lipids c. nucleic acid d. proteins, ections: read the questions carefully and write your answers on your answer sheet. what is the primary focus when analyzing dispositions and concerns in texts a. character names c. setting description b. plot development d. themes and underlying messages both sides of the issue are presented through the use of facts and pieces of evidence to support arguments. what type of text is this a. argumentative text c. expository text b. descriptive text d. instructional text when a text provides facts in a way that is educational and purposeful to explain some natural or sociocultural phenomena, it is classified as qquad a. descriptive c. instructional b. expository d. persuasive which of the following text types has the key function or communicative goal to inform readers listeners or viewers about happenings of the day that are observed as newsworthy or relevant a. narrative text c. persuasive text b. expository text d. news item which of the following is not true about prose a. it observes strict grammar, punctuation and capitalization. b. it is written in sentences forming paragraphs. c. it is usually straightforward, ordinary and natural. d. it uses creative, concise and articulate words. when analyzing dispositions in a text, what are you primarily interested in exploring a. the author's writing style b. the characters' physical appearance c. the characters' values, beliefs, and attitudes d. the chronological sequence of events auditory imagery is the use of descriptive language to create imagery that appeals to our sense of hearing. which of the following lines is considered under this type of imagery a. for a brief second, a spike of lightning illuminated the dark purple clouds. b. the sharp aroma of pine needles filled the air. c. a faint buzz of voices came from behind the closed doors. d. the wool jacket felt prickly against her fingers. tactile imagery is used to describe something by focusing on aspects that can be felt or touched. all except one represent tactile imagery, a. the mud felt slimy and cold between my toes. b. the buzzling sound filled the air. c. a gust of cold air blew over her. d. the bitter cold wind took my breath away as i stepped outside from the cozy warmth of home. in a short story known for its impactful dialogues, how can the lines contribute to the story's overall message a. dialogues are inconsequential in a short story. b. by serving as a tool for introducing new characters. c. dialogues reveal character motivations and convey the story's central message. d. the lines are meant for entertainment and don't carry any deeper meaning. idy each given point and from the choices identify the one that is irrelevant to the point. 10. point: drinking coffee can be bad for people. a. coffee in the evening can interfere with sleep at night. b. as addictions go, coffee is less dangerous than tobacco. c. too much coffee can cause the hands to shake. d. drinking too much coffee can lead to a faster heartbeat and light-headedness. 11. point: there are some simple ways to save money at the supermarket. a. avoid products which charge extra for packaging, such as cheese wrapped individually by slice. b. buy store brands of basic items instead of expensive name-brand products. c. some people organize a shopping list alphabetically; others group items by categories. d. shop when you are not hungry, so that you won't be tempted to buy pricey treats. isin in the sun 12. in the play "raisin in the sun", walter would like to see his family's life change in many ways. more than anything else, though, he wants to qquad a. send travis to a private school b. own a liquor store with some friends c. own a dry-cleaning business d. buy ruth nice things and live with her and travis in a bigger house ank you, ma'am 13. in the story, "thank you, ma'am," after mrs. jones brings roger home, she a. treats him cruelly, as if he were her enemy b. cuddles him, as if he were a helpless puppy c. disciplines him as if he were her own child d. watches him suspiciously, as if he were a thief 14. "there's nobody home at my house," said roger. what can readers infer from this line a. roger lives with little or no parental supervision. b. roger's family abandoned him. c. roger's family have taken on jobs that involve them working late or away from home. d. all of the above., assessment directions: read each question carefully. choose the letter of the best answer. write your answe a separate sheet of paper. which elements serve as the main composition of carbohydrates a. c,o,h b. c, n, h c. c, o,n d. c, p, o which of the following element is part of nucleic acids composition a. he b. n c. s d. s which type of bond exists between amino acids a. ester b. ionic c. glycosidic d. peptide which macromolecule contains a nitrogenous base a. carbohydrates b. lipids c. nucleic acid d. protein, select all that apply pick out the influences in the marketing environment. competitive global accounting economic, bo. refer to the following stutiments effectivenoss of the actual anteries 8. statement if is correct. 31 . which of the followntest a. specalized sincture best describes an organ system 32. the qquad a integumentary system removes waste prodicls frich the basiy. qquad b. exivetioy c digestivo d. ailol these a. the blood woula not be able to clot c. the bicod woula not be able fo raht cisase b. the blood would not be fluid. d. the blood woula not be able ta cany axyen 35. saliva contains en enzyme which begins to break down starch as soon as you put if into your mouth parson did not produce saliva, which would bo the most atected" a iver b. blood cells c digestive systam 38 how do tissues, atgans and organ system connocted to pactiother d. nervous bystem a. organs form tissues, which form organ systems c orvan aystams form orpans, which form tiel b. tissues form organs, which form organ systems d nono of the precoding 37. thase two body systems work fogother to allow a person to move talk and rur a. endocrine and reproductive c. dipeative & excretory b. skeletal & muscular o integumentary s lymphatic 38. what two body systems are most useful in geting nutrients from the food that you eail a. muscular and endoctine c. coculatery and digestive b. nervous and dipestive d nervous and circulatory 39. which body systems work together to protect the body from pathogens a muscular and vascular b. digestive and excretory c. endocrins and ropreductive the digestive system a. they begin mechanical digestion. b. they relesso enzymes into the saliva for chomical digestion c. thay are shaped for grinding mashing, and tearing food d they begin chermical digestion the blood afterwards is being sent back to the rest of the body, which syatem is neyponible for thi transipol plasma to the kidneys a circulatory system i respiratory system c. muscular system d nervous symem messege to the -skin's heal receplors. b. heat receplors in tre skin send a messago fo tho brain the brain senda a response fo start maneating, wi. cools the body c. the brain sends a message to the skin the muneles in the skin contract, of whiver, to poot the body a charfes lyell and charles darwin c. erasmus darwin anis lomarch b charles darvin and aftrod walloco quad d chares lyeit and james hotton 44 the primaty resources of genatio variation are the following, excopi a mutation b gonetio shuffing c gene flow 45 which of the following is not a basia mechinism of chargeg in a poputation a mutrition b. migration c adaptation d. natural selecition d. natural sotecien look difterint fram their ancostors. a theory ol survival c. theory of nutural sellection b theory of modification d. theoly of descertil will modification a botilienter ellest b fourdar eftical c. genelic orit 保 torm used trace ovalutionery d. disuater tiftest 4 evoulion, a. pamimili at pagpapaunlad ng paksa ng pananaliksik b. pagdidisenyong pananaliksik c. pangangalap ng datos d. pagsusuring datos e. pagbabahaging pananaliksik qquad 1. presentasyon at interpretasyon nig datos qquad 2. paglalathala ng pananaliksik sa isang publikasyon qquad 3. presentasyon ng pananaliksik sa isang pambansa o pandaigdigan kumperensiya qquad 4. pagbuong tanong ng pananaliksik qquad 5. pagtatakda ng disenyo at pamamaraan ng pananaliksik qquad 6. paglalatagng mga hypothesis ng pag-aaral qquad 7. pagbabasa ng mga kaugnay na pag-aaral at literatura qquad 8. paglilimita ng paksa qquad 9. pamimili ng lokal at populasyon ng pananaliksik qquad 10. pagbuong instrumento sa pananaliksik qquad 11. pakikisalamuha at pakikipanayam sa mga kalahok ng pananaliksik qquad 12. paglulunsad ng sarbey qquad 13. pagsasaayos at paghahanda ng datos para sa presentasyon qquad 14. pagpapaikling nabuong pananaliksik qquad 15. rebisyon ng pananaliksik, " area "=(1)/(2)bc sin a=(1)/(2)ab sin c=(1)/(2)ac sin b ex #6: find the area of a triangle having two sides of lengths 8 meters and 12 meters and an included angle of 135° ., gawain 2: panuto: sagutin mo ang lahat ng aytem. piliin ang titik ng tamang sagot. gumamit ng papel at doon isulat an iyong mga kasagutan. ano ang clalawang mahahalagang yaman nina jim at della na nagawa nilang isakripisyo para maibiling regalo ang bawat isa a. diyamnteng kuwintasb. gintong relosc. buhok d. mamahaling suklay anong damclamin ang ipinahiwatig sa pahayag na "ipinaputol ko at ipinagbili," wika ni della. "hindi ba gust mo rin ako kahit putol na ang aking buhok" a. pag-alalab. pagkainisc. pagtatakad. pagkatampo alin sa sumusunod ang tamang pagkakasunod-sunod ng mga salita ayon sa tindi ng damdamin a. pag-ibig, pagsinta, pagmamahal, pag-irog b. pagsinta, pag-irog, pag-ibig, pagmamahal c. pag-irog, pag-ibig, pagmamahal, pagsinta d. pagsinta, pag-irog, pagmamahal, pag-ibig bakit itinuturing ng marurunong na mago ang mag-asawang jim at della young a. isinakripisyo nila ang pinakamahalagang ari-ariang pinakaiingatan b. hindi nila ipinakita ang pagdaramdam sa isa't isa sa kabila ng kanilang pagkakamali. c. pinatunayan nila na pag-ibig ang pinakamagandang aginaldo sa pasko d. binigyan nila ng aginaldong pamasko ang bawat isa sa kabila ng kanilangkahirapan. anong kaisipan ang lumutang sa maikling kuwento "aginaldo ng mga mago" a. mas mainam magbigay kaysa tumanggap c . ang diyos ay pag-ibig b. ang pag-ibig ay pagpapakasakitd. ang pasko ay para sa mga bata saang ebanghelyo matatagpuan ang kaugnay na salaysay ng kuwentong "a ginaldo ng mga mago" a. mateob. marcosc. lukasd. juan sino ang nagsalin sa filipino ng kuwentong "aginaldo ng mga mago" a. bob ongb. rufino alejandroc. o. henryd. vergitio almario ako ay may ibibigay na handog sa nanay ko. ano ang ibig sabihin ng salitang handog sa pangungusap a. pagdiriwangb. regaloc. kasiyahan d. surpresa alin sa mga sumusunod na salita ang may pagkakatulad ang kahulugan a. tampo at galitb. sarap at tamisc. singhal at sigawd. sinta at mahal anong pagdiriwang ang pinanabikang dumating ni della a. binyagb, paskoc. kaarawand. piyesta siya ang may-akda ng kuwentong "aginaldo ng mga mago" a. bob ongb. rufino alejandiroc. o. henryd. vergilio almario si dolla ang kabiyak sa buhay ni jim. ano ang ibig sabihin ng salitang kabiyak a. asawab. hipagc. bayaw d. kapatid simbahan:pananampalataya, paaralan: a. estudyanteb, kar ununganc. gurod. pag-aaral sino ang itinuturing na llaw ng tahanan a. anakb. nanay c. iolad. tatay guro: mag-aaral, mang gagamot: a. doktorb, ospitalc. nars d. pasyente, moreover, one can analyze the values upheld in the document as consistent with the burgeoning rational and liberal ideals in the eighteenth and nineteenth century. equality, tolerance, freedom, and liberty were values that first emerged in the eighteenth century french revolution, which spread throughout europe and reached the educated class of the colonies. jacinto, an ilustrado himself, certainly got an understanding of these values. aside from the liberal values that can be dissected in the document, we can also decipher certain victorian and chivalrous values in the text. for example, various provisions in the kartilya repeatedly emphasized the importance of honor in words and in action. the teaching of the katipunan on how women should be treated with honor and respect, while positive in many respects and certainly a significant stride from the practice of raping and physically abusing women, can still be telling of the katipunan's secondary regard for women in relation to men. for example, in the tenth rule, the document of specifically stated that men should be the guide of women and children, and that he should set a good example, otherwise the women and children would be guided guided in the path of evil. nevertheless, the same documents stated that women should be treated as companions of men not as playthings that can be exploited for their pleasure. in the contemporary eyes, the katipunan can be criticized because of these provisions. however, one must not forget the context where the organization was born. not even in europe or in the whole of the west at that juncture recognized the problem of gender inequality. indeed, it can be argued that katipunan's recognition of women as important partners in the struggle, as reflected not just in kartilya but also in the organizational structure of the fraternity where a women's unit was established, is an endeavor advanced for its time. aside from rizal's known letter to the women of malolos, no same effort by the supposed cosmopolitan propaganda movement was achieved until the movement's eventual disintegration in the latter part of the 1890 s. aside from this, the kartilya was instructive not just of the katipunan's conduct toward other people, but also for the members' development as individuals in their own rights. generally speaking, the rules in the kartilya can be classified as either directed to how one should treat his neighbor or to how one should develop and conduct one's self, both are essential to the success and fulfillment of the katipunan's ideals. for example, the kartilya's teachings on honoring one's word and not wasting time are teachings directed toward self-development, while the rules on treating the neighbor's wife, children, and brothers the way that you want yours to be treated is an instruction on how katipuneros should treat and regard their neighbors. all in all, proper reading of the kartilya will reveal a more thorough understanding of the katipunan and the significant role that it played in the revolution and in the unfolding of the philippine history, as we know it., (d)/(dx)y=(3x+4)^(2)(x-5)^(3), directions: read each question carefully and choose the correct answer. write your answer in the graphic organizer provided below the questionnaire. make sure that your answers from the first row down to the third row are synchronized. questionnaire what are the three major disciplines that you encountered today i. humanities iii. social sciences ii. natural sciences iv. sociology what is the nature of each discipline i. it is intended to substantiate any existing knowledge. ii. it is interested in explaining the natural events utilizing scientific methods. iii. its focal concern is the relationship of individuals, human society, and societal groups. iv. its inclination is in investigating human constructs and concerns. what is the function of each discipline i. to explain man's social interaction and the intricacies of cohabitation. ii. to make sure that all things are in order and in perfect condition and state. iii. to promote knowledge, sensitivity, and self-awareness. iv. to provide explanation about the origin of life and various natural phenomena. what is the importance of differentiating these three disciplines i. to know how they can help in making people's lives efficient and comfortable. ii. to know how they can provide solution to social problems that can help in elevating the quality of life of every individual. iii. to know how they may affect and shape one's life and existence. iv. to know how they may help us understand and explain the complexities of human life, activities, and the world around us., activity 1 guide questions: explain why accounting is known as the "language of business". explain what accounting can provide to the business., what is the value of lim_(x rarr2)(sqrt(x+2-2))/(x-2) , gawain: pagsulat ng sariting akcla na tula panuto: bumuo ng isang tula na may kahawig sa tulang tinalakay na "ang aking pag-ibig". ang tula ay binubuo ng 4 na taludtod bawat saknong, 4 na saknong ang pinakamababa at nasa uri ng tula na malayang taludturan., ploase road statoment for question 16-18. a globo is a 30 reprecentation of earth, evolving from anclent greaks to present day, greaks and f globes for navigation and understanding geography. islamic scholars enhanced globes in the middle ages. e improved accuracy and detail in the 15 th century based on their discoveries. globe refers to a spherical repr the earth's surface, highlighting its geographic features such as continents, countries, occans, and other phy elements. it serves as a three-dimensional model that accurately represents the earth's shape and proportic is an essential tool for geographers, carlographers, and educators to study and understand the earth and its aspects. 16. what role does a globe play in understanding the earth's gecyraphy a. it enables the exploration of different ecosystems and blomes. b. it helps in studying the earth's history and geological formations. c. it assists in understanding the earth's population distribution pattems. d. it provides a realistic and accurate representation of the earth's features. 17. how do lines of latitude and longitude help with navigation a. they help predict earthquakes and other natural disasters. b. they allow ships and planes to determine their exact location. c. they indicate the types of vegetation found in different areas. d. they provide information about the climate of different regions. 18. what do the lines of latitude and longitude alow us lo do a. measure the distance between two locations. b. calculate the average temperature of a country. c. determine the population densily of different regions. d. identify the natural resources found in a specific area. ploase road statement for question 19-21. map projections represent earth's curved surface on a flat map. various types exist, each with stre weaknesses. popular ones include mercator (shape preservation, size distortion near poles) and robin and shape distortion with curves. 19. which map projection is often used for world maps in atlases a. lambert conformal conic projection b. mercator projection c. moliweide projection d. sinusoldal projection 20. which map projection preserves both shape and size but distorts distances and directions a. azimuthal equidistant projection b. conic projection c. eckert iv projection d. robinson projection, choose words from the list to fill in the blanks in the paragraphs. word list anion metal cation metallic bond chemical bond molecule chemical reaction noble gas coordinate covalent bond polyatomic ion covalent bond sea of electrons ionic bond stable octet ionization energy valence shell anion metal cation metallic bond chemical bond molecule chemical reaction noble gas coordinate covalent bond polyatomic ion covalent bond sea of electrons ionic bond stable octet ionization energy valence shell the force that holds two atoms together is called a(n) (1) when atoms rearrange to form new combinations, a(n) (2) has taken place. such changes generally involve electrons in the highest principal energy level, or the qquad there are several extremely unreactive elements. each of these is called a(n) (4) . the atoms of all but the lightest of these elements have a set of eight outermost electrons, which form a(n) (5). the amount of energy needed to remove the most loosely held electron from a neutral atom is called its qquad when electrons are transferred from one atom to another, a(n) qquad is formed between the resulting charged atoms. a positively charged atom is called a(n) qquad a negatively charged atom is called a(n) qquad an element that has only one or two outermost electrons is called a(n) qquad .the bond that forms between atoms of such an element is called a(n) qquad . such bonding is characterized by a(n) qquad when atoms share electrons, a(n) (13) is formed. an uncharged group of atoms held together in this way is called a(n) (14). if one of the atoms donates both of the shared electrons, a(n)(15) is formed. a group of chemically-bonded atoms that has a charge is called a(n) (16). qquad qquad qquad qquad qquad qquad qquad qquad qquad qquad qquad qquad qquad qquad qquad qquad qquad, 2x(x+4)=(x-3)(x-3) a= b= c=, ii- direction: match column a to column b. write the corresponding letter. times 2 each correct answer. a qquad 1. sqrt45 qquad 2. ordered pair qquad 3. parabola qquad 4. 5°+5° qquad 5. domain qquad 6. f(x)=x^(2)+4 qquad 7. line x qquad 8. exponent qquad 9. range qquad 10. 7°+3 qquad 11. sqrt(3//16) qquad 12. x & y axis qquad 13. exponential form sqrt49 qquad 14. x^(12)//x^(8) qquad 15. linear function b a. 49^(1//2) b. value of x c. 4 d. linear e. degree f. (sqrt3)/(4) g. function h. cartesian plane i. straight line j. 3sqrt5 k. graph l. value of y m. (3,7) n. fraction o. 2 p. radical symbol q. x^(4) r. 1^("st ") degree function s . axis of symmetry t. 7, an organism can either be a prokaryote or a eukaryote, but not both. all cells contain organelles. these organelles perform specific functions that contribute to the normal functions of a cell. many cells have-specific modifications that depend on their spectalized dunctions. these help these cells function properly: identify if the statements are true or false. the rough golgi apparatus contains ribosomes. nerve cells have elongated axons and dendrites for producing atp. erythrocytes store hemoglobin inside the nucleus. the plasma membrane is made up of a single layer of phospholipids. the mitochondria can also be found in prokaryotes., magnesium consist of three naturally occurring isotopes. the percent abundance of these isotopes is as follows: mg-24 (78.70%), mg-25 (10.13%), mg-26 (11.7%). the the atomic mass of mg-24 is 23.8044amu , the atomic mass of mg-25=24.98584 amu and the atomic mass of mg 2625.98259amu . what is the average atomic mass of these three isotopes of magnesium in amu's, direction: enumerate the following 1-2 - what are the two 2 systems of measurements the imperial system and the metric system 3-5 - give at least 3 units of linear measurements in the english system inch, a foot qquad qquad qquad qquad 6-9 - give at least 3 units of linear measurements in the metric system qquad qquad, bridge type: qquad vacuous : intelligence choose an answer vapid : liveliness quixotic : chivalry requisite : necessity entertaining : excitement knowledgeable : wit, panuto:basahing mabuti ang bawat katanungan at piliin ang titik ng tamang sagot. ito ang damdaming makabayan na maipapakita sa matinding pagmamahal at pagpapahalaga sa inang-bayan a. nasyonalismo b. kolonyalismo c. imperyalismo anyo ng nasyonalismo na ipinakita ng bansang pilipinas. a.defensive b. aggressive c. silent anyo ng nasyonalismo na minsang ginawa ng bansang hapon. a. aggressive b. defensive c. active siya ang nangunang lider nasyonalista sa bansang india. a.mohandas gandhi b. mohammed ali jinah c. mustafa ataturk ang pananakop ng mga qquad sa bansang india ang nagbigay daan upang magising ang diwa ng nasyonalismo. a. ingles b. hapones c. nomads naging dahilan ng paglaban ng mga indian ay ang qquad a.di pantay na pagtingin sa kanilang lahi b. pagkuha ng mga batang babae c. pag-aasawa ng mga ingles mas tumindi ang pagpapakita ng nasyonalismo ng mga indian ng maganap ang qquad noong april 1 1919. a. amritsar massacre b. rebelyong sepoy c.suttee ito ang pag-aalsa ng mga sepoy o sundalong indian sa mga ingles bilang pagtutol sa pagtatanging mga lahi o racial discrimination. a. rebelyong sepoy b. suttee c. female infanticide ang pagpapatiwakal ng mga biyudang babae at pagsama sa libing ng namatay na asawa. a. suttee b. rebelyong sepoy c. female infanticide ang qquad ay isa sa mga bansa na unang lumaya sa kanlurang asya noong 1759. a. kuwait b. japan c. turkey ito ang sistematiko at malawakang pagpatay ng mga german nazi sa mga jew o israelite. a. holocaust b. mandato c. zionism nangangahulugan ito na ang isang bansa na naghahanda upang maging isang malaya at isang nagsasariling bansa . a.sistemang mandato b. holocaust c. zionism ito ang pag-uwi sa palestine ng mga jew mula sa ibat-ibang panig ng daigdig. a.zionism b. sistemang mandato c. holocaust kilala siya bilang mahatma o dakilang kaluluwa. a.mohandas gandhi b.mohamed ali jinah c.mustafa kemal ataturk kilala siya bilang ama ng pakistan. a.mohamed ali jinah b. mustafa kemal ataturk c. mohandas gandhi, what's more directions: a. use the figure at the right to identify and name the following terms related to o.a based on the given description. a radius a semicircle 2 central angles a diameter a minor arc a chord a major arc 2 inscribed angles b. inside the box are the terms related to circles. choose the correct term that match the given description below. write your answer on your answer sheet. semicircle diameter semicircle diameter central angle inscribed angle central angle inscribed angle major arc minor arc major arc minor arc radius chord radius chord "semicircle diameter" "central angle inscribed angle" "major arc minor arc" "radius chord" qquad 1. is an angle whose vertex is the center of the circle and with two radii as its sides qquad 2. is a segment joining any two points on the circle qquad 3. is the longest chord and it is twice the measure of the radius qquad 4. is an angle whose vertex is on the circle and whose sides contain chords of the circle qquad 5. is an arc of a circle that measures greater than the semicircle qquad 6. is an arc of a circle that measures less than the semicircle qquad 7. is half the measure of the diameter qquad 8. is an arc measuring one-half the circumference of a circle, what is the most enduring sculpture created using materials such as gold and silver, allowing the artisan to shape the substance through the use of tools like hammering select your answer. glyptic sculpture in ivory sculpture in clay sculpture in metal, notebook: solve using completing the squme. x^(2)-2x+1=0, the capacity of the body to do activities without undue exhaustion. (1pts) a. exercise b. warm-up c. phyiscal fitness d. physical activity, (a) bagaimana cara mengurargi kecarduan narkoba (b) lalu, apa yg membuat narkoba mjd pelamplasan bagi orang yg mencoba narkoba tith (c) aparcah benar saat ini narkeba marah di usia remaja, a. 220 - watt marda daylight lamp if the supply is 220 volts what will be the wailable current for the nophances a. 2 amperes b. 1 is amperet d. 150 amperes 34. the first step in plunn ig a wiring installation sto draw the qquad of each of the foom: a. schedule of loads b. fiser diagram c. legend diftrom pis as. a heavy detted line is diawn from the focture to the qquad by which is to be controikd c. switch d. electrical panel a. convenience outlet b. spo 36. the symbol tiprectents to what device c. range outlet d. cloch aurtet a. switch b. comvenience putiet 37. one horse power (1 hp ) is equal to qquad a. 100 watts b. 1000 warts c. 746 watts d. 500 watts 38 this symbot used in the wirina plan indicates that the wires run to the fioor : bove. a. qquad b. qquad c. d. 39. the applance circuit shbuld be wired with a size number no smalier than qquad a. no. 14 awg b. no. 12 awg c. no. 10 awg d. no: awg 40. when installing the riaid condult pipe, it must be firmly support id by qquad a. plpe strap/clamp b. now c. toupling d. udipter 41. in wiring installation, it is the operation by which a length of wires lis added to another to prolong it, and th as provide an unbroken path for the current. a. splicing b. soldering c. fishing d. terminating. to be installed in a building or house. a. schematic diagram b. symbols c. electrical plan d. none of these 43. a part of the wiring plar that shows the lighting plan and the convenient power outlet. a. hoor pian electrical laye ut b. tegend c. schedule of loads d. riser diayram 44. what part of the wiring plan shows the meaning of each symbol a. floor plan b. legend c. riser diagram d. sehe jule of lioads 45. the characteristics of the service, the size of the entrance condult, the size of wire uned, and the sute of the protective: device and the brinch circuit are what part of the wiring plan a. riser diagram b, legend c. schedule of loads d. floor plan 46. this includes the bordering areas : howirg well-known streets and structures, the location of the uth tiv company pole supplies electric energy. a. iocation site b, title block c. legend d. general notes 47. the electrical cotie requires that a conduit with more than two conductors be filled to a ron mum of 40 why the reason is; a. to reduce the heat from induction c. for better circulation of air b. to allow the future fill d. to make puling of wires easie whthout abrasion 48. a *" trade-size electrical conduit has an equivalent diameter of qquad in metricumits a. 13mm t an. nm c. 25mm d. 27mm 49. the circuit conductors between the final overcurrent dev ce protecting the circuit and the outlet a. feeder line b. branch circuit c. senvice drops d. service entrance wire 50. this is defined st the portion of the supp y conductors that extend from the street main duct or transformer to the service switchbourd of the bunding supptr a. feeder line b. branch circult c. service drops d. service entrance., ion no_(3) - bilangan oksidasi unsur yang diberi garis bawah atau dalam ion nitrat bermuatan minus satu adalah ..., edukasyon sa pagpapakatao summative 1 (q2) panuto: basahin at sagutin ang mga sumusunod na tanong. piliin ang titik ng tamang sagot. alin sa mga sumusunod ang pagtugon sa pangangailangan ng iba nang may paggalang at pagmamahal a. pakikipagkapwa b. pakikipag-ugnayan c. komunikasyon d. pakikipag-kaibigan alin sa mga sumusunod ang hindi "golden rule" a. mahalin mo ang kapwa mo gaya ng pagmamahal mo sa iyong sarili b. huwag mong gawin sa kapwa mo ang ayaw mong nila sa iyo c. makitungo sa kapwa sa paraang gusto mo ring pakitunguhan ka d. napatatatag ng mga birtud ang katarungan at pagmamahal alin sa mga sumusunod ang tumutukoy sa diyalogo a. ito ay ugnayan o samahan. b. ito ay ugnayang interpersonal sa pagitan ng dalawa o higit pang tao. c. pagmamalasakit para sa ikabubuti ng sarili at kapwa. d. pagtataguyod ng ugnayang may pagkakaisa, komunikasyon at pagtutulungan. ito ay pakikipagkapwa-tao na tumutukoy sa pag-unawa sa damdamin ng iba. ano ito a. hospitable b. pakikiramay c. empathy d. bayanihan ito ay pagiging mapagpatuloy. ano ito a. bayanihan b. pakikiramay c. empathy d. hospitable alin sa mga sumusunod ang kahulugan ng utang-na-loob a. pagsunod sa mga patakaran b. pagbabalik ng tulong sa kabutihan ng mga taong tumulong c. pagpapahalaga sa personal na ugnayan d. pagpapaunlad ng pakikipagignayan sa kapwa alin sa mga sumusunod ang nagpapakita ng tamang pagpapahayag ng damdamin a. magpaligoy-ligoy sa pakikipag-usap. b. maging tahimik sa mga bagay na hindi maintindihan nang hindi mapahiya. c. simulan ang pakikipag-usap ng may panunuyo at biro. d. gumamit ng "i-statements" at iwasan ang "you-statements". alin sa mga sumusunod na prinsipyo ng pakikipag-ugnayan sa kapwa ang hindi kabilang a. paggalang sa pagiging indibidwal ng kapwa. b. kawalan ng kalayaan at mapanagutang pagpapahayag ng damdamin. c. pagtanggap sa kapwa. d. pag-iingat sa mga ibinabahagi ng kapwa. alin sa mga sumusunod na halimbawa ang dapat gawin upang mapalawak ang kaalaman a) pagsunod sa anumang nais ng mga kaibigan. b) pagsunod sa mga patakaran ng paaralan. c) panonood ng mga educational videos. d) pagtanggap sa payo ng mga magulang. si arnold ay laking mahirap na gustong makapagtapos ng kolehiyo. narinig niya sa isang programa ng pamahalaan na naghahandog sila ng scholarship sa mga mahihirap na mag-aaral at agad niya itong inasikaso. anong uri ng pangangailangan ang kinakaharap ni arnold a. intelektwal b. pangkabuhayan, convert 110 of to °c, f if y=sin^(-1)(x-1),com xu+c (dy)/(dx), which is not a way to increase the force between two charged objects a. place one object in the other's electric field b. bring the objects closer together c. increase the charge of one of the objects d. make one of the objects bigger, examile 4 if 3% of electronic units manufactured by a company are defective. find the probability that in a sample of 200 units, less than 2 bulbs are defective., perhatikan tabel pengukuran push up untuk perempuan berikut ini 1 age excellent good good aboveav- erage aboveav- erage average below avt erage below avt erage poor 17-19 > 35 27-35 21-26 11-20 6-10 < 6 20-29 336 30-36 23-29 12-22 7-11 < 7 30-39 xx37 30-37 22-29 10-21 5-9 < 5 30-49 > 31 25-31 18-24 8-17 4-7 < 4 50-59 225 21-25 15-20 7-14 3-6 < 3 60-65 > 23 19-23 13-18 5-12 2-4 < 2 age excellent "good" "aboveav- erage" average "below avt erage" poor 17-19 > 35 27-35 21-26 11-20 6-10 < 6 20-29 336 30-36 23-29 12-22 7-11 < 7 30-39 xx37 30-37 22-29 10-21 5-9 < 5 30-49 > 31 25-31 18-24 8-17 4-7 < 4 50-59 225 21-25 15-20 7-14 3-6 < 3 60-65 > 23 19-23 13-18 5-12 2-4 < 2 diadaptasi dari golding et al. (1986) [2], memberikan data normatif untuk. press-ups for women rini (usia 22 tahun) dapat melakukan push up sebanyak 23 kali. maka kategori rini adalah .....

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

by AuthorAmy

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

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

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

1. Don’t give them the answers

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

2. Controversial issue barometer

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

3. Play devil’s advocate

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

4. Gallery walk

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

5. Review something

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

6. Draw analogies

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

7. Think of 25 uses for an everyday thing

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

8. Incorporate riddles

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

9. Crosswords and sudoku puzzles

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

10. Fine tune questioning techniques

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

11. Socratic seminar

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

12. Inquiry based learning

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

13. Problem-based learning

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

14. Challenge all assumptions

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

15. Emphasize data over beliefs

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

16. Teach confirmation bias

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

17. Visualization

Help students make a plan before tackling a task.

18. Mind mapping

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

19. Develop empathy

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

20. Summarization

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

21. Encapsulation

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

22. Weigh cause and effect

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

23. Problems in a jar

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

24. Transform one thing into another

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

25. Which one doesn’t belong?

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

26. Compare/contrast

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

27. Pick a word, find a related word

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

28. Ranking of sources

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

29. Hypothesize

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

30. Guess what will happen next

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

31. Practice inference

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

32. Connect text to self

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

33. Levels of questioning

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

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

34. Demand precise language

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

35. Identify bias and hidden agendas

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

36. Identify unanswered questions

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

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

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

38. Have a question conversation

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

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

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

40. Brainstorm, free-write

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

41. Step outside your comfort zone

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

42. The answer is, the question might be

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

43. Cooperative learning

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

44. What? So what? Now what?

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

45. Reflection

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

46. Classify and categorize

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

47. Role play

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

48. Set goals

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

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

50. Cultivate curiosity

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

50 Critical Thinking Strategies - Cover Draft

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Character Craftsmanship: Explore Feelings - Lesson Plan

In this lesson, students delve into the fascinating world of character traits. the teacher sets the stage by engaging students in an activity to guess feelings based on situations. students then explore character feelings and traits through story reading and probing questions. independent practice is encouraged through activities where students identify dialogues, actions, and feelings of characters. the lesson concludes with a summary of key takeaways and an exit slip for self-assessment. if time permits, additional activities are provided for further practice..

Know more about Character Craftsmanship: Explore Feelings - Lesson Plan

The main focus of 'Character Craftsmanship: An Interactive Traits Lesson' is to teach students how to identify character traits by analyzing dialogues, actions, and feelings of characters in a story.

Character Craftsmanship: An Interactive Traits Lesson' enhances critical thinking by encouraging students to analyze text evidence to identify character traits.

Activities in 'Character Craftsmanship: An Interactive Traits Lesson' include guessing the teacher's feelings based on a situation, identifying dialogues, actions, and feelings of characters from a story read by the teacher, and finding a character trait independently.

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Critical Thinking Skills Worksheet
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Critical Creativity in Action
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Activity 3 lets apply critical thinking character
Activity 3 lets apply critical thinking character. 16ACTIVITY 3: LET'S APPLY (Critical Thinking, Character) Directions: Fill in the table below with the main proponents of methods of philosophizing. For each method, answer the questions: "How can you find truth using this method?" and"On what real -life situation can you apply this ...
ACTIVITY 3: LET'S APPLY Critical Thinking Character .pdf
Kemberly C. Beneras 11 Stem-Furud ACTIVITY 3: LET'S APPLY (Critical Thinking, Character) Methods of Philosophizing Main Proponent(s) How can you find the truth using this method? In what real-life situation can you apply this method? 1. Dialectic George Hegel The dialectic method can be used to find the truth whenever there is a discussion between two or more people who have different points ...
11 Activities That Promote Critical Thinking In The Class
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.
F f f o f f o f bilib activity 3 lets apply critical
F F F O F F O F BILIB ACTIVITY 3 LETS APPLY Critical Thinking Character from BSBA MIS GE6108 at AMA University Online Education. AI Homework Help. Expert Help. Study Resources. ... ACTIVITY 3: LET'S APPLY (Critical Thinking, Character) Directions: Fill in the table below with the main proponents of methods of philosophizing.
10 Great Critical Thinking Activities That Engage Your Learners
Other Critical Thinking Activities. Jigsaw—Developing Community and Disseminating Knowledge: Learners take on the role of "experts" or "specialists" of a particular topic. Then a panel of experts is assembled to get the larger picture. K-W-L Charts—Assessing What We Know/What We Still Want to Learn: Charts to document "What I Know ...
critical thinking module 3 Flashcards
Monitor the implications of your actions and shift strategy if need be. Nine dimensions of decision making. 1. Figure out and regularly reevaluate your goals, purposes, and needs. 2. Identify your problems explicitly, then analyze them. 3. Figure out the information you need, and actively seek that information. 4.
Critical Thinking Skills
Critical thinking is a desire to seek, patience to doubt, fondness to meditate, slowness to assert, readiness to consider, carefulness to dispose and set in order; and hatred for every kind of imposture. —Francis Bacon, philosopher. Critical thinking is a fundamental skill for college students, but it should also be a lifelong pursuit.
3rd grade critical thinking character education worksheet videos
As an educator, prioritizing mindfulness and student well-being is paramount to creating a nurturing and productive learning environment. The Mindfulness and Well-being Kit is des
1.3: Critical Thinking
Critical thinking is important because it relates to nearly all tasks, situations, topics, careers, environments, challenges, and opportunities. It's not restricted to a particular subject area. Figure 1.3.2 1.3. 2. Critical thinking is clear, reasonable, reflective thinking focused on deciding what to believe or do.
CRITICAL ANALYSIS Flashcards
A story in which a character represents an idea rather than an individual is called a (n) _____. allegory. A critical analysis does not use secondary sources. False. Direct quotations in a critical analysis do not have to be documented. False. A casebook is a collection of primary and secondary materials. True.
Critical Thinking Activities That Get Students Moving
Check out these critical thinking activities, adapted from Critical Thinking in the Classroom , a book with over 100 practical tools and strategies for teaching critical thinking in K-12 classrooms. Four Corners. In this activity, students move to a corner of the classroom based on their responses to a question with four answer choices.
PDF Critical Thinking Exercise 2.2: Optional Activities on Character Strengths
Teachers can use any of the following activities in class: Character Analysis: Ask the students to identify the character strengths of their favorite characters in a book or movie. This is also an excellent opportunity for cross-curricular collaboration. Consider pairing up with an English teacher and use the strengths as a lens through which ...
Promoting Critical Thinking in the Classroom: Strategies and Activities
By promoting critical thinking in the classroom, educators can foster intellectual curiosity, enhance problem-solving abilities, and prepare students for success in an ever-evolving world. This article explores effective strategies and engaging activities to promote critical thinking among students. 1. Ask Thought-Provoking Questions.
LITERATURE107
25 ACTIVITY 3 LETS APPLY Critical Thinking Character Directions Fill in the from LITERATURE 107 at Laguna State Polytechnic University - Santa Cruz ... Log in Join. 25 activity 3 lets apply critical thinking character. Doc Preview. Pages 86. Identified Q&As 100+ Solutions available. Total views 100+ Laguna State Polytechnic University - Santa ...
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Definition of Critical Thinking. "Critical Thinking is 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.".
Lesson 8.2: Critical Thinking and Creative Thinking
Creative thinking. Creativity is the ability to make or do something new that is also useful or valued by others (Gardner, 1993). The "something" can be an object (like an essay or painting), a skill (like playing an instrument), or an action (like using a familiar tool in a new way). To be creative, the object, skill, or action cannot simply ...
activity 3: let's apply (critical thinking, teflgrML1V
ACTIVITY 3: LET'S APPLY (Critical Thinking, Character) Directions: Fill in the table below with the main proponents of methods of philosophizing. For each method, answer the questions: "How can you find truth using this method" and "On what real-life situation can you apply this method P Methods of Philosophizing Main Proponent(s) 25 How can ...
50 Super-Fun Critical Thinking Strategies to Use in Your Classroom
26. Compare/contrast. Compare and contrast are important critical thinking strategies. Students can create a Venn diagram to show similarities or differences, or they could write a good old-fashioned compare/contrast essay about the characters of Romeo and Juliet. 27. Pick a word, find a related word.
PDF Instruction in Crtical Thinking As a Form of Character Education
1. Thepurpose ofinstruction in critical thinking is to nurture a character trait-a critical spirit. Thus, we must regard instruction in critical thinking as aform of character education. To be blunt, we are uneasy about using the term critical thinking at all because the term is curiously abstract, suggesting
Character Craftsmanship: Explore Feelings
In this lesson, students delve into the fascinating world of character traits. The teacher sets the stage by engaging students in an activity to guess feelings based on situations. Students then explore character feelings and traits through story reading and probing questions. Independent practice is encouraged through activities where students ...
Think Critically and Creatively Flashcards
3. Examine the problem from multiple points of views. 4. Apply appropriate criteria and standards. 5. Reach well-reasoned conclusions. People who think critically. Not just rational and analytical, they are also reasonable and empathetic. Their thinking is self-disciplined, self-monitored and self-corrected.
ACTIVITY 3: LET'S APPLY (Critical Thinking, Character ...
ACTIVITY 3: LET'S APPLY (Critical Thinking, Character) Directions: Fill in the table below with the main proponents of methods of philosophizing. For each See answer Advertisement ... Based from the activity, what is the significance of human material remains and artifactual evidence in interpreting culture, social and political pro …
Fill in the table below with the main proponents of methods of
2. Pragmatic. William James. Truth through this philosophical method, the truth is found by determining what is useful. In pragmatism, there is a value for the application of knowledge in real life and the benefits it may bring a specific individual. In essence, the truth is equated to what is useful. Mathematics and other natural sciences.

11 Activities That Promote Critical Thinking In The Class

Importance of Acquiring Critical Thinking Skills

11 Activities that Promote Critical Thinking in the Class

1. Worst Case Scenario

2. If You Build It

4. Keeping it Real

5. Save the Egg

6. Start a Debate

7. Create and Invent

8. Select from Alternatives

9. Reading and Critiquing

10. Think Pair Share

11. Big Paper – Silent Conversation

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Thinking and Analysis

Learning Objectives

Critical Thinking

What Is Critical Thinking?

Activity: Self-Assess Your Critical Thinking Strategies

Critical Thinking and Logic

What Is Logic, and Why Is It Important in Critical Thinking?

Questions of Logic in Critical Thinking

Problem-Solving with Critical Thinking

Problem-Solving Activity

Problem-Solving Action Checklist

Evaluating Information with Critical Thinking

Read for Understanding Using Text Coding

Examine Arguments

Clarify Thinking

Cultivate “Habits of Mind”

Developing Yourself As a Critical Thinker

Activity: Reflect on Critical Thinking

Directions:

Thinking Critically and Creatively

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1.3: Critical Thinking

Learning Objectives

Defining Critical Thinking

Critical Thinking in Action

Critical Thinking and Logic

Logic’s Relationship to Critical Thinking

Questions of Logic in Critical Thinking

Problem-Solving With Critical Thinking

Problem-Solving Action Checklist

Evaluating Information With Critical Thinking