what are the benefits of critical thinking in the classroom

Developing Critical Thinking

Posted January 10, 2018
By Iman Rastegari

In a time where deliberately false information is continually introduced into public discourse, and quickly spread through social media shares and likes, it is more important than ever for young people to develop their critical thinking. That skill, says Georgetown professor William T. Gormley, consists of three elements: a capacity to spot weakness in other arguments, a passion for good evidence, and a capacity to reflect on your own views and values with an eye to possibly change them. But are educators making the development of these skills a priority?

"Some teachers embrace critical thinking pedagogy with enthusiasm and they make it a high priority in their classrooms; other teachers do not," says Gormley, author of the recent Harvard Education Press release The Critical Advantage: Developing Critical Thinking Skills in School . "So if you are to assess the extent of critical-thinking instruction in U.S. classrooms, you’d find some very wide variations." Which is unfortunate, he says, since developing critical-thinking skills is vital not only to students' readiness for college and career, but to their civic readiness, as well.

"It's important to recognize that critical thinking is not just something that takes place in the classroom or in the workplace, it's something that takes place — and should take place — in our daily lives," says Gormley.

In this edition of the Harvard EdCast, Gormley looks at the value of teaching critical thinking, and explores how it can be an important solution to some of the problems that we face, including "fake news."

About the Harvard EdCast

The Harvard EdCast is a weekly series of podcasts, available on the Harvard University iT unes U page, that features a 15-20 minute conversation with thought leaders in the field of education from across the country and around the world. Hosted by Matt Weber and co-produced by Jill Anderson, the Harvard EdCast is a space for educational discourse and openness, focusing on the myriad issues and current events related to the field.

An education podcast that keeps the focus simple: what makes a difference for learners, educators, parents, and communities

Finding Passion in Learning

Roots of the school gardening movement, student-centered learning.

Classroom Q&A

With larry ferlazzo.

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

Eight Instructional Strategies for Promoting Critical Thinking

what are the benefits of critical thinking in the classroom

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

The new question-of-the-week is:

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

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

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

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

Current Events

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

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

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

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

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

Here are the two photos and a student response:

F - Focus on both photos and respond for three minutes

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

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

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

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

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

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

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

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

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

‘Before-Explore-Explain’

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

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

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

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

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

An Issue of Equity

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

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

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

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

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

So, what does that really look like?

Unpack and define critical thinking

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

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

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

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

Designing experiences for critical thinking

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

1.Choose Compelling Topics: Keep it relevant

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

2. Make Local Connections: Keep it real

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

3. Create Authentic Projects: Keep it rigorous

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

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

Critical Thinking & Student Engagement

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

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

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

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

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

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

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

QUESTIONING

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

TALK TIME / CONTROL

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

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

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

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

You can also contact me on Twitter at @Larryferlazzo .

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

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

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

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

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

Sign Up for EdWeek Update

Edweek top school jobs, sign up & sign in.

Research Article

Critical Thinking Skills in the Classroom and Beyond

Teaching Strategies

Becoming a critical thinker isn’t an unreachable goal. As Arthur Aufderheide, the Mummy Doctor, once said, “All knowledge is connected to all other knowledge. The fun is in making the connections.”

What does that have to do with critical thinking? Everything! Critical thinking is taking our natural curiosity and making meaningful connections. We solve problems daily, and critical thinking plays an essential role in the process. Observing, analyzing, and maybe even failing as we process solutions to life’s everyday puzzles is necessary. Critical thinking isn’t about acting on your beliefs. It extends to reasoning, communication, reflection, and action.

With roots dating back to the mid-late 20th century , the term "critical thinking" has evolved through the years. It takes discipline to critically think because it requires questioning, open-mindedness, and problem-solving skills . Developing critical thinking skills in students is vital to success in all content areas and extracurricular activities.

What does critical thinking look like in the classroom?

Critical thinking in the classroom looks like examining and brainstorming. It’s a fearlessness to analyze, test, and even reject ideas. It’s metacognition , which is simply thinking about thinking. Critical thinking happens when teachers ask thought-provoking questions and resist the urge to generate ideas for students.

What can teachers do to foster critical thinking?

Ask questions without one specific answer to find.
Allow students to explain their thinking with pictures, numbers, or words.
Support the productive struggle .
Brainstorm as a whole class so that students hear the thoughts of others.
Compare and contrast! Get students to recognize and understand different sides to one issue.
Make connections to prior knowledge.
Encourage students to dig deeper by considering and analyzing alternatives to their first reactions and answers.
Have students explain why they chose to do tasks in certain ways.
Share helpful processes to try when things seem tricky. Invite students to give their tips.
Provide opportunities for students to gather and evaluate information .
Don’t stop when an assignment is over. Take valuable time for reflection.

Critical thinking beyond the classroom

Critical thinking is one skill that transfers from the classroom to the real world. It’s also necessary for success in academic and professional careers . Every single one of us has to ask purposeful questions and communicate our thoughts effectively. Critical thinking is more than that! It improves decision-making and objective reasoning. It allows us to move beyond emotional reactions to analysis, conclusions, and positive and negative consequences. True critical thinking also involves reflection to see the cause and effect of our decisions.

Critical thinking is one skill that transfers from the classroom to the real world.

Helping your students develop critical thinking skills benefits the whole child. A lot is going on in their worlds. Understanding how to think through decisions is a crucial skill. Set your students up for success with plenty of opportunities for critical thinking in your classroom!

ExploreLearning delivers critical thinking opportunities in math and science that are serious fun! Take a closer look!

Incite curiosity and invite interactions in STEM for students 3-12.

Help students 3-5 build deep conceptual fractions understanding.

Give students 2-5 the foundation they need to succeed at math.

Prepare K-2 students for success in STEM with Science4Us.

How to Promote Critical Thinking in the Classroom

A comprehensive guide for educators on enhancing critical thinking skills among students through innovative classroom techniques.

Empower Your Students with Critical Thinking Skills

In the evolving landscape of education, fostering critical thinking in the classroom has become paramount. As educators, it's essential to cultivate an environment where students can analyze information critically, engage in meaningful debate, and approach problems with a solution-oriented mindset. This article explores practical strategies to enhance critical thinking skills, leveraging the power of inquiry-based learning and open-ended questioning.

Asking open-ended questions is a cornerstone of promoting critical thinking. By challenging students with questions that require more than a yes or no answer, educators can stimulate deeper thought and encourage students to explore multiple perspectives. Integrating these questions into lesson plans can transform the classroom into a dynamic space for intellectual exploration.

Debate is another powerful tool in the critical thinking arsenal. Structured debates on relevant topics not only sharpen students' argumentation skills but also teach them to consider and respect different viewpoints. This form of student-centered learning fosters a sense of ownership over the learning process, making education a collaborative and engaging experience.

Inquiry-based learning activities are designed to put students in the driver's seat of their educational journey. By posing questions, problems, or scenarios, teachers can guide students through a process of discovery that encourages critical analysis and independent thought. This approach not only boosts critical thinking but also aligns with the natural curiosity and creativity of learners.

Utilizing AI teaching assistants, like those offered by Planit Teachers, can further enhance critical thinking in the classroom. These innovative platforms provide tools such as Lesson Plan Generators and AI Marking Assistants, which free up valuable time for educators to focus on developing student-centered learning experiences that promote critical thinking.

The Benefits of Project-Based Learning for Students - Planit Teachers
The Benefits of Peer Learning for Students | Planit Teachers
The Importance of Differentiated Instruction in the Classroom - Planit Teachers
5 Strategies for Developing Critical Thinking Skills in Your Students - Planit Teachers
The Benefits of Using Inquiry-Based Learning in the Classroom - Planit Teachers
The Benefits of Collaborative Learning: Strategies for Teachers - Planit Teachers
10 Fun Classroom Activities to Promote Critical Thinking - Planit Teachers
10 Tips for Creating Engaging Lesson Plans | Planit Teachers
The Benefits of Multi-Age Classrooms: Why Mixing Grades Works - Planit Teachers
The Benefits of Project-Based Learning: How to Plan and Implement Projects in Your Classroom
The Benefits of Project-Based Learning | Planit Teachers
10 Engaging Social Studies Activities for the Classroom - Planit Teachers
10 Tips for Classroom Management | Planit Teachers
The Importance of Social-Emotional Learning | Planit Teachers
5 Ways to Incorporate Technology into the Classroom - Planit Teachers
10 Classroom Icebreakers to Build Relationships | Planit Teachers
The Role of Technology in Modern Education | Planit Teachers
How to Create Effective and Engaging Lesson Plans | Planit Teachers
How to Create a Positive and Inclusive Classroom Environment - Planit Teachers
The Benefits of Student-Led Learning | Planit Teachers
The Importance of Lesson Planning in Teaching | Planit Teachers
The Importance of Teacher Self-Care | Planit Teachers
Using Storytelling to Enhance Student Learning - Planit Teachers
How to Use AI Technology to Enhance Student Assessments | Planit Teachers
The Benefits of Inquiry-Based Learning | Planit Teachers
How to Teach Critical Thinking Skills | Planit Teachers
The Importance of Student Assessments | Planit Teachers
Maximizing Student Learning with AI Technology - Planit Teachers
The Benefits of Using AI Technology in Student Feedback - Planit Teachers
The Benefits of Collaborative Learning | Planit Teachers
The Benefits of Collaborative Learning: Strategies for Success
10 Creative Writing Prompts for the Classroom | Planit Teachers
The Benefits of Student-Led Learning: Strategies for Success - Planit Teachers
The Importance of Lesson Planning: Tips and Tricks for Teachers | Planit Teachers
Creating Inclusive Lesson Plans for Students with Special Needs - Planit Teachers
How to Write an Effective Child Report - Tips and Tricks for Teachers | Planit Teachers
How to Effectively Use Real-Time Feedback in Teaching | Planit Teachers
How to Incorporate Technology in the Classroom - Planit Teachers
The Benefits of Using AI Technology in Lesson Planning | Planit Teachers
The Benefits of Peer-to-Peer Learning | Planit Teachers
10 Creative Ways to Engage Students in the Classroom - Planit Teachers
How to Use Mind Mapping in Lesson Planning - Planit Teachers
The Benefits of Incorporating Storytelling in Teaching | Planit Teachers
The Benefits of Using AI Technology in Grading | Planit Teachers
The Benefits of Differentiated Instruction | Planit Teachers
How to Use AI Technology to Cater to Individual Student Needs - Planit Teachers
10 Ways to Engage Students in Learning Outside the Classroom | Planit Teachers
The Benefits of Arts Education: Why We Need to Keep the Arts in Schools
10 Fun and Engaging Science Experiments for the Classroom - Planit Teachers
10 Fun and Engaging Language Arts Activities for the Classroom - Planit Teachers
10 Engaging Math Activities for the Classroom - Planit Teachers
10 Fun and Educational Geography Activities for the Classroom - Planit Teachers
The Benefits of Project-Based Learning: Strategies for Success
10 Engaging History Activities for the Classroom - Planit Teachers
5 Tips for Keeping Students Engaged in Online Learning - Planit Teachers
The Importance of Developing Critical Thinking Skills in Students - Planit Teachers
The Importance of Feedback in the Classroom: Tips and Tricks for Teachers | Planit Teachers
Inclusive Education: Strategies and Techniques for Educators - Planit Teachers
The Benefits of Inquiry-Based Learning in the Classroom | Planit Teachers
Creative Lesson Planning: Tips and Tricks for Teachers | Planit Teachers
Teaching with Technology: Tips and Tools for Educators - Planit Teachers
Project-Based Learning: Strategies for Creating Meaningful Learning Experiences
Teaching Mindfulness: Strategies for Cultivating Focus and Resilience | Planit Teachers
Innovative Teaching Tools for the Modern Classroom - Planit Teachers
Engaging Students Through Project-Based Learning - Planit Teachers
The Role of Creativity in Education - Planit Teachers
Teaching Strategies for Online Learning | Planit Teachers
5 Fun Ways to Incorporate Technology in the Classroom - Planit Teachers
Why Project-Based Learning is the Future of Education - Planit Teachers
The Benefits of Using Lesson Plan Generators in Education | Planit Teachers
The Importance of Storytelling in Early Childhood Education - Planit Teachers
5 Ways to Encourage Student-Led Learning in the Classroom - Planit Teachers
The Importance of Critical Thinking in Education | Planit Teachers
The Benefits of Collaborative Learning: Working Together for Improved Outcomes - Planit Teachers
How to Use Inquiry-Based Learning to Encourage Student Curiosity - Planit Teachers
The Importance of Differentiated Instruction | Planit Teachers
The Benefits of Using AI in the Classroom - Planit Teachers
How to Encourage Critical Thinking in the Classroom - Planit Teachers
Teaching Critical Thinking Skills to Students - Planit Teachers
Effective Lesson Planning: Tips and Tricks for Teachers - Planit Teachers
The Evolution of Classroom Technology: Past, Present and Future - Planit Teachers
The Art of Effective Questioning: Techniques for Encouraging Critical Thinking in the Classroom
The Benefits of Cross-Curricular Learning | Planit Teachers
The Benefits of Experiential Learning: Learning by Doing | Planit Teachers
The Power of Storytelling in Education - Planit Teachers
The Future of Education: How AI is Changing the Classroom Landscape
The Benefits of Using AI Marking Assistants | Planit Teachers
How to Write Effective Child Reports with AI - Planit Teachers
The Benefits of Online Collaboration in Education | Planit Teachers
The Benefits of Using AI for Formative Assessment | Planit Teachers
How to Use AI for Homework Help | Planit Teachers
The Benefits of Using AI for Classroom Management - Planit Teachers
How to Make the Most of AI Writing Assistants | Planit Teachers
How to Use AI for Classroom Adaptation - Planit Teachers
The Benefits of Using AI for STEM Education - Planit Teachers
The Importance of Critical Thinking in Education - Planit Teachers
The Importance of Creativity in Education | Planit Teachers
5 Essential Tips for Effective Lesson Planning | Planit Teachers
How to Use Project-Based Learning to Teach Social Justice Issues - Planit Teachers
The Benefits of Multimodal Learning | Planit Teachers
The Benefits of Project-Based Learning for Teachers and Students
5 Tips for Creating Effective and Engaging Learning Objectives | Planit Teachers
The Pros and Cons of Standardized Testing in Education - Planit Teachers
The Benefits of Project-Based Learning in the Classroom - Planit Teachers
Empowering Students: Giving Students Ownership of Their Learning - Planit Teachers
The Importance of Social Studies Education | Planit Teachers
The Importance of Digital Literacy for Today's Students | Planit Teachers
The Importance of Creativity in Education - Planit Teachers
The Benefits of Using AI for Lesson Planning - Planit Teachers
How to Create Engaging and Effective Lesson Plans - Planit Teachers
How to Use Inquiry-Based Learning in the Classroom - Planit Teachers
The Benefits of Collaborative Learning - Planit Teachers
The Benefits of Peer Assessment and How AI Technology Can Help - Planit Teachers
The Power of Positive Reinforcement: Strategies for Classroom Management
The Benefits of Authentic Assessment | Planit Teachers
The Power of Peer Learning - Planit Teachers
The Importance of Mental Health Education | Planit Teachers
The Power of Differentiated Instruction | Planit Teachers
How to Stay Organized as a Teacher: Tips and Tricks - Planit Teachers
How to Create Engaging STEM Lessons with AI - Planit Teachers
Top 5 Ways Teachers Can Use AI Technology to Save Time - Planit Teachers
The Benefits of Storytelling in Education - Planit Teachers
How to Use Student-Centered Learning to Improve Engagement and Learning Outcomes - Planit Teachers
10 Effective Strategies to Boost Student Engagement in the Classroom
Fostering a Positive Classroom Culture: Strategies for Educators
Unlocking Creativity: The Impact of Arts Education in Schools
The Importance of Art Education for Student Development
Unlocking Potential: The Power of Experiential Learning in Education
Unlocking Potential: The Advantages of Project-Based Learning in Education
How to Create Engaging Presentations for Your Students - Planit Teachers
Effective Teaching Strategies for Diverse Learning Styles
5 Essential Strategies for Effective Classroom Differentiation
Empowering Students: Mastering Digital Citizenship in the Classroom
Enhancing Educator Excellence: The Crucial Role of Professional Development
The Transformative Power of Social and Emotional Learning in Education
Effective Teaching Strategies for Collaborative Learning in the Classroom
Empowering Students with Critical Thinking Skills for the Modern World
The Benefits of Game-Based Learning | Planit Teachers
Leveraging Classroom Technology for Enhanced Learning - Planit Teachers
The Benefits of Experiential Learning | Planit Teachers
10 Innovative Methods to Keep Your Students Engaged | Planit Teachers
Fostering a Positive Learning Environment for Academic Success
Harnessing Experiential Learning for Enhanced Classroom Dynamics
The Role of AI in Modern Education - Planit Teachers
Unlocking the Potential of Cooperative Learning in the Classroom
Mastering Differentiated Instruction in the Classroom | Planit Teachers
Effective Teaching Strategies for Building Student Resilience
Teaching Strategies for Gifted and Talented Students | Planit Teachers
The Benefits of Collaborative Learning in Education
Harnessing the Power of Metacognition for Academic Success
Harnessing the Power of Service Learning in Modern Education
Unlocking Potential: The Benefits of Project-Based Learning in Education
Effective Teaching Strategies for English Language Learners - Planit Teachers
The Art of Classroom Management - Tips for Teachers and Educators | Planit Teachers
10 Proven Strategies for Effective Classroom Behavior Management
Understanding Culturally Responsive Teaching: Strategies for Inclusion
The Importance of Visual Aids in the Classroom - Planit Teachers
The Future of Education: Trends and Predictions | Planit Teachers
Harnessing Inquiry-Based Learning: Elevate Critical Thinking in Your Classroom
Unlocking Potential: The Critical Role of Gamification in Modern Education
Developing Effective Assessments for Enhanced Student Learning
5 Essential Tips for Creating Engaging Lesson Plans - Planit Teachers
Embracing Diversity: The Advantages of Culturally Responsive Teaching
Teaching Strategies for Building Growth Mindset in Students | Planit Teachers
Active Learning Strategies to Elevate Student Success | Planit Teachers
The Importance of Cultural Competency in Teaching | Planit Teachers
The Benefits of Collaborative Learning in the Classroom
Enhancing Education: The Impact of Inquiry-Based Learning
Enhancing Education: The Impact of Project-Based Learning
How AI is Shaping the Future of Art Education
How AI is Shaping the Future of Literacy Education
How AI is Shaping the Future of Language Learning | Planit Teachers
Harnessing AI for Differentiated Instruction: A Game-Changer in Education
The Importance of Lesson Planning in a Digital Classroom | Planit Teachers
Harnessing Experiential Learning: Elevate Classroom Engagement
Harnessing Mindfulness in the Classroom: A Path to Enhanced Learning
Unlocking Potential: The Power of Gamification in Education
Unlocking Potential: Multimodal Learning's Impact in Modern Classrooms
Embracing the Future: Student-Centered Learning and AI in Education
Harnessing AI for Seamless Language Translation in Education
The Importance of Lesson Planning for Effective Teaching - Planit Teachers
Fostering Creativity and Innovation in the Classroom - Planit Teachers
Fostering Creativity and Imagination in the Classroom | Planit Teachers
Crafting Lesson Plans for Diverse Learning Styles - Planit Teachers
Mastering Study Skills: A Guide for Educators | Planit Teachers
Empowering Students with Digital Literacy Skills in the Classroom
Incorporating Project-Based Learning in the Classroom | Planit Teachers
Enhancing Classroom Dynamics: The Power of Collaborative Learning
Unlocking Potential: The Benefits of Cross-Curricular Teaching
The Importance of Student Feedback | Planit Teachers
Top Educational Games & Activities for Enhanced Classroom Learning
Maximizing Learning: The Power of Graphic Organizers in Education
Unlocking Potential: The Benefits of Experiential Learning in Education
The Benefits of Project-Based Learning for Teachers | Planit Teachers
Embracing Diversity: The Importance of Differentiated Assessment in Education
Effective Classroom Strategies for Differentiated Instruction
Harnessing Classroom Technology: Elevating Education with Planit Teachers
Mastering Classroom Management: Strategies for Educators
Fostering a Positive Classroom Culture: Essential Strategies for Teachers
Harnessing the Power of Collaborative Learning in Modern Classrooms
Unlocking Potential: The Impact of Project-Based Learning on Students
Fostering Growth: The Crucial Role of Student-Teacher Relationships
Incorporating Mindfulness Practices in Your Classroom | Planit Teachers
Cultivating a Growth Mindset in Students: Essential Strategies
Embracing the Future: The Benefits of Blended Learning in Education
The Benefits of Social Learning in Education - Planit Teachers
Exploring the Future of Education: Emerging Trends and Bold Predictions
How to Integrate Technology into the Classroom - Planit Teachers
Innovative Teaching Techniques to Foster Critical Thinking in the Classroom
The Critical Role of Community Building in the Classroom | Planit Teachers
The Role of Gamification in Education - Planit Teachers
Why Creativity is Key in Education - Planit Teachers
The Benefits of Teacher Collaboration | Planit Teachers
Unlocking Potential with Inquiry-Based Learning in the Classroom
Unlocking Potential: The Advantages of Game-Based Learning in Education
The Importance of Cultivating a Growth Mindset in Students | Planit Teachers
Effective Strategies for Enhancing Parent Engagement in Education
Embracing Diversity: Culturally Responsive Teaching Strategies
Promoting Social and Emotional Learning (SEL) in the Classroom
Embracing Diversity: Strategies for Multicultural Education in the Classroom
The Future of Education: How AI is Changing the Landscape - Planit Teachers
The Benefits of Peer Feedback in the Classroom - Planit Teachers
How to Teach Digital Citizenship - Planit Teachers
The Benefits of Active Learning for Teachers and Educators | Planit Teachers
Enhancing Comprehension with Cognitive Learning Strategies | Planit Teachers
Cultivating Critical Thinking: Engaging Activities for Every Subject | Planit Teachers
The Ultimate Guide to Differentiated Instruction for All Learners
Harnessing Peer Feedback to Transform the Learning Experience
Flipped Classroom Model: Enhancing Learning Through Reversed Roles
Emotional Intelligence in the Classroom: Essential Activities for Empathy
Embracing Project-Based Learning: Transforming Classrooms for the Future
Outdoor Education: Expanding Learning Horizons Beyond the Classroom
Streamlining Assessment in Education: Embracing Automated Grading Systems
Blended Learning Models: Merging Traditional Education with Digital Tools
Harnessing AI for Tailored Education: Personalized Learning Pathways
Mindfulness in the Classroom: A Guide for Teachers | Planit Teachers
Innovative Assessment Techniques for the 21st Century Educator
Effective Assessment Strategies for Digital Classrooms | Planit Teachers
Fostering Empathy and Resilience in Students Through Social-Emotional Learning
Harnessing Peer Review to Enhance Critical Thinking in the Classroom
Fostering Emotional Intelligence in the Classroom - A Comprehensive Guide
Exploring the Impact of Gamification on Student Motivation and Learning
Effective Classroom Management Strategies for New Teachers | Planit Teachers
Revolutionizing Grading: Innovative Approaches with AI
Feedback That Fuels Growth: Mastering Constructive Critique in the Classroom
Fostering a Collaborative Classroom: Strategies for Teachers
Harnessing the Power of EdTech: Innovative Tools Transforming Education
Maximizing Student Potential with Interdisciplinary Teaching
Promoting Digital Literacy in the Classroom | Planit Teachers
Mindfulness in the Classroom: Essential Techniques for Student Well-being
Harnessing Emotional Intelligence in the Classroom for Enhanced Teaching and Learning
Mastering Lesson Differentiation for Diverse Learning Styles
Embracing Lifelong Learning: Professional Development for Educators
The Ultimate Guide to Time Management for Teachers | Planit Teachers
Promoting Literacy Across the Curriculum: Strategies for Teachers
Creative Storytelling in the Classroom: A Catalyst for Student Engagement
Adapting to Different Learning Styles: A Comprehensive Guide for Educators
Harnessing Mindfulness to Combat Teacher Stress | Planit Teachers
Maximizing Student Engagement with Interactive Lesson Plans
Integrating Environmental Education to Cultivate Eco-Conscious Students
Fostering Creativity: The Role of Art in Enhancing Education
Effective Classroom Management in the Digital Age: Strategies for Educators
Fostering Critical Thinking: Essential Strategies for Educators
Harnessing the Power of Storytelling in Education - Planit Teachers
Streamlining Report Card Comments: Tips for Efficient Feedback - Planit Teachers
The Intersection of AI and Project-Based Learning: A New Paradigm
Effective Classroom Management for a Thriving Educational Experience
The Crucial Role of Physical Education in Holistic Learning
The Art of Socratic Questioning: Encouraging Critical Analysis and Reflection in Students
Mastering Classroom Management: A Guide for New Educators
Cultivating Critical Thinking: Effective Classroom Techniques for the Modern Learner
The Evolution of Classroom Technology: From Chalkboards to AI | Planit Teachers
Creative Teaching: Integrating Art in Education for Enhanced Learning
Navigating the Impact of Social Media on Education: A Comprehensive Guide
Navigating the Complexities of Multilingual Education: Strategies and Rewards
Mindfulness in Education: Fostering Serenity and Focus in the Classroom
Unlocking the Potential of Project-Based Learning in Today's Classroom
Streamlining Report Card Comments for Impactful Feedback
The Science of Learning: How Cognitive Psychology Enhances Teaching | Planit Teachers
Mastering the Art of Questioning to Foster Higher-Order Thinking
Mastering Differentiated Instruction: A Guide for Modern Educators
Revolutionizing Education: How AI and Gamification Make Learning Fun
Empowering Student Growth Through Effective Feedback Strategies
The Benefits of Bilingual Education in a Globalized World - Planit Teachers
Enhancing Classroom Dynamics: Peer Learning & Student Collaboration
Adapting to Different Learning Styles: A Guide for Teachers - Planit Teachers
The Teacher's Guide to Managing Digital Distractions in the Classroom
The Evolution of Classroom Design: Optimizing Learning Spaces
Mastering the Art of Questioning for Critical Thinking Skills | Planit Teachers
Mastering the Art of Crafting Compelling Lesson Objectives
Maximizing Student Engagement with Innovative Lesson Planning Strategies
Harnessing the Power of EdTech: Game-Changing Tools for Teachers | Planit Teachers
Fostering a Growth Mindset: Essential Strategies for Student Resilience
The Art of Storytelling in Education: A Key to Student Engagement
Transforming Classroom Design for 21st Century Learning
The Future of Lesson Planning: How AI is Reshaping Educational Strategies
Streamlining Classroom Management with Innovative Tools & Techniques
The Crucial Role of Feedback in Fostering Student Growth and Learning
The Educator's Guide to Effective Feedback and Fostering a Growth Mindset
Harnessing Data Analytics to Personalize Education - Planit Teachers
Crafting Compelling Narratives in the Classroom | Planit Teachers
Mastering the Balancing Act: Effective Strategies for Teacher Workload and Well-being
Effective Strategies for Teaching in Multilingual Classrooms
The Future of Education: Embracing AI in the Classroom | Planit Teachers
Mastering the Art of Questioning: Elevating Critical Thinking in the Classroom
The Power of Visual Aids in Education: A Comprehensive Guide
The Ultimate Teacher's Guide to Stress Management and Well-being
Cultivating a Growth Mindset: Empowering Students to Overcome Challenges
Maximizing Student Engagement with Interactive Lesson Plans in the Digital Age
Cultivating Critical Thinkers: Effective Strategies for Student Development
Navigating the Global Classroom: Preparing Students for an Interconnected Future
Feedback That Fuels Growth: Mastering Constructive Criticism in Education
The Critical Role of Art Education in Fostering Creativity and Expression
Adapting to Diverse Learning Styles in the Classroom
Embracing AI to Support Diverse Learning Needs in Education
Project-Based Learning: A New Era in Education | Planit Teachers
Exploring Innovative Assessment Techniques in Education
Embracing the Future: Integrating Technology into Everyday Teaching
Incorporating Mindfulness into the Classroom: A Comprehensive Guide
The Art of Feedback: Providing Constructive Criticism and Encouragement to Students - Planit Teachers
Integrating Environmental Awareness into Sustainable Education Practices
The Art of Storytelling in Education: Engaging Minds, Enhancing Curriculum
AI and the Global Classroom: Bridging Educational Borders
Streamlining Report Card Season: Efficient Student Evaluations
Mastering Remote Learning: Essential Strategies for Teachers and Students
Building Strong Teacher-Student Relationships for Enhanced Learning
Mastering the Essentials of Effective Online Teaching
Flipped Classroom Model: Enhancing Learning with Planit Teachers
Fostering Lifelong Learners: Encouraging Curiosity Beyond the Classroom | Planit Teachers
Integrating Storytelling in Education for Enhanced Learning
Creative Lesson Planning: Engaging Strategies for Educators | Planit Teachers
Creative Lesson Planning: Engaging Students with Innovative Strategies
The Art of Questioning: A Strategy to Foster Critical Thinking in Students
Cultivating Critical Thinking: Strategies for Enhancing Analytical Skills in Students
Fostering Creativity in the Classroom: Essential Strategies for Every Teacher
Building Inclusive Classrooms: Effective Strategies for Every Learner
Integrating AI in the Digital Classroom for Enhanced Learning
Mastering the Digital Classroom: Strategies for Online Learning & Virtual Teaching
Unlocking the Power of Peer Learning in Education
Harnessing Emotional Intelligence in Education for Effective Teaching
Enhancing Education Through Teacher Collaboration and Professional Learning Communities
AI and the Art of Storytelling: Elevating Student Creativity
Promoting Literacy Across the Curriculum: Effective Strategies for Educators
How Cognitive Psychology Enhances Effective Teaching Practices
Enhancing Student Learning with Visual Aids - Planit Teachers
Building Emotional Intelligence in the Classroom: Essential Strategies for Teachers
Effective Online Teaching: Engaging Strategies for Virtual Classrooms | Planit Teachers
Exploring the Evolving Role of Libraries in Modern Education
Integrating Technology in Education: The Ultimate Guide for Teachers
The Power of Peer Collaboration: Fostering Learning Through Cooperative Activities - Planit Teachers
Cultivating Curiosity: Encouraging Inquiry-Based Learning in the Classroom
The Science of Learning: Cognitive Strategies to Improve Student Understanding
Cultivating Critical Thinking: Activities for Every Subject - Planit Teachers
Maximizing Student Potential: Innovative Strategies for Personalized Learning
Overcoming Teacher Burnout: Strategies for Maintaining Passion and Wellbeing
The Benefits of Project-Based Learning in Today's Classroom
Innovative Assessment Techniques for the Modern Classroom
The Power of Peer Review: Fostering Critical Thinking in Students
The Psychology of Learning: Understanding How Students Absorb Information - Planit Teachers
Streamlining Assessment: Innovative Approaches to Grading - Planit Teachers
Innovative Assessment Methods: Beyond Traditional Testing - Planit Teachers
The Ultimate Guide to Time Management for Teachers - Planit Teachers
Promoting Literacy Across the Curriculum - Effective Strategies
Empowering Teachers: Building a Supportive Community for Educators
The Intersection of AI and Project-Based Learning: A New Paradigm - Planit Teachers
Building a Collaborative Classroom: Techniques for Team-Based Learning
Integrating Project-Based Learning into Your Curriculum | Planit Teachers
The Future of Lesson Planning: AI vs. Traditional Methods
Cultivating Critical Thinking: Classroom Techniques for the Modern Learner
Maximizing Student Potential with Personalized Learning Plans - Planit Teachers
Fostering Collaboration in the Classroom with Technology - Planit Teachers
Building a Community of Learners: The Power of Collaboration in Education
Enhancing Critical Thinking Skills Through Inquiry-Based Learning | Planit Teachers
The Science of Learning: Cognitive Strategies for Effective Teaching | Planit Teachers
Innovative Assessment Strategies: Moving Beyond Traditional Testing Methods - Planit Teachers
The Science of Sleep: Impact on Student Performance - Planit Teachers
The Art of Questioning: Enhancing Critical Thinking in the Classroom
Embracing AI in Education: The Future of Teaching
Cultivating Critical Thinkers: Strategies for Developing Analytical Skills in Students - Planit Teachers
Adapting to Different Learning Styles: Tailoring Education for Every Student - Planit Teachers
Integrating Technology into Everyday Teaching | Planit Teachers
The Future of Education: Embracing AI in the Classroom
The Future of Lesson Planning: How Technology is Streamlining Teacher Workloads
Personalized Learning: Tailoring Education to Meet Individual Student Needs
The Art of Lesson Planning: Tips and Tricks for Effective Curriculum Design - Planit Teachers
The Teacher's Guide to Effective Classroom Management with AI - Planit Teachers
Fostering Lifelong Learners: Encouraging Curiosity Beyond the Classroom
Innovative Tools for Teachers: Enhancing Classroom Efficiency with Technology
Cultivating Critical Thinking: Strategies for Developing Students' Analytical Skills
The Science of Motivation: Strategies for Inspiring Students to Learn - Planit Teachers
The Benefits of Collaborative Learning in Modern Education
The Art of Differentiation: Tailoring Instruction to Meet Diverse Learning Needs
Maximizing Summer Break: Strategies for Continuous Learning | Planit Teachers
Creative Lesson Planning: Engaging Students with Innovative Teaching Strategies
The Power of Storytelling: Enhancing Learning in the Classroom - Planit Teachers
Exploring Project-Based Learning: Fostering Creativity and Collaboration
AI and Creativity: Fostering Innovation and Critical Thinking in Education
The Role of Play in Learning: Harnessing the Power of Playful Education - Planit Teachers
Fostering Critical Thinking Skills: Strategies for Developing Analytical Minds
Creating a Culture of Inquiry: Encouraging Curiosity and Critical Thinking
Unlocking Creativity: Strategies for Inspiring Student Innovation - Planit Teachers
Promoting Critical Thinking: Developing Analytical Skills in Students
Ethical Considerations in AI Education: Balancing Innovation with Student Privacy
Empowering Teachers: The Benefits of Using AI Teaching Assistants
Cultivating Critical Thinking: AI Tools for Developing Analytical Skills in Students
The Art of Inquiry: Encouraging Curiosity and Exploration in Science Education
Cultivating a Growth Mindset in Students: Strategies for Encouraging Resilience and Perseverance - Planit Teachers
Cultivating a Culture of Inquiry: Fostering Curiosity and Critical Thinking in Students - Planit Teachers
The Ethics of AI in Education: Ensuring Fairness and Transparency
The Art of Effective Lesson Planning: Tips from Seasoned Educators
The Psychology of Motivation: Understanding What Drives Student Success - Planit Teachers
The Power of Storytelling in Education: Fostering Creativity in the Classroom
Enhancing Collaboration: Using AI Tools for Team Teaching and Lesson Planning
The Art of Gamification: Using AI to Create Educational Games for Students
Exploring the Benefits of Project-Based Learning: Engaging Students Through Real-World Projects
The Psychology of Learning: Understanding How Students Absorb and Retain Information
Navigating the Digital Landscape: Teaching Digital Literacy and Online Safety
The Power of Peer Learning: Fostering Collaboration and Knowledge Sharing Among Students
Mastering the Art of Effective Feedback for Student Learning | Planit Teachers
The Evolution of Classroom Technology: Trends Shaping the Future of Education
The Science of Sleep: Impact on Student Learning | Planit Teachers
10 Innovative Ways to Engage Students in Virtual Learning - Planit Teachers
Cultivating a Growth Mindset in Students - Planit Teachers
Fostering Collaboration in Education: Tools and Strategies for Effective Teamwork - Planit Teachers
Cultivating Digital Literacy: Teaching Students to Navigate the Online World Safely
AI and Student Empowerment: Cultivating Self-Directed Learners with Technology
The Power of Data-Driven Instruction: Using Analytics to Enhance Teaching - Planit Teachers
Cultivating Digital Citizenship: Teaching Students to Navigate the Online World Safely and Responsibly
Cultivating Critical Thinking Skills: Integrating AI into the Curriculum
Promoting Digital Literacy in Education: Navigating the Digital Landscape
The Art of Classroom Management: Strategies for Creating a Positive Learning Environment
The Art of Inquiry-Based Learning: Encouraging Curiosity and Critical Thinking - Planit Teachers
Empowering Teachers: Harnessing the Power of AI Assistants in Education
Exploring Project-Based Learning: Fostering Collaboration and Creativity in the Classroom
Fostering Creativity and Innovation in Education - Planit Teachers
Empowering Students with Personalized Learning | Planit Teachers
The Power of Play-Based Learning: Engaging Students Through Hands-On Activities
The Importance of Digital Literacy in the Classroom - Planit Teachers
10 Creative Ways to Engage Students in Remote Learning - Planit Teachers
The Science of Effective Teaching: Evidence-Based Practices - Planit Teachers
Exploring Innovative Assessment Methods for Student Learning | Planit Teachers
Empowering Students Through Project-Based Learning
10 Innovative Ways to Engage Students in Online Learning - Planit Teachers
The Power of Gamification in Education - Planit Teachers
The Evolution of Assessment: Moving Beyond Traditional Tests - Planit Teachers
Promoting Critical Thinking Skills in the Classroom: Strategies for Developing Analytical Minds
The Art of Effective Feedback: Providing Constructive Criticism for Student Growth - Planit Teachers
The Science of Memory: Strategies for Enhancing Student Retention and Recall
Empowering Students Through AI: Fostering Critical Thinking and Creativity
The Power of Storytelling in Education: Enhancing Learning Through Narrative Techniques
Empowering Educators: Leveraging AI Tools for Efficient Lesson Planning
Promoting Digital Literacy: Equipping Students with Essential 21st Century Skills
The Science of Memory: Strategies for Enhancing Retention and Recall in Students
AI in Education: Balancing Automation with Human Touch in Teaching - Planit Teachers
The Art of Reflection: Encouraging Metacognitive Skills in Students
AI and Student Autonomy: Empowering Learners in Self-Directed Education
21st Century Skills: Preparing Students for Success in the Digital Age
10 Creative Ways to Engage Students in Virtual Learning - Planit Teachers
Cultivating Critical Thinking: Strategies to Develop Students' Analytical Skills
The Art of Inquiry-Based Learning: Encouraging Curiosity and Critical Thinking Skills
The Benefits of Project-Based Learning for Educators
The Science of Learning: Applying Cognitive Psychology Principles in Teaching - Planit Teachers
Creative Lesson Planning: Engaging Activities to Inspire Students | Planit Teachers
Cultivating Critical Thinking: Strategies to Develop Analytical Skills in Students
The Benefits of Project-Based Learning: Engaging Students Through Real-World Experiences
Cultivating Critical Thinking: Using AI Tools to Develop Higher-Order Skills
Cultivating Critical Thinking: Using AI-Powered Tools to Develop Analytical Skills in Students
The Future of Assessment: AI-Driven Adaptive Testing for Personalized Learning Outcomes
Nurturing Tech-Savvy Students: AI Integration for Digital Literacy
Creating a Culture of Inquiry: Encouraging Curiosity and Lifelong Learning in Students
STEM Education: Inspiring the Next Generation of Innovators and Problem Solvers
Fostering Creativity in the Classroom: Strategies to Inspire Innovative Thinkers
Empowering Students with Disabilities Through Technology | Planit Teachers
The Art of Feedback: Enhancing Student Learning Through Effective Assessment Practices - Planit Teachers
Cultivating Creativity in the Classroom: Fostering Innovation and Critical Thinking Skills
The Power of Storytelling: Enhancing Learning Through Narrative Techniques - Planit Teachers
The Future of Lesson Planning: How Technology is Streamlining Teaching
The Art of Differentiated Instruction: Meeting Diverse Learning Needs | Planit Teachers
The Benefits of Peer Collaboration: Enhancing Learning Through Cooperation
Exploring Inquiry-Based Learning: Fostering Curiosity and Critical Thinking
The Power of Gamification in Education: Boosting Student Participation | Planit Teachers
The Future of Work: Preparing Students for 21st Century Skills
The Art of Socratic Questioning: Encouraging Critical Thinking in the Classroom
Empowering Student Agency: Cultivating Ownership of Learning
The Art of Questioning: Enhancing Critical Thinking Skills
Empowering Students Through Student-Centered Learning
Cultivating Critical Thinking: Strategies for Developing Analytical Skills in Students
The Art of Effective Feedback: Strategies for Providing Constructive Criticism - Planit Teachers
The Benefits of Inquiry-Based Learning: Fostering Curiosity and Exploration
The Benefits of Project-Based Learning: Engaging Students Through Real-World Applications
Empowering Learners Through AI-Enhanced Education
Cultivating Critical Thinking: Using AI Tools to Foster Analytical Skills
The Art of Culturally Responsive Teaching: Creating Inclusive and Equitable Learning Environments
Exploring Project-Based Learning: Engaging Students Through Real-World Challenges
Fostering a Love for Reading: Strategies to Encourage Literacy Development in Students - Planit Teachers
The Art of Inquiry-Based Learning: Encouraging Curiosity and Critical Thinking in Students
Mastering the Art of Effective Lesson Planning: Strategies for Engaging and Productive Classes
The Science of Memory: Strategies for Enhancing Retention and Recall in Students - Planit Teachers
Cultivating Critical Thinkers: Teaching Students to Analyze, Evaluate, and Problem-Solve
The Science of Learning: Cognitive Psychology and Educational Strategies - Planit Teachers
The Science of Learning: Applying Cognitive Psychology Principles in Education - Planit Teachers
Promoting Digital Literacy Skills: Navigating the Information Age with Confidence
Cultivating Critical Thinking Skills: Encouraging Analytical Reasoning
The Role of Creativity in AI Education: Nurturing Innovation and Critical Thinking Skills
Empowering Educators: Strategies for Effective Integration of AI Tools in Teaching
Promoting Critical Thinking Skills in Students: Strategies for Analytical Learning
Exploring Project-Based Learning: Engaging Students in Real-World Challenges
Innovative Lesson Planning: Harnessing AI Technology to Create Engaging Educational Content
The Art of Effective Lesson Planning: Tips for Creating Engaging and Impactful Learning Experiences
Navigating the Digital Divide: Addressing Equity and Access in Remote Learning - Planit Teachers

Why schools should teach critical thinking

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

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

What are critical thinking skills for students?

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

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

Why schools are well-placed to teach critical thinking skills

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

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

How educators can successfully teach critical thinking skills to students

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

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

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

How students benefit from critical thinking skills

Critical thinking improves student learning outcomes.

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

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

Students hone 21st-century skills with critical thinking

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

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

Students use critical thinking skills to battle against misinformation

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

Critical thinking skills complement civic literacy

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

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

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

Students can make better decisions with critical thinking skills

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

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

Students can better their problem-solving skills through critical thinking

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

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

Critical thinking boosts student creativity

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

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

Critical thinking helps student self-reflect on their actions

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

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

Want to try Kialo Edu with your class?

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

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.

Free Online Courses for Professional Development in Education

Free stem resources provided by public libraries, culturally relevant teaching resources: celebrating diversity in education, online learning platforms: facilitating distance education and remote learning, join our newsletter and get the latest posts to your inbox, teaching in japan: embracing tradition and innovation in education, time management for teachers: balancing instruction, planning, and administrative tasks, stay in touch.

There is More Posts

Promoting environmental education: sustainability and conservation in the classroom.

Critical Thinking: A Guide For The Classroom And Beyond

“Clear, critical thinking should be at the heart of every discipline in school and a cultivated habit outside it too.” – Sir Ken Robinson

One of the great responsibilities for educators is to prepare students for the future in a complex and ever-changing world. As society and employment opportunities evolve, there is a greater need to develop 21st-century skills , such as critical thinking .

As an experienced educator, I understand the need to adapt to new challenges and equip students with the tools they need to navigate life beyond the classroom. This has become especially important during these uncertain times of the global pandemic.

The pandemic has placed further pressure on educators to adapt to new ways of working which also requires some critical thinking of their own.

This article will guide you through the fundamentals of Critical Thinking and provide tried and tested methods to use in your classroom and everyday life.

Critical Thinking Quick Guide:

What is Critical Thinking?

Analytical Thinking vs Critical Thinking

Developing thinking skills, critical thinking in the classroom, critical thinking activities, critical thinking practice, barriers to critical thinking, food for thought, what is critical thinking.

“Critical thinking can be defined in a number of different ways consistent with each other, we should not put a lot of weight on any one definition. Definitions are at best scaffolding for the mind. With this qualification in mind, here is a bit of scaffolding: critical thinking is thinking about your thinking while you’re thinking in order to make your thinking better . ” – Richard Paul, author of Critical Thinking: How to Prepare Students for a Rapidly Changing World.

There is often a misconception that critical thinking is a negative process to disprove something. It would be more constructive to consider it as a means of putting an idea into perspective and seeing the bigger picture.

Critical thinking provides an opportunity to analyze and reflect on ideas. It also enables you to suspend past assumptions and self-doubt.

Analytical Thinking is a linear process which allows you to break down and review complex information. This type of thinking uses reasoning and logic to analyze the information presented, identify patterns and trends, and present facts and evidence.

Critical Thinking includes an element of analytical thinking but goes much further. It’s a more holistic process that results in a judgement of the validity of information using other sources. Critical thinking requires a detailed evaluation of the information. You should check for accuracy, any bias or assumptions, assess the conclusions and whether the evidence supports the conclusion.

Both of these skill sets should be developed to allow greater depth of thinking.

“We cannot solve our problems with the same thinking we used when we created them.” – Albert Einstein

When developing an academic curriculum, educators often refer to Bloom’s taxonomy – a model used to classify learning objectives. Within this model, thinking skills are categorized into lower and higher order thinking skills:

Lower order thinking skills – knowledge, comprehension and application Higher order thinking skills – analysis, synthesis and evaluation

The higher order thinking skills that students need for critical thinking can be assessed using a number of criteria:

Use of information
Questioning abilities
Aptitude for communication and collaboration
Ability to keep an open mind
Ability to draw conclusions
Self-awareness

Whilst this is not an exhaustive list, it is a good starting point for identifying learning outcomes and developing specific skills.

There are many tools that students can use to support their learning, such as interactive resources, social media and discussion groups to share thoughts and opinions. Connecting to others and the world around us can also help us to develop a greater understanding of ourselves.

“It is the mark of an educated mind to be able to entertain a thought without accepting it.” – Aristotle

“ How do you know that? ”

These two simple questions formed the basis of many interactions with students in my classroom, regardless of age or subject matter. When a student gave an answer to a question, I would ask one of these questions to encourage them to elaborate on their response. My students knew that I didn’t just want an answer but for them to demonstrate how they had arrived at the answer; I was interested in their critical thinking skills. Students would then consider if there were other ways to arrive at the same conclusion or whether there were alternative answers. They were also encouraged to ask their own questions to probe deeper into their thinking.

This simple resource can help students reflect and question their own thinking and ultimately develop their independent thinking skills for future learning.

Whilst this is just one anecdotal example to enhance critical thinking, there are many effective activities that you can use in the classroom with your students.

Continuum Line: Give students a key statement and a continuum line with ‘Always’ at one end and ‘Never’ at the other end. Students should determine where they would place themselves on the line and provide reasoning for their decisions. This task generates discussion and debate around the key statement. Some students may decide to change their position of the line throughout the course of the debate but persuasion is not the aim here. The purpose of the task is to elicit a range of viewpoints around the statement to support critical thinking.

Silent Debate: Set a number of written statements on large pieces of paper around the classroom. Students are then asked whether they agree or disagree with the statement. They should add their reasoning and also be encouraged to add to the ideas of others. This alternative to the traditional oral debate encourages everyone to contribute at the same time and promotes collaboration. It can be particularly effective for quieter class members.

Fact or Opinion?: Ask students to identify the facts and opinions within authentic articles or editorials. Encourage them to analyze the language and explain how they can distinguish the evidence from their beliefs.

All of these activities can be easily adapted from the classroom to online platforms such as Trello or Zoom breakouts rooms.

Check out this Critical Thinking Workbook for more examples.

“Everything we hear is an opinion, not a fact; everything we see is a perspective, not the truth.” – Marcus Aurelius.

In critical thinking, it is important not to willfully accept the all information presented. Question assumptions and ideas to determine whether or not you are seeing the bigger picture. ‘Fake News’ is a prime example of this.

Try these tips to hone your skills:

Identify inconsistencies, errors, and omissions
Find and understand links between ideas
Develop systematic ways of solving problems
Recognize problems before building any arguments
Foster your curiosity – is there something else that hasn’t been explored?

A Closed Mind Everyone has opinions and their own perspective on some issues. If your bias is so strong that you are unwilling to consider any other perspectives, this leads to closed-mindedness. Your bias may be based on research outcomes that you consider unlikely to change. But critical thinkers know that even the basis of some knowledge can change over time. Check your assumptions to apply critical thinking.

Misunderstanding The Truth Or Facts We may occasionally accept beliefs presumed to be true but have little evidence to justify them. To demonstrate critical thinking, it’s crucial to distinguish facts from beliefs and to dig deeper by evaluating the "facts" and how much evidence there is to validate them.

Trusting Your Instincts When you trust your gut instincts, this is largely based on sensing or feeling. Using intuitive judgment is actually the last thing you should do if you want to demonstrate critical thinking, as you are less likely to question your assumptions or bias.

Lack Of Knowledge This barrier could be two-fold. Firstly, you may lack the knowledge and understanding of the higher-order skills required for critical thinking. Secondly, you may lack knowledge of the topic you need to evaluate. Recognizing this lack of understanding and carrying out research to close the knowledge gap will help to reduce the barrier.

Lack Of Effort Recognizing that critical thinking is not necessarily over-thinking is significant to removing this barrier. Even if you have developed the necessary skills, it is important to have the willingness to engage in the process of critical thinking.

Overcoming these barriers will help you to:

Reinforce your problem-solving skills
Boost your creativity
Encourage curiosity
Foster independence
Develop your range of skills
Provide you with a skill for life

Have you been evaluating the information presented in this guide?

Did you find yourself challenging or agreeing with points that have been raised?

Have you considered alternative ideas or new ways of thinking?

Are you think differently after reading this article?

If the answer is YES , you are already on the path to Critical Thinking!

Join us for more discussions at Aristotle’s Café .

Our Online Courses

How to Use Zoom Like a Pro (And Look Good Doing It!)
Online Authentic and Effective Communication (2021)
Small Group Discussion Facilitation
Persuasion, Sales, and Negotiation Skills for Life

The effectiveness of collaborative problem solving in promoting students’ critical thinking: A meta-analysis based on empirical literature

Enwei Xu ORCID: orcid.org/0000-0001-6424-8169 1 ,
Wei Wang 1 &
Qingxia Wang 1

Humanities and Social Sciences Communications volume 10 , Article number: 16 ( 2023 ) Cite this article

13k Accesses

10 Citations

3 Altmetric

Metrics details

Science, technology and society

Collaborative problem-solving has been widely embraced in the classroom instruction of critical thinking, which is regarded as the core of curriculum reform based on key competencies in the field of education as well as a key competence for learners in the 21st century. However, the effectiveness of collaborative problem-solving in promoting students’ critical thinking remains uncertain. This current research presents the major findings of a meta-analysis of 36 pieces of the literature revealed in worldwide educational periodicals during the 21st century to identify the effectiveness of collaborative problem-solving in promoting students’ critical thinking and to determine, based on evidence, whether and to what extent collaborative problem solving can result in a rise or decrease in critical thinking. The findings show that (1) collaborative problem solving is an effective teaching approach to foster students’ critical thinking, with a significant overall effect size (ES = 0.82, z = 12.78, P < 0.01, 95% CI [0.69, 0.95]); (2) in respect to the dimensions of critical thinking, collaborative problem solving can significantly and successfully enhance students’ attitudinal tendencies (ES = 1.17, z = 7.62, P < 0.01, 95% CI[0.87, 1.47]); nevertheless, it falls short in terms of improving students’ cognitive skills, having only an upper-middle impact (ES = 0.70, z = 11.55, P < 0.01, 95% CI[0.58, 0.82]); and (3) the teaching type (chi 2 = 7.20, P < 0.05), intervention duration (chi 2 = 12.18, P < 0.01), subject area (chi 2 = 13.36, P < 0.05), group size (chi 2 = 8.77, P < 0.05), and learning scaffold (chi 2 = 9.03, P < 0.01) all have an impact on critical thinking, and they can be viewed as important moderating factors that affect how critical thinking develops. On the basis of these results, recommendations are made for further study and instruction to better support students’ critical thinking in the context of collaborative problem-solving.

Impact of artificial intelligence on human loss in decision making, laziness and safety in education

Sayed Fayaz Ahmad, Heesup Han, … Antonio Ariza-Montes

Artificial intelligence and illusions of understanding in scientific research

Lisa Messeri & M. J. Crockett

Effect of breathwork on stress and mental health: A meta-analysis of randomised-controlled trials

Guy William Fincham, Clara Strauss, … Kate Cavanagh

Introduction

Although critical thinking has a long history in research, the concept of critical thinking, which is regarded as an essential competence for learners in the 21st century, has recently attracted more attention from researchers and teaching practitioners (National Research Council, 2012 ). Critical thinking should be the core of curriculum reform based on key competencies in the field of education (Peng and Deng, 2017 ) because students with critical thinking can not only understand the meaning of knowledge but also effectively solve practical problems in real life even after knowledge is forgotten (Kek and Huijser, 2011 ). The definition of critical thinking is not universal (Ennis, 1989 ; Castle, 2009 ; Niu et al., 2013 ). In general, the definition of critical thinking is a self-aware and self-regulated thought process (Facione, 1990 ; Niu et al., 2013 ). It refers to the cognitive skills needed to interpret, analyze, synthesize, reason, and evaluate information as well as the attitudinal tendency to apply these abilities (Halpern, 2001 ). The view that critical thinking can be taught and learned through curriculum teaching has been widely supported by many researchers (e.g., Kuncel, 2011 ; Leng and Lu, 2020 ), leading to educators’ efforts to foster it among students. In the field of teaching practice, there are three types of courses for teaching critical thinking (Ennis, 1989 ). The first is an independent curriculum in which critical thinking is taught and cultivated without involving the knowledge of specific disciplines; the second is an integrated curriculum in which critical thinking is integrated into the teaching of other disciplines as a clear teaching goal; and the third is a mixed curriculum in which critical thinking is taught in parallel to the teaching of other disciplines for mixed teaching training. Furthermore, numerous measuring tools have been developed by researchers and educators to measure critical thinking in the context of teaching practice. These include standardized measurement tools, such as WGCTA, CCTST, CCTT, and CCTDI, which have been verified by repeated experiments and are considered effective and reliable by international scholars (Facione and Facione, 1992 ). In short, descriptions of critical thinking, including its two dimensions of attitudinal tendency and cognitive skills, different types of teaching courses, and standardized measurement tools provide a complex normative framework for understanding, teaching, and evaluating critical thinking.

Cultivating critical thinking in curriculum teaching can start with a problem, and one of the most popular critical thinking instructional approaches is problem-based learning (Liu et al., 2020 ). Duch et al. ( 2001 ) noted that problem-based learning in group collaboration is progressive active learning, which can improve students’ critical thinking and problem-solving skills. Collaborative problem-solving is the organic integration of collaborative learning and problem-based learning, which takes learners as the center of the learning process and uses problems with poor structure in real-world situations as the starting point for the learning process (Liang et al., 2017 ). Students learn the knowledge needed to solve problems in a collaborative group, reach a consensus on problems in the field, and form solutions through social cooperation methods, such as dialogue, interpretation, questioning, debate, negotiation, and reflection, thus promoting the development of learners’ domain knowledge and critical thinking (Cindy, 2004 ; Liang et al., 2017 ).

Collaborative problem-solving has been widely used in the teaching practice of critical thinking, and several studies have attempted to conduct a systematic review and meta-analysis of the empirical literature on critical thinking from various perspectives. However, little attention has been paid to the impact of collaborative problem-solving on critical thinking. Therefore, the best approach for developing and enhancing critical thinking throughout collaborative problem-solving is to examine how to implement critical thinking instruction; however, this issue is still unexplored, which means that many teachers are incapable of better instructing critical thinking (Leng and Lu, 2020 ; Niu et al., 2013 ). For example, Huber ( 2016 ) provided the meta-analysis findings of 71 publications on gaining critical thinking over various time frames in college with the aim of determining whether critical thinking was truly teachable. These authors found that learners significantly improve their critical thinking while in college and that critical thinking differs with factors such as teaching strategies, intervention duration, subject area, and teaching type. The usefulness of collaborative problem-solving in fostering students’ critical thinking, however, was not determined by this study, nor did it reveal whether there existed significant variations among the different elements. A meta-analysis of 31 pieces of educational literature was conducted by Liu et al. ( 2020 ) to assess the impact of problem-solving on college students’ critical thinking. These authors found that problem-solving could promote the development of critical thinking among college students and proposed establishing a reasonable group structure for problem-solving in a follow-up study to improve students’ critical thinking. Additionally, previous empirical studies have reached inconclusive and even contradictory conclusions about whether and to what extent collaborative problem-solving increases or decreases critical thinking levels. As an illustration, Yang et al. ( 2008 ) carried out an experiment on the integrated curriculum teaching of college students based on a web bulletin board with the goal of fostering participants’ critical thinking in the context of collaborative problem-solving. These authors’ research revealed that through sharing, debating, examining, and reflecting on various experiences and ideas, collaborative problem-solving can considerably enhance students’ critical thinking in real-life problem situations. In contrast, collaborative problem-solving had a positive impact on learners’ interaction and could improve learning interest and motivation but could not significantly improve students’ critical thinking when compared to traditional classroom teaching, according to research by Naber and Wyatt ( 2014 ) and Sendag and Odabasi ( 2009 ) on undergraduate and high school students, respectively.

The above studies show that there is inconsistency regarding the effectiveness of collaborative problem-solving in promoting students’ critical thinking. Therefore, it is essential to conduct a thorough and trustworthy review to detect and decide whether and to what degree collaborative problem-solving can result in a rise or decrease in critical thinking. Meta-analysis is a quantitative analysis approach that is utilized to examine quantitative data from various separate studies that are all focused on the same research topic. This approach characterizes the effectiveness of its impact by averaging the effect sizes of numerous qualitative studies in an effort to reduce the uncertainty brought on by independent research and produce more conclusive findings (Lipsey and Wilson, 2001 ).

This paper used a meta-analytic approach and carried out a meta-analysis to examine the effectiveness of collaborative problem-solving in promoting students’ critical thinking in order to make a contribution to both research and practice. The following research questions were addressed by this meta-analysis:

What is the overall effect size of collaborative problem-solving in promoting students’ critical thinking and its impact on the two dimensions of critical thinking (i.e., attitudinal tendency and cognitive skills)?

How are the disparities between the study conclusions impacted by various moderating variables if the impacts of various experimental designs in the included studies are heterogeneous?

This research followed the strict procedures (e.g., database searching, identification, screening, eligibility, merging, duplicate removal, and analysis of included studies) of Cooper’s ( 2010 ) proposed meta-analysis approach for examining quantitative data from various separate studies that are all focused on the same research topic. The relevant empirical research that appeared in worldwide educational periodicals within the 21st century was subjected to this meta-analysis using Rev-Man 5.4. The consistency of the data extracted separately by two researchers was tested using Cohen’s kappa coefficient, and a publication bias test and a heterogeneity test were run on the sample data to ascertain the quality of this meta-analysis.

Data sources and search strategies

There were three stages to the data collection process for this meta-analysis, as shown in Fig. 1 , which shows the number of articles included and eliminated during the selection process based on the statement and study eligibility criteria.

This flowchart shows the number of records identified, included and excluded in the article.

First, the databases used to systematically search for relevant articles were the journal papers of the Web of Science Core Collection and the Chinese Core source journal, as well as the Chinese Social Science Citation Index (CSSCI) source journal papers included in CNKI. These databases were selected because they are credible platforms that are sources of scholarly and peer-reviewed information with advanced search tools and contain literature relevant to the subject of our topic from reliable researchers and experts. The search string with the Boolean operator used in the Web of Science was “TS = (((“critical thinking” or “ct” and “pretest” or “posttest”) or (“critical thinking” or “ct” and “control group” or “quasi experiment” or “experiment”)) and (“collaboration” or “collaborative learning” or “CSCL”) and (“problem solving” or “problem-based learning” or “PBL”))”. The research area was “Education Educational Research”, and the search period was “January 1, 2000, to December 30, 2021”. A total of 412 papers were obtained. The search string with the Boolean operator used in the CNKI was “SU = (‘critical thinking’*‘collaboration’ + ‘critical thinking’*‘collaborative learning’ + ‘critical thinking’*‘CSCL’ + ‘critical thinking’*‘problem solving’ + ‘critical thinking’*‘problem-based learning’ + ‘critical thinking’*‘PBL’ + ‘critical thinking’*‘problem oriented’) AND FT = (‘experiment’ + ‘quasi experiment’ + ‘pretest’ + ‘posttest’ + ‘empirical study’)” (translated into Chinese when searching). A total of 56 studies were found throughout the search period of “January 2000 to December 2021”. From the databases, all duplicates and retractions were eliminated before exporting the references into Endnote, a program for managing bibliographic references. In all, 466 studies were found.

Second, the studies that matched the inclusion and exclusion criteria for the meta-analysis were chosen by two researchers after they had reviewed the abstracts and titles of the gathered articles, yielding a total of 126 studies.

Third, two researchers thoroughly reviewed each included article’s whole text in accordance with the inclusion and exclusion criteria. Meanwhile, a snowball search was performed using the references and citations of the included articles to ensure complete coverage of the articles. Ultimately, 36 articles were kept.

Two researchers worked together to carry out this entire process, and a consensus rate of almost 94.7% was reached after discussion and negotiation to clarify any emerging differences.

Eligibility criteria

Since not all the retrieved studies matched the criteria for this meta-analysis, eligibility criteria for both inclusion and exclusion were developed as follows:

The publication language of the included studies was limited to English and Chinese, and the full text could be obtained. Articles that did not meet the publication language and articles not published between 2000 and 2021 were excluded.

The research design of the included studies must be empirical and quantitative studies that can assess the effect of collaborative problem-solving on the development of critical thinking. Articles that could not identify the causal mechanisms by which collaborative problem-solving affects critical thinking, such as review articles and theoretical articles, were excluded.

The research method of the included studies must feature a randomized control experiment or a quasi-experiment, or a natural experiment, which have a higher degree of internal validity with strong experimental designs and can all plausibly provide evidence that critical thinking and collaborative problem-solving are causally related. Articles with non-experimental research methods, such as purely correlational or observational studies, were excluded.

The participants of the included studies were only students in school, including K-12 students and college students. Articles in which the participants were non-school students, such as social workers or adult learners, were excluded.

The research results of the included studies must mention definite signs that may be utilized to gauge critical thinking’s impact (e.g., sample size, mean value, or standard deviation). Articles that lacked specific measurement indicators for critical thinking and could not calculate the effect size were excluded.

Data coding design

In order to perform a meta-analysis, it is necessary to collect the most important information from the articles, codify that information’s properties, and convert descriptive data into quantitative data. Therefore, this study designed a data coding template (see Table 1 ). Ultimately, 16 coding fields were retained.

The designed data-coding template consisted of three pieces of information. Basic information about the papers was included in the descriptive information: the publishing year, author, serial number, and title of the paper.

The variable information for the experimental design had three variables: the independent variable (instruction method), the dependent variable (critical thinking), and the moderating variable (learning stage, teaching type, intervention duration, learning scaffold, group size, measuring tool, and subject area). Depending on the topic of this study, the intervention strategy, as the independent variable, was coded into collaborative and non-collaborative problem-solving. The dependent variable, critical thinking, was coded as a cognitive skill and an attitudinal tendency. And seven moderating variables were created by grouping and combining the experimental design variables discovered within the 36 studies (see Table 1 ), where learning stages were encoded as higher education, high school, middle school, and primary school or lower; teaching types were encoded as mixed courses, integrated courses, and independent courses; intervention durations were encoded as 0–1 weeks, 1–4 weeks, 4–12 weeks, and more than 12 weeks; group sizes were encoded as 2–3 persons, 4–6 persons, 7–10 persons, and more than 10 persons; learning scaffolds were encoded as teacher-supported learning scaffold, technique-supported learning scaffold, and resource-supported learning scaffold; measuring tools were encoded as standardized measurement tools (e.g., WGCTA, CCTT, CCTST, and CCTDI) and self-adapting measurement tools (e.g., modified or made by researchers); and subject areas were encoded according to the specific subjects used in the 36 included studies.

The data information contained three metrics for measuring critical thinking: sample size, average value, and standard deviation. It is vital to remember that studies with various experimental designs frequently adopt various formulas to determine the effect size. And this paper used Morris’ proposed standardized mean difference (SMD) calculation formula ( 2008 , p. 369; see Supplementary Table S3 ).

Procedure for extracting and coding data

According to the data coding template (see Table 1 ), the 36 papers’ information was retrieved by two researchers, who then entered them into Excel (see Supplementary Table S1 ). The results of each study were extracted separately in the data extraction procedure if an article contained numerous studies on critical thinking, or if a study assessed different critical thinking dimensions. For instance, Tiwari et al. ( 2010 ) used four time points, which were viewed as numerous different studies, to examine the outcomes of critical thinking, and Chen ( 2013 ) included the two outcome variables of attitudinal tendency and cognitive skills, which were regarded as two studies. After discussion and negotiation during data extraction, the two researchers’ consistency test coefficients were roughly 93.27%. Supplementary Table S2 details the key characteristics of the 36 included articles with 79 effect quantities, including descriptive information (e.g., the publishing year, author, serial number, and title of the paper), variable information (e.g., independent variables, dependent variables, and moderating variables), and data information (e.g., mean values, standard deviations, and sample size). Following that, testing for publication bias and heterogeneity was done on the sample data using the Rev-Man 5.4 software, and then the test results were used to conduct a meta-analysis.

Publication bias test

When the sample of studies included in a meta-analysis does not accurately reflect the general status of research on the relevant subject, publication bias is said to be exhibited in this research. The reliability and accuracy of the meta-analysis may be impacted by publication bias. Due to this, the meta-analysis needs to check the sample data for publication bias (Stewart et al., 2006 ). A popular method to check for publication bias is the funnel plot; and it is unlikely that there will be publishing bias when the data are equally dispersed on either side of the average effect size and targeted within the higher region. The data are equally dispersed within the higher portion of the efficient zone, consistent with the funnel plot connected with this analysis (see Fig. 2 ), indicating that publication bias is unlikely in this situation.

This funnel plot shows the result of publication bias of 79 effect quantities across 36 studies.

Heterogeneity test

To select the appropriate effect models for the meta-analysis, one might use the results of a heterogeneity test on the data effect sizes. In a meta-analysis, it is common practice to gauge the degree of data heterogeneity using the I 2 value, and I 2 ≥ 50% is typically understood to denote medium-high heterogeneity, which calls for the adoption of a random effect model; if not, a fixed effect model ought to be applied (Lipsey and Wilson, 2001 ). The findings of the heterogeneity test in this paper (see Table 2 ) revealed that I 2 was 86% and displayed significant heterogeneity ( P < 0.01). To ensure accuracy and reliability, the overall effect size ought to be calculated utilizing the random effect model.

The analysis of the overall effect size

This meta-analysis utilized a random effect model to examine 79 effect quantities from 36 studies after eliminating heterogeneity. In accordance with Cohen’s criterion (Cohen, 1992 ), it is abundantly clear from the analysis results, which are shown in the forest plot of the overall effect (see Fig. 3 ), that the cumulative impact size of cooperative problem-solving is 0.82, which is statistically significant ( z = 12.78, P < 0.01, 95% CI [0.69, 0.95]), and can encourage learners to practice critical thinking.

This forest plot shows the analysis result of the overall effect size across 36 studies.

In addition, this study examined two distinct dimensions of critical thinking to better understand the precise contributions that collaborative problem-solving makes to the growth of critical thinking. The findings (see Table 3 ) indicate that collaborative problem-solving improves cognitive skills (ES = 0.70) and attitudinal tendency (ES = 1.17), with significant intergroup differences (chi 2 = 7.95, P < 0.01). Although collaborative problem-solving improves both dimensions of critical thinking, it is essential to point out that the improvements in students’ attitudinal tendency are much more pronounced and have a significant comprehensive effect (ES = 1.17, z = 7.62, P < 0.01, 95% CI [0.87, 1.47]), whereas gains in learners’ cognitive skill are slightly improved and are just above average. (ES = 0.70, z = 11.55, P < 0.01, 95% CI [0.58, 0.82]).

The analysis of moderator effect size

The whole forest plot’s 79 effect quantities underwent a two-tailed test, which revealed significant heterogeneity ( I 2 = 86%, z = 12.78, P < 0.01), indicating differences between various effect sizes that may have been influenced by moderating factors other than sampling error. Therefore, exploring possible moderating factors that might produce considerable heterogeneity was done using subgroup analysis, such as the learning stage, learning scaffold, teaching type, group size, duration of the intervention, measuring tool, and the subject area included in the 36 experimental designs, in order to further explore the key factors that influence critical thinking. The findings (see Table 4 ) indicate that various moderating factors have advantageous effects on critical thinking. In this situation, the subject area (chi 2 = 13.36, P < 0.05), group size (chi 2 = 8.77, P < 0.05), intervention duration (chi 2 = 12.18, P < 0.01), learning scaffold (chi 2 = 9.03, P < 0.01), and teaching type (chi 2 = 7.20, P < 0.05) are all significant moderators that can be applied to support the cultivation of critical thinking. However, since the learning stage and the measuring tools did not significantly differ among intergroup (chi 2 = 3.15, P = 0.21 > 0.05, and chi 2 = 0.08, P = 0.78 > 0.05), we are unable to explain why these two factors are crucial in supporting the cultivation of critical thinking in the context of collaborative problem-solving. These are the precise outcomes, as follows:

Various learning stages influenced critical thinking positively, without significant intergroup differences (chi 2 = 3.15, P = 0.21 > 0.05). High school was first on the list of effect sizes (ES = 1.36, P < 0.01), then higher education (ES = 0.78, P < 0.01), and middle school (ES = 0.73, P < 0.01). These results show that, despite the learning stage’s beneficial influence on cultivating learners’ critical thinking, we are unable to explain why it is essential for cultivating critical thinking in the context of collaborative problem-solving.

Different teaching types had varying degrees of positive impact on critical thinking, with significant intergroup differences (chi 2 = 7.20, P < 0.05). The effect size was ranked as follows: mixed courses (ES = 1.34, P < 0.01), integrated courses (ES = 0.81, P < 0.01), and independent courses (ES = 0.27, P < 0.01). These results indicate that the most effective approach to cultivate critical thinking utilizing collaborative problem solving is through the teaching type of mixed courses.

Various intervention durations significantly improved critical thinking, and there were significant intergroup differences (chi 2 = 12.18, P < 0.01). The effect sizes related to this variable showed a tendency to increase with longer intervention durations. The improvement in critical thinking reached a significant level (ES = 0.85, P < 0.01) after more than 12 weeks of training. These findings indicate that the intervention duration and critical thinking’s impact are positively correlated, with a longer intervention duration having a greater effect.

Different learning scaffolds influenced critical thinking positively, with significant intergroup differences (chi 2 = 9.03, P < 0.01). The resource-supported learning scaffold (ES = 0.69, P < 0.01) acquired a medium-to-higher level of impact, the technique-supported learning scaffold (ES = 0.63, P < 0.01) also attained a medium-to-higher level of impact, and the teacher-supported learning scaffold (ES = 0.92, P < 0.01) displayed a high level of significant impact. These results show that the learning scaffold with teacher support has the greatest impact on cultivating critical thinking.

Various group sizes influenced critical thinking positively, and the intergroup differences were statistically significant (chi 2 = 8.77, P < 0.05). Critical thinking showed a general declining trend with increasing group size. The overall effect size of 2–3 people in this situation was the biggest (ES = 0.99, P < 0.01), and when the group size was greater than 7 people, the improvement in critical thinking was at the lower-middle level (ES < 0.5, P < 0.01). These results show that the impact on critical thinking is positively connected with group size, and as group size grows, so does the overall impact.

Various measuring tools influenced critical thinking positively, with significant intergroup differences (chi 2 = 0.08, P = 0.78 > 0.05). In this situation, the self-adapting measurement tools obtained an upper-medium level of effect (ES = 0.78), whereas the complete effect size of the standardized measurement tools was the largest, achieving a significant level of effect (ES = 0.84, P < 0.01). These results show that, despite the beneficial influence of the measuring tool on cultivating critical thinking, we are unable to explain why it is crucial in fostering the growth of critical thinking by utilizing the approach of collaborative problem-solving.

Different subject areas had a greater impact on critical thinking, and the intergroup differences were statistically significant (chi 2 = 13.36, P < 0.05). Mathematics had the greatest overall impact, achieving a significant level of effect (ES = 1.68, P < 0.01), followed by science (ES = 1.25, P < 0.01) and medical science (ES = 0.87, P < 0.01), both of which also achieved a significant level of effect. Programming technology was the least effective (ES = 0.39, P < 0.01), only having a medium-low degree of effect compared to education (ES = 0.72, P < 0.01) and other fields (such as language, art, and social sciences) (ES = 0.58, P < 0.01). These results suggest that scientific fields (e.g., mathematics, science) may be the most effective subject areas for cultivating critical thinking utilizing the approach of collaborative problem-solving.

The effectiveness of collaborative problem solving with regard to teaching critical thinking

According to this meta-analysis, using collaborative problem-solving as an intervention strategy in critical thinking teaching has a considerable amount of impact on cultivating learners’ critical thinking as a whole and has a favorable promotional effect on the two dimensions of critical thinking. According to certain studies, collaborative problem solving, the most frequently used critical thinking teaching strategy in curriculum instruction can considerably enhance students’ critical thinking (e.g., Liang et al., 2017 ; Liu et al., 2020 ; Cindy, 2004 ). This meta-analysis provides convergent data support for the above research views. Thus, the findings of this meta-analysis not only effectively address the first research query regarding the overall effect of cultivating critical thinking and its impact on the two dimensions of critical thinking (i.e., attitudinal tendency and cognitive skills) utilizing the approach of collaborative problem-solving, but also enhance our confidence in cultivating critical thinking by using collaborative problem-solving intervention approach in the context of classroom teaching.

Furthermore, the associated improvements in attitudinal tendency are much stronger, but the corresponding improvements in cognitive skill are only marginally better. According to certain studies, cognitive skill differs from the attitudinal tendency in classroom instruction; the cultivation and development of the former as a key ability is a process of gradual accumulation, while the latter as an attitude is affected by the context of the teaching situation (e.g., a novel and exciting teaching approach, challenging and rewarding tasks) (Halpern, 2001 ; Wei and Hong, 2022 ). Collaborative problem-solving as a teaching approach is exciting and interesting, as well as rewarding and challenging; because it takes the learners as the focus and examines problems with poor structure in real situations, and it can inspire students to fully realize their potential for problem-solving, which will significantly improve their attitudinal tendency toward solving problems (Liu et al., 2020 ). Similar to how collaborative problem-solving influences attitudinal tendency, attitudinal tendency impacts cognitive skill when attempting to solve a problem (Liu et al., 2020 ; Zhang et al., 2022 ), and stronger attitudinal tendencies are associated with improved learning achievement and cognitive ability in students (Sison, 2008 ; Zhang et al., 2022 ). It can be seen that the two specific dimensions of critical thinking as well as critical thinking as a whole are affected by collaborative problem-solving, and this study illuminates the nuanced links between cognitive skills and attitudinal tendencies with regard to these two dimensions of critical thinking. To fully develop students’ capacity for critical thinking, future empirical research should pay closer attention to cognitive skills.

The moderating effects of collaborative problem solving with regard to teaching critical thinking

In order to further explore the key factors that influence critical thinking, exploring possible moderating effects that might produce considerable heterogeneity was done using subgroup analysis. The findings show that the moderating factors, such as the teaching type, learning stage, group size, learning scaffold, duration of the intervention, measuring tool, and the subject area included in the 36 experimental designs, could all support the cultivation of collaborative problem-solving in critical thinking. Among them, the effect size differences between the learning stage and measuring tool are not significant, which does not explain why these two factors are crucial in supporting the cultivation of critical thinking utilizing the approach of collaborative problem-solving.

In terms of the learning stage, various learning stages influenced critical thinking positively without significant intergroup differences, indicating that we are unable to explain why it is crucial in fostering the growth of critical thinking.

Although high education accounts for 70.89% of all empirical studies performed by researchers, high school may be the appropriate learning stage to foster students’ critical thinking by utilizing the approach of collaborative problem-solving since it has the largest overall effect size. This phenomenon may be related to student’s cognitive development, which needs to be further studied in follow-up research.

With regard to teaching type, mixed course teaching may be the best teaching method to cultivate students’ critical thinking. Relevant studies have shown that in the actual teaching process if students are trained in thinking methods alone, the methods they learn are isolated and divorced from subject knowledge, which is not conducive to their transfer of thinking methods; therefore, if students’ thinking is trained only in subject teaching without systematic method training, it is challenging to apply to real-world circumstances (Ruggiero, 2012 ; Hu and Liu, 2015 ). Teaching critical thinking as mixed course teaching in parallel to other subject teachings can achieve the best effect on learners’ critical thinking, and explicit critical thinking instruction is more effective than less explicit critical thinking instruction (Bensley and Spero, 2014 ).

In terms of the intervention duration, with longer intervention times, the overall effect size shows an upward tendency. Thus, the intervention duration and critical thinking’s impact are positively correlated. Critical thinking, as a key competency for students in the 21st century, is difficult to get a meaningful improvement in a brief intervention duration. Instead, it could be developed over a lengthy period of time through consistent teaching and the progressive accumulation of knowledge (Halpern, 2001 ; Hu and Liu, 2015 ). Therefore, future empirical studies ought to take these restrictions into account throughout a longer period of critical thinking instruction.

With regard to group size, a group size of 2–3 persons has the highest effect size, and the comprehensive effect size decreases with increasing group size in general. This outcome is in line with some research findings; as an example, a group composed of two to four members is most appropriate for collaborative learning (Schellens and Valcke, 2006 ). However, the meta-analysis results also indicate that once the group size exceeds 7 people, small groups cannot produce better interaction and performance than large groups. This may be because the learning scaffolds of technique support, resource support, and teacher support improve the frequency and effectiveness of interaction among group members, and a collaborative group with more members may increase the diversity of views, which is helpful to cultivate critical thinking utilizing the approach of collaborative problem-solving.

With regard to the learning scaffold, the three different kinds of learning scaffolds can all enhance critical thinking. Among them, the teacher-supported learning scaffold has the largest overall effect size, demonstrating the interdependence of effective learning scaffolds and collaborative problem-solving. This outcome is in line with some research findings; as an example, a successful strategy is to encourage learners to collaborate, come up with solutions, and develop critical thinking skills by using learning scaffolds (Reiser, 2004 ; Xu et al., 2022 ); learning scaffolds can lower task complexity and unpleasant feelings while also enticing students to engage in learning activities (Wood et al., 2006 ); learning scaffolds are designed to assist students in using learning approaches more successfully to adapt the collaborative problem-solving process, and the teacher-supported learning scaffolds have the greatest influence on critical thinking in this process because they are more targeted, informative, and timely (Xu et al., 2022 ).

With respect to the measuring tool, despite the fact that standardized measurement tools (such as the WGCTA, CCTT, and CCTST) have been acknowledged as trustworthy and effective by worldwide experts, only 54.43% of the research included in this meta-analysis adopted them for assessment, and the results indicated no intergroup differences. These results suggest that not all teaching circumstances are appropriate for measuring critical thinking using standardized measurement tools. “The measuring tools for measuring thinking ability have limits in assessing learners in educational situations and should be adapted appropriately to accurately assess the changes in learners’ critical thinking.”, according to Simpson and Courtney ( 2002 , p. 91). As a result, in order to more fully and precisely gauge how learners’ critical thinking has evolved, we must properly modify standardized measuring tools based on collaborative problem-solving learning contexts.

With regard to the subject area, the comprehensive effect size of science departments (e.g., mathematics, science, medical science) is larger than that of language arts and social sciences. Some recent international education reforms have noted that critical thinking is a basic part of scientific literacy. Students with scientific literacy can prove the rationality of their judgment according to accurate evidence and reasonable standards when they face challenges or poorly structured problems (Kyndt et al., 2013 ), which makes critical thinking crucial for developing scientific understanding and applying this understanding to practical problem solving for problems related to science, technology, and society (Yore et al., 2007 ).

Suggestions for critical thinking teaching

Other than those stated in the discussion above, the following suggestions are offered for critical thinking instruction utilizing the approach of collaborative problem-solving.

First, teachers should put a special emphasis on the two core elements, which are collaboration and problem-solving, to design real problems based on collaborative situations. This meta-analysis provides evidence to support the view that collaborative problem-solving has a strong synergistic effect on promoting students’ critical thinking. Asking questions about real situations and allowing learners to take part in critical discussions on real problems during class instruction are key ways to teach critical thinking rather than simply reading speculative articles without practice (Mulnix, 2012 ). Furthermore, the improvement of students’ critical thinking is realized through cognitive conflict with other learners in the problem situation (Yang et al., 2008 ). Consequently, it is essential for teachers to put a special emphasis on the two core elements, which are collaboration and problem-solving, and design real problems and encourage students to discuss, negotiate, and argue based on collaborative problem-solving situations.

Second, teachers should design and implement mixed courses to cultivate learners’ critical thinking, utilizing the approach of collaborative problem-solving. Critical thinking can be taught through curriculum instruction (Kuncel, 2011 ; Leng and Lu, 2020 ), with the goal of cultivating learners’ critical thinking for flexible transfer and application in real problem-solving situations. This meta-analysis shows that mixed course teaching has a highly substantial impact on the cultivation and promotion of learners’ critical thinking. Therefore, teachers should design and implement mixed course teaching with real collaborative problem-solving situations in combination with the knowledge content of specific disciplines in conventional teaching, teach methods and strategies of critical thinking based on poorly structured problems to help students master critical thinking, and provide practical activities in which students can interact with each other to develop knowledge construction and critical thinking utilizing the approach of collaborative problem-solving.

Third, teachers should be more trained in critical thinking, particularly preservice teachers, and they also should be conscious of the ways in which teachers’ support for learning scaffolds can promote critical thinking. The learning scaffold supported by teachers had the greatest impact on learners’ critical thinking, in addition to being more directive, targeted, and timely (Wood et al., 2006 ). Critical thinking can only be effectively taught when teachers recognize the significance of critical thinking for students’ growth and use the proper approaches while designing instructional activities (Forawi, 2016 ). Therefore, with the intention of enabling teachers to create learning scaffolds to cultivate learners’ critical thinking utilizing the approach of collaborative problem solving, it is essential to concentrate on the teacher-supported learning scaffolds and enhance the instruction for teaching critical thinking to teachers, especially preservice teachers.

Implications and limitations

There are certain limitations in this meta-analysis, but future research can correct them. First, the search languages were restricted to English and Chinese, so it is possible that pertinent studies that were written in other languages were overlooked, resulting in an inadequate number of articles for review. Second, these data provided by the included studies are partially missing, such as whether teachers were trained in the theory and practice of critical thinking, the average age and gender of learners, and the differences in critical thinking among learners of various ages and genders. Third, as is typical for review articles, more studies were released while this meta-analysis was being done; therefore, it had a time limit. With the development of relevant research, future studies focusing on these issues are highly relevant and needed.

Conclusions

The subject of the magnitude of collaborative problem-solving’s impact on fostering students’ critical thinking, which received scant attention from other studies, was successfully addressed by this study. The question of the effectiveness of collaborative problem-solving in promoting students’ critical thinking was addressed in this study, which addressed a topic that had gotten little attention in earlier research. The following conclusions can be made:

Regarding the results obtained, collaborative problem solving is an effective teaching approach to foster learners’ critical thinking, with a significant overall effect size (ES = 0.82, z = 12.78, P < 0.01, 95% CI [0.69, 0.95]). With respect to the dimensions of critical thinking, collaborative problem-solving can significantly and effectively improve students’ attitudinal tendency, and the comprehensive effect is significant (ES = 1.17, z = 7.62, P < 0.01, 95% CI [0.87, 1.47]); nevertheless, it falls short in terms of improving students’ cognitive skills, having only an upper-middle impact (ES = 0.70, z = 11.55, P < 0.01, 95% CI [0.58, 0.82]).

As demonstrated by both the results and the discussion, there are varying degrees of beneficial effects on students’ critical thinking from all seven moderating factors, which were found across 36 studies. In this context, the teaching type (chi 2 = 7.20, P < 0.05), intervention duration (chi 2 = 12.18, P < 0.01), subject area (chi 2 = 13.36, P < 0.05), group size (chi 2 = 8.77, P < 0.05), and learning scaffold (chi 2 = 9.03, P < 0.01) all have a positive impact on critical thinking, and they can be viewed as important moderating factors that affect how critical thinking develops. Since the learning stage (chi 2 = 3.15, P = 0.21 > 0.05) and measuring tools (chi 2 = 0.08, P = 0.78 > 0.05) did not demonstrate any significant intergroup differences, we are unable to explain why these two factors are crucial in supporting the cultivation of critical thinking in the context of collaborative problem-solving.

Data availability

All data generated or analyzed during this study are included within the article and its supplementary information files, and the supplementary information files are available in the Dataverse repository: https://doi.org/10.7910/DVN/IPFJO6 .

Bensley DA, Spero RA (2014) Improving critical thinking skills and meta-cognitive monitoring through direct infusion. Think Skills Creat 12:55–68. https://doi.org/10.1016/j.tsc.2014.02.001

Article Google Scholar

Castle A (2009) Defining and assessing critical thinking skills for student radiographers. Radiography 15(1):70–76. https://doi.org/10.1016/j.radi.2007.10.007

Chen XD (2013) An empirical study on the influence of PBL teaching model on critical thinking ability of non-English majors. J PLA Foreign Lang College 36 (04):68–72

Google Scholar

Cohen A (1992) Antecedents of organizational commitment across occupational groups: a meta-analysis. J Organ Behav. https://doi.org/10.1002/job.4030130602

Cooper H (2010) Research synthesis and meta-analysis: a step-by-step approach, 4th edn. Sage, London, England

Cindy HS (2004) Problem-based learning: what and how do students learn? Educ Psychol Rev 51(1):31–39

Duch BJ, Gron SD, Allen DE (2001) The power of problem-based learning: a practical “how to” for teaching undergraduate courses in any discipline. Stylus Educ Sci 2:190–198

Ennis RH (1989) Critical thinking and subject specificity: clarification and needed research. Educ Res 18(3):4–10. https://doi.org/10.3102/0013189x018003004

Facione PA (1990) Critical thinking: a statement of expert consensus for purposes of educational assessment and instruction. Research findings and recommendations. Eric document reproduction service. https://eric.ed.gov/?id=ed315423

Facione PA, Facione NC (1992) The California Critical Thinking Dispositions Inventory (CCTDI) and the CCTDI test manual. California Academic Press, Millbrae, CA

Forawi SA (2016) Standard-based science education and critical thinking. Think Skills Creat 20:52–62. https://doi.org/10.1016/j.tsc.2016.02.005

Halpern DF (2001) Assessing the effectiveness of critical thinking instruction. J Gen Educ 50(4):270–286. https://doi.org/10.2307/27797889

Hu WP, Liu J (2015) Cultivation of pupils’ thinking ability: a five-year follow-up study. Psychol Behav Res 13(05):648–654. https://doi.org/10.3969/j.issn.1672-0628.2015.05.010

Huber K (2016) Does college teach critical thinking? A meta-analysis. Rev Educ Res 86(2):431–468. https://doi.org/10.3102/0034654315605917

Kek MYCA, Huijser H (2011) The power of problem-based learning in developing critical thinking skills: preparing students for tomorrow’s digital futures in today’s classrooms. High Educ Res Dev 30(3):329–341. https://doi.org/10.1080/07294360.2010.501074

Kuncel NR (2011) Measurement and meaning of critical thinking (Research report for the NRC 21st Century Skills Workshop). National Research Council, Washington, DC

Kyndt E, Raes E, Lismont B, Timmers F, Cascallar E, Dochy F (2013) A meta-analysis of the effects of face-to-face cooperative learning. Do recent studies falsify or verify earlier findings? Educ Res Rev 10(2):133–149. https://doi.org/10.1016/j.edurev.2013.02.002

Leng J, Lu XX (2020) Is critical thinking really teachable?—A meta-analysis based on 79 experimental or quasi experimental studies. Open Educ Res 26(06):110–118. https://doi.org/10.13966/j.cnki.kfjyyj.2020.06.011

Liang YZ, Zhu K, Zhao CL (2017) An empirical study on the depth of interaction promoted by collaborative problem solving learning activities. J E-educ Res 38(10):87–92. https://doi.org/10.13811/j.cnki.eer.2017.10.014

Lipsey M, Wilson D (2001) Practical meta-analysis. International Educational and Professional, London, pp. 92–160

Liu Z, Wu W, Jiang Q (2020) A study on the influence of problem based learning on college students’ critical thinking-based on a meta-analysis of 31 studies. Explor High Educ 03:43–49

Morris SB (2008) Estimating effect sizes from pretest-posttest-control group designs. Organ Res Methods 11(2):364–386. https://doi.org/10.1177/1094428106291059

Article ADS Google Scholar

Mulnix JW (2012) Thinking critically about critical thinking. Educ Philos Theory 44(5):464–479. https://doi.org/10.1111/j.1469-5812.2010.00673.x

Naber J, Wyatt TH (2014) The effect of reflective writing interventions on the critical thinking skills and dispositions of baccalaureate nursing students. Nurse Educ Today 34(1):67–72. https://doi.org/10.1016/j.nedt.2013.04.002

National Research Council (2012) Education for life and work: developing transferable knowledge and skills in the 21st century. The National Academies Press, Washington, DC

Niu L, Behar HLS, Garvan CW (2013) Do instructional interventions influence college students’ critical thinking skills? A meta-analysis. Educ Res Rev 9(12):114–128. https://doi.org/10.1016/j.edurev.2012.12.002

Peng ZM, Deng L (2017) Towards the core of education reform: cultivating critical thinking skills as the core of skills in the 21st century. Res Educ Dev 24:57–63. https://doi.org/10.14121/j.cnki.1008-3855.2017.24.011

Reiser BJ (2004) Scaffolding complex learning: the mechanisms of structuring and problematizing student work. J Learn Sci 13(3):273–304. https://doi.org/10.1207/s15327809jls1303_2

Ruggiero VR (2012) The art of thinking: a guide to critical and creative thought, 4th edn. Harper Collins College Publishers, New York

Schellens T, Valcke M (2006) Fostering knowledge construction in university students through asynchronous discussion groups. Comput Educ 46(4):349–370. https://doi.org/10.1016/j.compedu.2004.07.010

Sendag S, Odabasi HF (2009) Effects of an online problem based learning course on content knowledge acquisition and critical thinking skills. Comput Educ 53(1):132–141. https://doi.org/10.1016/j.compedu.2009.01.008

Sison R (2008) Investigating Pair Programming in a Software Engineering Course in an Asian Setting. 2008 15th Asia-Pacific Software Engineering Conference, pp. 325–331. https://doi.org/10.1109/APSEC.2008.61

Simpson E, Courtney M (2002) Critical thinking in nursing education: literature review. Mary Courtney 8(2):89–98

Stewart L, Tierney J, Burdett S (2006) Do systematic reviews based on individual patient data offer a means of circumventing biases associated with trial publications? Publication bias in meta-analysis. John Wiley and Sons Inc, New York, pp. 261–286

Tiwari A, Lai P, So M, Yuen K (2010) A comparison of the effects of problem-based learning and lecturing on the development of students’ critical thinking. Med Educ 40(6):547–554. https://doi.org/10.1111/j.1365-2929.2006.02481.x

Wood D, Bruner JS, Ross G (2006) The role of tutoring in problem solving. J Child Psychol Psychiatry 17(2):89–100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.x

Wei T, Hong S (2022) The meaning and realization of teachable critical thinking. Educ Theory Practice 10:51–57

Xu EW, Wang W, Wang QX (2022) A meta-analysis of the effectiveness of programming teaching in promoting K-12 students’ computational thinking. Educ Inf Technol. https://doi.org/10.1007/s10639-022-11445-2

Yang YC, Newby T, Bill R (2008) Facilitating interactions through structured web-based bulletin boards: a quasi-experimental study on promoting learners’ critical thinking skills. Comput Educ 50(4):1572–1585. https://doi.org/10.1016/j.compedu.2007.04.006

Yore LD, Pimm D, Tuan HL (2007) The literacy component of mathematical and scientific literacy. Int J Sci Math Educ 5(4):559–589. https://doi.org/10.1007/s10763-007-9089-4

Zhang T, Zhang S, Gao QQ, Wang JH (2022) Research on the development of learners’ critical thinking in online peer review. Audio Visual Educ Res 6:53–60. https://doi.org/10.13811/j.cnki.eer.2022.06.08

Download references

Acknowledgements

This research was supported by the graduate scientific research and innovation project of Xinjiang Uygur Autonomous Region named “Research on in-depth learning of high school information technology courses for the cultivation of computing thinking” (No. XJ2022G190) and the independent innovation fund project for doctoral students of the College of Educational Science of Xinjiang Normal University named “Research on project-based teaching of high school information technology courses from the perspective of discipline core literacy” (No. XJNUJKYA2003).

Author information

Authors and affiliations.

College of Educational Science, Xinjiang Normal University, 830017, Urumqi, Xinjiang, China

Enwei Xu, Wei Wang & Qingxia Wang

You can also search for this author in PubMed Google Scholar

Corresponding authors

Correspondence to Enwei Xu or Wei Wang .

Ethics declarations

Competing interests.

The authors declare no competing interests.

Ethical approval

This article does not contain any studies with human participants performed by any of the authors.

Informed consent

Additional information.

Publisher’s note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Supplementary information

Supplementary tables, rights and permissions.

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/ .

Reprints and permissions

About this article

Cite this article.

Xu, E., Wang, W. & Wang, Q. The effectiveness of collaborative problem solving in promoting students’ critical thinking: A meta-analysis based on empirical literature. Humanit Soc Sci Commun 10 , 16 (2023). https://doi.org/10.1057/s41599-023-01508-1

Download citation

Received : 07 August 2022

Accepted : 04 January 2023

Published : 11 January 2023

DOI : https://doi.org/10.1057/s41599-023-01508-1

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

This article is cited by

Exploring the effects of digital technology on deep learning: a meta-analysis.

Education and Information Technologies (2024)

Sustainable electricity generation and farm-grid utilization from photovoltaic aquaculture: a bibliometric analysis

A. A. Amusa
M. Alhassan

International Journal of Environmental Science and Technology (2024)

Impacts of online collaborative learning on students’ intercultural communication apprehension and intercultural communicative competence

Hoa Thi Hoang Chau
Hung Phu Bui
Quynh Thi Huong Dinh

Education and Information Technologies (2023)

Quick links

Explore articles by subject
Guide to authors
Editorial policies

Our Mission

How to Support and Sustain Rich Classroom Discussions

High-functioning classrooms feature rich, inclusive discussions. Here’s how you can set students up for success before gracefully removing yourself from the equation.

Small group of high school students holding a discussion in class

Getting students to sustain an academic discussion is crucial to a high-functioning classroom. In truly productive discussions, students demonstrate tip-of-the-tongue fluency and accelerate their learning by internalizing, and building off of, the collective wisdom of their peers.

These benefits aren’t a secret. But in a recent ASCD article , educators Tracy Hill and Alexis Wiggins write that teachers aren’t always clear on how they can best support and stimulate productive student-led discussions across the disciplines, from English to math to social studies.

What teachers really need, argue Hill and Wiggins, are classrooms that authentically center student thinking and reduce the role of the teacher, at least periodically—along with strategies like developing “essential questions” and discussion rubrics to “foster deep critical thinking and empathy.”

In a high school biology class, for example, giving students time to debate a well-thought-out, open-ended question such as “How do we know something is alive?” primes them for deeper engagement and thinking before a follow-on activity, Hill and Wiggins write.

Afterward, students can use microscopes to observe slides of plant cells or animal cells and “note the differences,” Hill and Wiggins write, before the students reconvene to continue the discussion and “generate a list of qualities they observed, craft questions, and draw conclusions on the topic of what ‘being alive’ means on a microscopic level.”

Here are five ways to set up discussions that feel more like they run themselves.

Hold Yourself Accountable

Teachers tend to be unaware of just how often they dominate conversations in the classroom, Wiggins writes. “It’s hard to let go of control and turn things over to students for collaborative inquiry.”

The first step of letting go is honesty: Measure exactly how much time you actually spend talking, and take a hard look to determine if there are critical points in a lesson during which you prematurely take the reins from students.

Getting colleagues or instructional coaches to observe a lesson is one easy way to do this, but you can also take matters into your own hands by videotaping your own lessons and analyzing them. “Video facilitates self-reflection by showing strengths and gaps in instructional practices,” instructional coach, educator, and author Donna Spangler writes for Edutopia . “More than any other tool, video shows us what it looks like when we teach and our students learn.”

Watching a playback of a lesson can help you identify specific moments during the day when you can incorporate more student-led activities and discussions. As you begin implementing some of the suggestions below, you can also use video to track the effectiveness of new activities and tweak as necessary. For example, Spangler suggests, you can record a “baseline” video before implementing changes and compare it with later videos to see what is working.

Before you review any recorded lessons, Spangler suggests, establish clear goals about what you’re looking for and even make a list of specific elements in the video—such as moments when you step in and try to reframe challenging work before students have had the chance to struggle a bit—that you can track and improve on over time. Sharing videos with instructional coaches, or even more experienced teachers, can also be invaluable, she writes.

Sentence Starters, Discussion Flows, and Talk Progression

To get a sense of how discussions flow among your students—and who is contributing and who isn’t—simple graphing tools like spiderweb discussions are useful for creating physical representations of conversations.

To create a spiderweb graph, “draw a circle or box and write the students’ names around it to indicate where they are seated,” Wiggins writes. As students talk, “draw a line from one speaker to the next,” and continue until the discussion ends and you have a “web” illustrating the exchange that just took place. “These ‘webs’ help us answer questions such as: Did we have a balanced conversation? Did all of us have equal opportunities to speak?” Wiggins writes.

Shai Klima, an English teacher at Kettle Moraine High School in Wisconsin, told Edutopia that after creating her own maps, she shares them with students and asks them to debrief: “Write down what went well and what needs to change for the next time,” she said. “What does the map show us about how well we talk, how well we listen?” According to Klima, the process of creating and then discussing the maps helps everyone “see their improvement in a very real, visible way.”

Naming and practicing the elements of productive classroom conversations also works wonders, according to Gwen Blumberg , a district-level literacy leader in Boston. A “ Progression of Talk ” chart, created by educator Cynthia Satterlee, for example, provides students with a series of steps they can take during a conversation to ensure that comments are relevant, build on what was previously said, and provide room for clarifying arguments, disagreements, and elaboration. These are all “necessary skills for any form of discourse,” writes Blumberg.

Sentence starters can also be used to draw students into a conversation, says Catherine Paul, an eighth-grade ELA teacher at King Middle School in Portland, Maine. Paul tapes “ talk moves ” onto students’ tables before discussions that can be used as prompts to ask clarifying questions like “I think what you mean is…” or questions aimed at getting their peers to expand on their thoughts, like “Can you explain more about…”

Great Expectations

It is one thing to encourage students to lead more discussions in your classroom, but to ensure that discussions are rich and productive, Wiggins says, you need to define what success looks like. A “clear, checklist-style” rubric is a simple way to do this.

When students know what is expected of them in a discussion—to back up what they say with references to the text in an English class, build off the ideas of others, or demonstrate critical thinking by acknowledging potential blind spots or bias in a text or argument—they’ll have an idea of the specific skills, behaviors, and tactics you’d like them to aim for in discussions, Wiggins writes.

When students are given clear rubrics to consult, they’re also more likely to “generate self-feedback and improve performance,” according to a 2023 study , and teachers are far less likely to allow their own biases to guide their assessment of the work, according to a 2020 study —resulting in a more efficient and productive learning experience.

Students don’t have to be formally graded on their discussions, but according to Wiggins, a list of skills should be written in an accessible and clear way ( like this sample Humanities rubric ) so that both teachers and students can easily assess whether they were met or not—and have an understanding of what to improve upon the next time around.

The Power of Peer Coaches

To ensure that all of her students participate in discussions, Hill writes, she uses a peer coaching model. At the beginning of new units in her English class, students are assigned a coaching partner they work with throughout the unit on things like everyday classroom activities or providing one another feedback after they produce writing.

During larger group discussions in the classroom, one coaching partner silently observes and tracks the contributions of the other as they participate in the unfolding conversation—recording how often they’re engaging in verbal contributions and what sorts of connections they’re making (text-to-text, text-to-self, text-to-world, etc.). At the midpoint, there is a pause in the discussion, and the observing student meets privately with the participating student to share feedback on the student’s contributions. After the break, partners switch roles.

“They have an opportunity to improve without having to wait for the end of the discussion for the teacher’s feedback,” Hill says of the strategy. “The students are 100 percent engaged, whether participating in the conversation or observing it.”

Better Questions Lead to Better Thinking

Good questions, according to Wiggins, “effortlessly draw out the best student writing, thinking, and discussion.” The best questions, she says, create opportunities for students to expound on their opinions and even engage in healthy—and intellectually stimulating— dissent and debate .

What are the components of a good question? Wiggins argues that they should be open-ended; provoke thought and intellectual engagement; call for higher-order analysis, evaluation, and predictions; and raise additional questions.

In a history classroom, Wiggins writes, an example question could be “Is true democracy possible?” In a chemistry class, the question might look like “How is the energy of the universe explained by the energy of the atom?” And in a math course, you might ask, “What do I do when I am faced with a problem I don’t know or understand?”

Andrew Miller, director of teaching and learning at Singapore American School, writes that questions can be broken down into specific categories. Philosophical or debatable questions, for example, have complex possible answers that require rigorous thought and explanation: “Are highways good or bad for cities? Explain why.” Meanwhile, a role-oriented question can help students apply discipline-specific skills to create a solution to an open-ended problem: “If I were a scientist, how would I design an experiment to debunk the idea that humans only use 10 percent of their brain?”

Educationise

11 Activities That Promote Critical Thinking In The Class

52 Critical Thinking Flashcards for Problem Solving

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

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

What is Critical Thinking?

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

Importance of Acquiring Critical Thinking Skills

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

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

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

Benefits of Critical Thinking Skills in Education

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

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

Critical Thinking Lessons and Activities

11 Activities that Promote Critical Thinking in the Class

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

1. Worst Case Scenario

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

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

2. If You Build It

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

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

4. Keeping it Real

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

5. Save the Egg

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

6. Start a Debate

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

7. Create and Invent

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

8. Select from Alternatives

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

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

9. Reading and Critiquing

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

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

10. Think Pair Share

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

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

11. Big Paper – Silent Conversation

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

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

Thinking About Kahneman’s Contribution to Critical Thinking

A nobel laureate on contributions on the importance of 'thinking slow.'.

Updated April 10, 2024 | Reviewed by Lybi Ma

Kahneman won a Nobel Memorial Prize in Economics for his work.
He found that people are often irrational about economics.

During my Ph.D. studies, I recall focusing on reconceptualising what we know of as critical thinking to include reflective judgment (not jumping to conclusions and taking your time in your decision-making to consider the nature limits, and certainty of knowing) on par with the commonly accepted skills and dispositions components. The importance of reflective judgment wasn’t a particularly novel idea – a good deal of research on reflective judgment and similar processes akin to critical thinking had already been conducted (see King and Kitchener, 1994; Kuhn, 1999; 2000; Stanovich, 1999). However, reflective judgment – as opposed to intuitive judgment – didn’t seem to have ‘the presence’ in the discussion of critical thinking that it does today.

The same month I submitted my Ph.D. back in 2011, a book was released that massively helped to accomplish what I had been working to help facilitate – changing the terrain of thought surrounding critical thinking: Thinking, Fast, and Slow . Its author, Daniel Kahneman, passed away a couple of weeks ago at age 90. Psychology students will likely recognise the name associated with Amos Tversky and their classic work together in the 1970s on the availability, representativeness, and anchoring and adjustment heuristics (for example, Tversky and Kahneman, 1974). Indeed, such heuristics, alongside the affect heuristic (Kahneman and Frederick, 2002; Slovic and colleagues, 2002) play a large role in how we think about thinking and barriers to critical thought. In 2002, Kahneman won a Nobel Memorial Prize in Economics for his work on prospect theory concerning loss aversion and people’s often irrational approach to economics. Indeed, Kahneman’s resume is full of awards and achievements.

However, the accomplishment I will remember him best for is the publication of Thinking, Fast, and Slow and its contribution to the field of critical thinking. Funny enough, I don’t recall the term, critical thinking being used very often in the book, if at all – and I read it two or three times. No, critical thinking was not the focus of his book; rather system 1 (fast) and 2 (slow) thinking (see also Stanovich, 1999) – intuitive and reflective judgment. Not only did this book put into the spotlight many of the mechanics of reflective judgment for fellow academics and researchers of cognitive psychology, it also did so l for non-academic audiences – becoming a New York Times bestseller. Moreover, it won the Los Angeles Times Book Award for Current Interest, and the National Academy of Sciences Communication Award for Best Book (both in 2011). Good thinking was cool again in popular culture.

In the critical thinking literature, reflective judgment – regardless of what you want to call it (for example, system 2 thinking, epistemological understanding, ‘taking your time’) – is becoming more accepted as a core component of critical thinking. The field of critical thinking research and psychology more broadly, owes Kahneman a debt of gratitude for his contributions in helping shine a light on the importance of ‘thinking slow’. Thank you .

Kahneman, D. (2011). Thinking, fast and slow . 2UK: Penguin.

Kahneman, D., & Frederick, S. (2002). Representativeness revisited: Attribute substitution in intuitive judgment. Heuristics and biases: The Psychology of Intuitive Judgment , 49 (49-81), 74.

King, P. M., & Kitchener, K. S. (1994). Developing Reflective Judgment: Understanding and Promoting Intellectual Growth and Critical Thinking in Adolescents and Adults. CA: Jossey-Bass.

King, P. M., & Kitchener, K. S. (2004). Reflective judgment: Theory and research on the development of epistemic assumptions through adulthood. Educational Psychologist, 39 (1), 5–15.

Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher , 28 (2), 16-46.

Kuhn, D. (2000). Metacognitive development. Current Directions in Psychological Science , 9 (5), 178-181.

Slovic, P., Finucane, M., Peters, E., & MacGregor, D. G. (2002). Rational actors or rational fools: Implications of the affect heuristic for behavioral economics. The Journal of Socio-economics , 31 (4), 329-342.

Stanovich, K.E. (1999) Who is rational? Studies of individual differences in reasoning. Mahwah, Erlbaum.

Tversky, A., & Kahneman, D. (1974). Judgment under Uncertainty: Heuristics and Biases: Biases in judgments reveal some heuristics of thinking under uncertainty. Science , 185 (4157), 1124-1131.

Christopher Dwyer, Ph.D., is a lecturer at the Technological University of the Shannon in Athlone, Ireland.

Find a Therapist
Find a Treatment Center
Find a Psychiatrist
Find a Support Group
Find Teletherapy
United States
Brooklyn, NY
Chicago, IL
Houston, TX
Los Angeles, CA
New York, NY
Portland, OR
San Diego, CA
San Francisco, CA
Seattle, WA
Washington, DC
Asperger's
Bipolar Disorder
Chronic Pain
Eating Disorders
Passive Aggression
Personality
Goal Setting
Positive Psychology
Stopping Smoking
Low Sexual Desire
Relationships
Child Development
Therapy Center NEW
Diagnosis Dictionary
Types of Therapy

Understanding what emotional intelligence looks like and the steps needed to improve it could light a path to a more emotionally adept world.

Coronavirus Disease 2019
Affective Forecasting
Neuroscience

Investigations
Classifieds
Legal Notices

Colleges say AI can be used positively in the classroom

Sinclair Community College computer science students Ayodele Ogunsakin, Spencer McNally, and Louis Jahnigen work on data analysis in the Centerville campus labs. Contributed

Local colleges say using generative AI like ChatGPT in the classroom — with limitations — can teach students skills like critical thinking and judgement.

University policies obtained by the Dayton Daily News generally prohibit students from saying that the work of a generative AI is theirs. Students who use these technologies must cite their sources. Students who are caught can be punished in the same way as if they were caught plagiarizing or cheating on an exam.

Individual professors have been encouraged to use language in the syllabus about the use of AI, but administration of the local colleges and universities have said it’s up to individual professors if they’d like to use AI in the classroom.

In one example, Edison State Community College asked professors to use one of three policies in a syllabus this past semester. One policy banned AI, one encouraged the use of AI but required that it be cited when used, and one allowed some use of AI but said all final work must be the student’s own.

Christina Amato, dean of Sinclair Community College’s eLearning Division, said one conversation coming out of AI in the classroom is “soft skills,” like critical thinking and problem solving. AI can generate an answer, but it takes a human to determine what the correct one is.

“It is a little ironic and interesting to me that AI is advancing those conversations around soft skills such as audience context, the human element of solving problems and critical thinking,” Amato said.

Amato said she found most students are using AI appropriately, especially when teachers have talked to students about appropriate use.

“What we’re finding is that AI usage (in) classrooms and instances in which we would find it appropriate are providing some generally teachable moments for students more than kind of a gotcha and you get an F for plagiarism,” she said.

Amato said it is more about the ability to generate conversation with students on appropriate use of AI, because in some cases, the student didn’t understand the boundaries and limitations of what was appropriate.

These technologies have offered new teaching methods for professors, too.

Wright State University allows some use of AI in classrooms, but requires it be cited when used. It also cannot be used “to substantially complete any assignment or exam,” according to the policy.

Tanvi Banerjee, a professor in Wright State’s Department of Computer Science and Engineering, teaches a graduate-level class called machine learning. In that class, she has a “semi-permissive” policy on AI — her students can use AI tools to compare outcomes to what they would write on their own from scratch.

She said she sees AI as a “smarter Google.”

“It has capabilities that can be tuned to make it behave better than Google, but at the end of the day, it’s still a tool,” Banerjee said. “It’s not built in a way that it can be used right away.”

Sinclair Community College communications department chair David Bodary, who teaches public speaking, has shown his classes how to use AI to arrange a speech or brainstorm topics.

“What I’m trying to get them to understand is that they have an ethical responsibility for the accuracy of the information, the integrity of the information and for their process,” Bodary said.

He said he’s still trying to make students understand they must think critically about the speech. While the AI tool could show a student how to open a speech, for example, the student needs to decide the best way to present their topic.

The University of Dayton has also been looking into the ways AI can be used and misused.

“We are considering not only how we prepare our students to engage in a world using AI for their careers, but we also are looking at the complex issues regarding data governance, personal privacy and security,” UD officials said in a statement.

About the Author

Eileen McClory is the education reporter for the Dayton Daily News. She grew up in the Dayton area and returned to cover her hometown.

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

Entertainment

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

New on Yahoo

Privacy Dashboard
Buying Guides

Colleges say AI can be used positively in the classroom

Apr. 9—Local colleges say using generative AI like ChatGPT in the classroom — with limitations — can teach students skills like critical thinking and judgement.

Individual professors have been encouraged to use language in the syllabus about the use of AI, but administration of the local colleges and universities have said it's up to individual professors if they'd like to use AI in the classroom.

Christina Amato, dean of Sinclair Community College's eLearning Division, said one conversation coming out of AI in the classroom is "soft skills," like critical thinking and problem solving. AI can generate an answer, but it takes a human to determine what the correct one is.

"It is a little ironic and interesting to me that AI is advancing those conversations around soft skills such as audience context, the human element of solving problems and critical thinking," Amato said.

Amato said she found most students are using AI appropriately, especially when teachers have talked to students about appropriate use.

"What we're finding is that AI usage (in) classrooms and instances in which we would find it appropriate are providing some generally teachable moments for students more than kind of a gotcha and you get an F for plagiarism," she said.

Amato said it is more about the ability to generate conversation with students on appropriate use of AI, because in some cases, the student didn't understand the boundaries and limitations of what was appropriate.

These technologies have offered new teaching methods for professors, too.

Wright State University allows some use of AI in classrooms, but requires it be cited when used. It also cannot be used "to substantially complete any assignment or exam," according to the policy.

Tanvi Banerjee, a professor in Wright State's Department of Computer Science and Engineering, teaches a graduate-level class called machine learning. In that class, she has a "semi-permissive" policy on AI — her students can use AI tools to compare outcomes to what they would write on their own from scratch.

She said she sees AI as a "smarter Google."

"It has capabilities that can be tuned to make it behave better than Google, but at the end of the day, it's still a tool," Banerjee said. "It's not built in a way that it can be used right away."

Sinclair Community College communications department chair David Bodary, who teaches public speaking, has shown his classes how to use AI to arrange a speech or brainstorm topics.

"What I'm trying to get them to understand is that they have an ethical responsibility for the accuracy of the information, the integrity of the information and for their process," Bodary said.

He said he's still trying to make students understand they must think critically about the speech. While the AI tool could show a student how to open a speech, for example, the student needs to decide the best way to present their topic.

The University of Dayton has also been looking into the ways AI can be used and misused.

"We are considering not only how we prepare our students to engage in a world using AI for their careers, but we also are looking at the complex issues regarding data governance, personal privacy and security," UD officials said in a statement.

The US and UK are teaming up to test the safety of AI models

The UK and the US governments have signed a Memorandum of Understanding in order to create a common approach for independent evaluation on the safety of generative AI models.

Google.org launches $20M generative AI accelerator program

Google.org, Google's charitable wing, is launching a new program to help fund nonprofits developing tech that leverages generative AI. Called Google.org Accelerator: Generative AI, the program is to be funded by $20 million in grants and include 21 nonprofits to start, including Quill.org, a company creating AI-powered tools for student writing feedback, and World Bank, which is building a generative AI app to make development research more accessible. In addition to funding, nonprofits in the six-month accelerator program will get access to technical training, workshops, mentors and guidance from an "AI coach."

AI21 Labs' new AI model can handle more context than most

Increasingly, the AI industry is moving toward generative AI models with longer contexts. Or Dagan, product lead at AI startup AI21 Labs, asserts that this doesn't have to be the case -- and his company is releasing a generative model to prove it. AI21 Labs' Jamba, a new text-generating and -analyzing model, can perform many of the same tasks that models like OpenAI's ChatGPT and Google's Gemini can.

Fireworks.ai open source API puts generative AI in reach of any developer

Just about everyone is trying to get a piece of the generative AI action these days. While the majority of the focus remains on the model vendors like OpenAI, Anthropic and Cohere, or the bigger companies like Microsoft, Meta, Google and Amazon, there are in fact, a lot of startups trying to attack the generative AI problem in a variety of ways. Fireworks co-founder and CEO Lin Qiao points out that her company isn't training foundation models from scratch, but rather helping fine tune other models to the particular needs of a business.

Databricks spent $10M on new DBRX generative AI model

You could spend it training a generative AI model. While not marketing in the traditional sense, generative models are attention grabbers -- and increasingly funnels to vendors' bread-and-butter products and services. See Databricks' DBRX, a new generative AI model announced today akin to OpenAI's GPT series and Google's Gemini.

Adobe's GenStudio brings brand-safe generative AI to marketers

Brands want to use generative AI to personalize their marketing efforts -- but they are also deathly afraid of AI going off message and ruining their brand. At its annual Summit conference in Las Vegas, Adobe today announced GenStudio, a new application that helps brands create content and measure its performance, with generative AI -- and the promise of brand safety -- at its center. Currently, the tool is mostly focused on helping social, paid media and lifecycle marketers that want to create social media posts, email campaigns and display ads, with support for creating entire websites coming soon.

Humanoid robots face continued skepticism at Modex

If your robotics startup is looking to raise, there’s close to a 100% chance you’re going to get two questions from potential investors: 1) How are you incorporating generative AI? If you’re running a robotics firm in 2024, you have almost certainly experimented with incorporating generative AI into your workflow. It's reasonable to suspect that we’ve entered the apex of the robotic hype cycle.

Google Cloud Next 2024: Everything announced so far

Google’s Cloud Next 2024 event takes place in Las Vegas through Thursday, and that means lots of new cloud-focused news on everything from Gemini, Google’s AI-powered chatbot, to AI to devops and security. Last year's event was the first in-person Cloud Next since 2019, and Google took to the stage to show off its ongoing dedication to AI with its Duet AI for Gmail and many other debuts, including expansion of generative AI to its security product line and other enterprise-focused updates and debuts. Don’t have time to watch the full archive of Google's keynote event?

Meta unveils its newest custom AI chip as it races to catch up

Meta, hell-bent on catching up to rivals in the generative AI space, is spending billions on its own AI efforts. Called the "next-gen" Meta Training and Inference Accelerator (MTIA), the successor to last year's MTIA v1, the chip runs models including for ranking and recommending display ads on Meta's properties (e.g.

Varo Believe Card review: Build credit with 0% APR and no fees

Varo Bank's Believe Card has zero fees — not even interest charges. See how it could help improve your credit.

Trump legal news brief: 3rd appeals court judge in 3 days rejects Trump motion to delay hush money trial

An appeals court judge rejects former President Donald Trump’s latest attempt to delay the start of the hush money trial on the grounds that presidential immunity protects him from being prosecuted.

Adam Sandler tees up 'Happy Gilmore' sequel nearly 3 decades after the original hit theaters

The 1996 golf comedy is getting the sequel treatment, with a script in the works.

Stock market today: Stocks sink, yields jump after inflation data torpedoes rate-cut hopes

Stocks slid, and bond yields soared on Wednesday after inflation data came in hotter than expected.

Space diversity initiative builds steam with new leadership and K-12 focused National Space Day

A growing effort to attract more women and people of color into the space industry has shared some of its first results and a new occasion to rally around: National Space Day, May 3, when thousands of students will learn that not only can they do space stuff, but they really should start now. Space Workforce 2030 is a joint effort by the Space Foundation and Aerospace Corporation, amounting to basically a promise that they — and all their 29 company partners as of now — will transparently report the demographics of their workplaces, hiring and recruitment, and work together to identify ways to bring a more diverse crowd to the notoriously homogeneous space industry. The effort also now has an executive director in Melanie Stricklan, formerly of Slingshot Space (and the Air Force), who is now leading the organization full time.

Intel's latest AI chip is a direct shot at Nvidia's moneymaker

Intel has debuted its Gaudi 3 chip to take on Nvidia's H100.

2024 NFL Draft: Top 10 RBs features a group of solid if unspectacular options

There's no standout first-round running back this class, but plenty of good Day 2 options, and a big name or two to boot.

I've used this $13 vitamin C serum for 2 years to keep my rosacea in check — get it for almost 50% off

The gentle formula has also helped banish redness and dark spots.

Google's Gemini Pro 1.5 enters public preview on Vertex AI

Gemini 1.5 Pro, Google's most capable generative AI model, is now available in public preview on Vertex AI, Google's enterprise-focused AI development platform. Undoubtedly its headlining feature is the amount of context that it can process: between 128,000 tokens to up to 1 million tokens, where "tokens" refers to subdivided bits of raw data (like the syllables "fan," "tas" and "tic" in the word "fantastic").

Kelly Ripa uses this Laneige lip mask to keep her pout ‘nice and juicy’ — it's on sale at Sephora right now

Drew Barrymore, Brooke Shields and Kate Moss are also fans — snag the celeb fave with this markdown code.

IMAGES

The benefits of critical thinking for students and how to develop it
why is Importance of Critical Thinking Skills in Education
Critical Thinking in the Classroom
What Education in Critical Thinking Implies Infographic
Educational Classroom Posters And Resources
The benefits of Critical Thinking for Students

VIDEO

Semester 1 Thinking Classroom Timelapse
Critical thinking and Prayer are powerful weapons against the evil deep state
Early Birds THE CLASSROOM Day 41 LIVE June 14 @ 8:00 a.m. EST Dr. Annette Feravich, Teacher
Empower Your Classroom: The Power of Student-Led Learning
Σεμινάριο Erasmus+: "Integrating AI in the classroom with critical thinking"
Building Thinking Classrooms: Self Assessment Based on Gallery Walk

COMMENTS

6 Benefits of Critical Thinking and Why They Matter
Critical thinking capacity does all that and more. 4. It's a multi-faceted practice. Critical thinking is known for encompassing a wide array of disciplines, and cultivating a broad range of cognitive talents. One could indeed say that it's a cross-curricular activity for the mind, and the mind must be exercised just like a muscle to stay ...
PDF Critical Thinking in the Classroom…and Beyond
Critical thinking in the classroom is a common term used by educators. Critical thinking has been called "the art of thinking about thinking" (Ruggiero, V.R., 2012) with the intent to improve one's thinking. The challenge, of course, is to create learning environments that promote critical thinking both in the classroom and beyond.
Critical Thinking in the Classroom: A Guide for Teachers
Critical thinking is a key skill that goes far beyond the four walls of a classroom. It equips students to better understand and interact with the world around them. Here are some reasons why fostering critical thinking is important: Making Informed Decisions: Critical thinking enables students to evaluate the pros and cons of a situation ...
Integrating Critical Thinking Into the Classroom (Opinion)
Critical thinking blasts through the surface level of a topic. It reaches beyond the who and the what and launches students on a learning journey that ultimately unlocks a deeper level of ...
Developing Critical Thinking
In a time where deliberately false information is continually introduced into public discourse, and quickly spread through social media shares and likes, it is more important than ever for young people to develop their critical thinking. That skill, says Georgetown professor William T. Gormley, consists of three elements: a capacity to spot ...
Eight Instructional Strategies for Promoting Critical Thinking
Students grappled with ideas and their beliefs and employed deep critical-thinking skills to develop arguments for their claims. Embedding critical-thinking skills in curriculum that students care ...
A Critical Thinking Framework for Elementary School
The Critical Thinking Framework presents ways to approach all kinds of knowledge in a way that presses students toward deeper processing of the content they are learning. If we can raise the bar for student work and thinking in our classrooms, the question of how students perform on standardized tests will become secondary to helping them ...
Integrating critical thinking into the classroom: A teacher's
The general approach suggests that critical thinking is a cross-curricular skill that requires specific knowledge of how it works. The teaching of critical thinking must therefore focus on explicitly teaching its guiding principles, as well as putting the skill into practice through exercises that promote its use.
Boosting Critical Thinking Across the Curriculum
Boosting Critical Thinking Across the Curriculum. Visible thinking routines that encourage students to document and share their ideas can have a profound effect on their learning. In my coaching work with schools, I am often requested to model strategies that help learners think deeply and critically across multiple disciplines and content areas.
Critical Thinking Skills in the Classroom a...
Critical thinking in the classroom looks like examining and brainstorming. It's a fearlessness to analyze, test, and even reject ideas. It's metacognition, which is simply thinking about thinking. Critical thinking happens when teachers ask thought-provoking questions and resist the urge to generate ideas for students.
Fostering Critical Thinking in the Classroom: Strategies for Educators
Asking open-ended questions is a cornerstone of promoting critical thinking. By challenging students with questions that require more than a yes or no answer, educators can stimulate deeper thought and encourage students to explore multiple perspectives. Integrating these questions into lesson plans can transform the classroom into a dynamic ...
Why schools should teach critical thinking to students
Schools can take a longer-term and systematic approach to teaching critical thinking by integrating it into the curriculum. This provides students with a structured learning environment with access to expert educators who use pedagogy to support students in building on existing skills, promoting transfer, and fostering thinking skills.
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.
Critical Thinking: A Guide For The Classroom And Beyond
Analytical Thinking is a linear process which allows you to break down and review complex information. This type of thinking uses reasoning and logic to analyze the information presented, identify patterns and trends, and present facts and evidence. Critical Thinking includes an element of analytical thinking but goes much further.
The effectiveness of collaborative problem solving in promoting
Collaborative problem-solving has been widely embraced in the classroom instruction of critical thinking, which is regarded as the core of curriculum reform based on key competencies in the field ...
What Are Critical Thinking Skills and Why Are They Important?
According to the University of the People in California, having critical thinking skills is important because they are [ 1 ]: Universal. Crucial for the economy. Essential for improving language and presentation skills. Very helpful in promoting creativity. Important for self-reflection.
(PDF) The Benefits of Critical Thinking Skills and Techniques for
Many employers seek employees with good critical thinking skills because they can benefit their companies. Dorine Neba, a Ph.D. in Philosophy and a member of the University of Beau's Department of ...
Full article: Critical thinking in teacher education: where do we stand
Teacher education as a powerful mediator in CT instruction. Based on the above review and discussion, we, as teacher educators and CT researchers, hold a firm belief that teacher education can serve as a powerful mediator that can bridge the theory-practice divide and provide a full-fledged CT experience that benefits our students' academic development and life-long learning.
How to Support and Sustain Rich Classroom Discussions
Eduard Figueres / iStock. Getting students to sustain an academic discussion is crucial to a high-functioning classroom. In truly productive discussions, students demonstrate tip-of-the-tongue fluency and accelerate their learning by internalizing, and building off of, the collective wisdom of their peers. These benefits aren't a secret.
Critical thinking in the preschool classroom
Abstract. Critical thinking is acknowledged as a 21st century skill that allows humans to make considered and informed decisions based on the information available to them. Studies exploring critical thinking during the early years are of particular significance because they enable researchers to refine a general view of critical thinking and ...
11 Tips For Teaching Critical Thinking Skills In The Classroom
Foster a Growth Mindset. Promoting a growth mindset is paramount in enhancing critical thinking skills. Emphasize the belief that intelligence and abilities can be developed through effort and perseverance. Encourage students to embrace challenges, learn from failures, and view setbacks as opportunities for growth.
11 Activities That Promote Critical Thinking In The Class
Read our article: 10 Innovative Strategies for Promoting Critical Thinking in the Classroom. 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.
Thinking About Kahneman's Contribution to Critical Thinking
Indeed, such heuristics, alongside the affect heuristic (Kahneman and Frederick, 2002; Slovic and colleagues, 2002) play a large role in how we think about thinking and barriers to critical ...
PDF Strategies for Promoting Critical Thinking in the Classroom
Critical thinking is a crucial skill in education, benefiting both students and teachers in a number of ways. Some of the benefits of critical thinking in education include the improvement of students' academic performance. Students who develop critical thinking skills are better equipped to
Colleges say AI can be used positively in the classroom
Christina Amato, dean of Sinclair Community College's eLearning Division, said one conversation coming out of AI in the classroom is "soft skills," like critical thinking and problem solving ...
Colleges say AI can be used positively in the classroom
Apr. 9—Local colleges say using generative AI like ChatGPT in the classroom — with limitations — can teach students skills like critical thinking and judgement. University policies obtained ...