critical thinking young learners

MSU Extension Child & Family Development

The importance of critical thinking for young children.

Kylie Rymanowicz, Michigan State University Extension - May 03, 2016

Critical thinking is essential life skill. Learn why it is so important and how you can help children learn and practice these skills.

We use critical thinking skills every day. They help us to make good decisions, understand the consequences of our actions and solve problems. These incredibly important skills are used in everything from putting together puzzles to mapping out the best route to work. It’s the process of using focus and self-control to solve problems and set and follow through on goals. It utilizes other important life skills like making connections , perspective taking and communicating . Basically, critical thinking helps us make good, sound decisions.

Critical thinking

In her book, “Mind in the Making: The seven essential life skills every child needs,” author Ellen Galinsky explains the importance of teaching children critical thinking skills. A child’s natural curiosity helps lay the foundation for critical thinking. Critical thinking requires us to take in information, analyze it and make judgements about it, and that type of active engagement requires imagination and inquisitiveness. As children take in new information, they fill up a library of sorts within their brain. They have to think about how the new information fits in with what they already know, or if it changes any information we already hold to be true.

Supporting the development of critical thinking

Michigan State University Extension has some tips on helping your child learn and practice critical thinking.

• Encourage pursuits of curiosity . The dreaded “why” phase. Help them form and test theories, experiment and try to understand how the world works. Encourage children to explore, ask questions, test their theories, think critically about results and think about changes they could make or things they could do differently.
• Learn from others. Help children think more deeply about things by instilling a love for learning and a desire to understand how things work. Seek out the answers to all of your children’s “why” questions using books, the internet, friends, family or other experts.
• Help children evaluate information. We are often given lots of information at a time, and it is important we evaluate that information to determine if it is true, important and whether or not we should believe it. Help children learn these skills by teaching them to evaluate new information. Have them think about where or who the information is coming from, how it relates to what they already know and why it is or is not important.
• Promote children’s interests. When children are deeply vested in a topic or pursuit, they are more engaged and willing to experiment. The process of expanding their knowledge brings about a lot of opportunities for critical thinking, so to encourage this action helps your child invest in their interests. Whether it is learning about trucks and vehicles or a keen interest in insects, help your child follow their passion.
• Teach problem-solving skills. When dealing with problems or conflicts, it is necessary to use critical thinking skills to understand the problem and come up with possible solutions, so teach them the steps of problem-solving and they will use critical thinking in the process of finding solutions to problems.

For more articles on child development, academic success, parenting and life skill development, please visit the MSU Extension website.

This article was published by Michigan State University Extension . For more information, visit https://extension.msu.edu . To have a digest of information delivered straight to your email inbox, visit https://extension.msu.edu/newsletters . To contact an expert in your area, visit https://extension.msu.edu/experts , or call 888-MSUE4MI (888-678-3464).

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4 Strategies for Sparking Critical Thinking in Young Students

Fostering investigative conversation in grades K–2 isn’t easy, but it can be a great vehicle to promote critical thinking.

In the middle of class, a kindergartner spotted an ant and asked the teacher, “Why do ants come into the classroom?” Fairly quickly, educational consultant Cecilia Cabrera Martirena writes , students started sharing their theories: Maybe the ants were cold, or looking for food, or lonely. 

Their teacher started a KWL chart to organize what students already knew, what they wanted to know, and, later, what they had learned. “As many of the learners didn’t read or write yet, the KWL was created with drawings and one or two words,” Cabrera Martirena writes. “Then, as a group, they decided how they could gather information to answer that first question, and some possible research routes were designed.” 

As early elementary teachers know, young learners are able to engage in critical thinking and participate in nuanced conversations, with appropriate supports. What can teachers do to foster these discussions? Elementary teacher Jennifer Orr considered a few ideas in an article for ASCD .

“An interesting question and the discussion that follows can open up paths of critical thinking for students at any age,” Orr says. “With a few thoughtful prompts and a lot of noticing and modeling, we as educators can help young students engage in these types of academic conversations in ways that deepen their learning and develop their critical thinking skills.”

While this may not be an “easy process,” Orr writes—for the kids or the teacher—the payoff is students who from a young age are able to communicate new ideas and questions; listen and truly hear the thoughts of others; respectfully agree, disagree, or build off of their peers’ opinions; and revise their thinking. 

4 Strategies for Kick-Starting Powerful Conversations

1. Encourage Friendly Debate: For many elementary-aged children, it doesn’t take much provoking for them to share their opinions, especially if they disagree with each other. Working with open-ended prompts that “engage their interest and pique their curiosity” is one key to sparking organic engagement, Orr writes. Look for prompts that allow them to take a stance, arguing for or against something they feel strongly about. 

For example, Orr says, you could try telling first graders that a square is a rectangle to start a debate. Early childhood educator Sarah Griffin proposes some great math talk questions that can yield similar results:

• How many crayons can fit in a box?
• Which takes more snow to build: one igloo or 20 snowballs?
• Estimate how many tissues are in a box.
• How many books can you fit in your backpack?
• Which would take less time: cleaning your room or reading a book?
• Which would you rather use to measure a Christmas tree: a roll of ribbon or a candy cane? Why?

Using pictures can inspire interesting math discussions as well, writes K–6 math coach Kristen Acosta . Explore counting, addition, and subtraction by introducing kids to pictures “that have missing pieces or spaces” or “pictures where the objects are scattered.” For example, try showing students a photo of a carton of eggs with a few eggs missing. Ask questions like, “what do you notice?” and “what do you wonder?” and see how opinions differ.

2. Put Your Students in the Question: Centering students’ viewpoints in a question or discussion prompt can foster deeper thinking, Orr writes. During a unit in which kids learned about ladybugs, she asked her third graders, “What are four living and four nonliving things you would need and want if you were designing your own ecosystem?” This not only required students to analyze the components of an ecosystem but also made the lesson personal by inviting them to dream one up from scratch.

Educator Todd Finley has a list of interesting writing prompts for different grades that can instead be used to kick off classroom discussions. Examples for early elementary students include: 

• Which is better, giant muscles or incredible speed? Why?
• What’s the most beautiful person, place, or thing you’ve ever seen? Share what makes that person, place, or thing so special. 
• What TV or movie characters do you wish were real? Why? 
• Describe a routine that you often or always do (in the morning, when you get home, Friday nights, before a game, etc.).
• What are examples of things you want versus things you need? 

3. Open Several Doors: While some students take to classroom discussions like a duck to water, others may prefer to stay on dry land. Offering low-stakes opportunities for students to dip a toe into the conversation can be a great way to ensure that everyone in the room can be heard. Try introducing hand signals that indicate agreement, disagreement, and more. Since everyone can indicate their opinion silently, this supports students who are reluctant to speak, and can help get the conversation started. 

Similarly, elementary school teacher Raquel Linares uses participation cards —a set of different colored index cards, each labeled with a phrase like “I agree,” “I disagree,” or “I don’t know how to respond.” “We use them to assess students’ understanding, but we also use them to give students a voice,” Linares says. “We obviously cannot have 24 scholars speaking at the same time, but we want everyone to feel their ideas matter. Even if I am very shy and I don’t feel comfortable, my voice is still heard.” Once the students have held up the appropriate card, the discussion gets going.

4. Provide Discussion Sentence Starters: Young students often want to add their contribution without connecting it to what their peers have said, writes district-level literacy leader Gwen Blumberg . Keeping an ear out for what students are saying to each other is an important starting point when trying to “lift the level of talk” in your classroom. Are kids “putting thoughts into words and able to keep a conversation going?” she asks.

Introducing sentence starters like “I agree…” or “I feel differently…” can help demonstrate for students how they can connect what their classmate is saying to what they would like to say, which grows the conversation, Blumberg says. Phrases like “I’d like to add…” help students “build a bridge from someone else’s idea to their own.”

Additionally, “noticing and naming the positive things students are doing, both in their conversation skills and in the thinking they are demonstrating,” Orr writes, can shine a light for the class on what success looks like. Celebrating when students use these sentence stems correctly, for example, helps reinforce these behaviors.

“Students’ ability to clearly communicate with others in conversation is a critical literacy skill,” Blumberg writes, and teachers in grades K–2 can get students started on the path to developing this skill by harnessing their natural curiosity and modeling conversation moves.

Critical thinking is a 21st-century essential — here’s how to help kids learn it

By Mary Halton on May 9, 2019 in News + Updates

Jordan Awan

If we want children to thrive in our complicated world, we need to teach them how to think, says educator Brian Oshiro. And we can do it with 4 simple questions.

We all want the young people in our lives to thrive, but there’s no clear consensus about what will best put them on the path to future success. Should every child be taught to code? Attain fluency in Mandarin, Spanish, Hindi and English?

Those are great, but they’re not enough, says educator and teacher trainer  Brian Oshiro . If we want our children to have flexible minds that can readily absorb new information and respond to complex problems, he says, we need to develop their critical thinking skills.

In adult life, “we all have to deal with questions that are a lot more complicated than those found on a multiple-choice test,”  he says  in a TEDxXiguan talk. “We need to give students an opportunity to grapple with questions that don’t necessarily have one correct answer. This is more realistic of the types of situations that they’re likely to face when they get outside the classroom.”

How can we encourage kids to think critically from an early age? Through an activity that every child is already an expert at — asking questions.

1. Go beyond “what?” — and ask “how?” and “why?”

Let’s say your child is learning about climate change in school. Their teacher may ask them a question like “What are the main causes of climate change?” Oshiro says there are two problems with this question — it can be answered with a quick web search, and being able to answer it gives people a false sense of security; it makes them feel like they know a topic, but their knowledge is superficial.

At home, prompt your kid to answer questions such as “ How  exactly does X cause climate change?” and “ Why  should we worry about it?” To answer, they’ll need to go beyond the bare facts and really think about a subject.

Other great questions: “ How  will climate change affect where we live?” or “ Why should our town in particular worry about climate change?” Localizing questions gives kids, says Oshiro, “an opportunity to connect whatever knowledge they have to something personal in their lives.”

2. Follow it up with “How do you know this?”

Oshiro says, “They have to provide some sort of evidence and be able to defend their answer against some logical attack.” Answering this question requires kids to reflect on their previous statements and assess where they’re getting their information from.

3. Prompt them to think about how their perspective may differ from other people’s.

Ask a question like “How will climate change affect people living in X country or X city?” or “Why should people living in X country or X city worry about it?” Kids will be pushed to think about the priorities and concerns of others, says Oshiro, and to try to understand their perspectives — essential elements of creative problem-solving.

4. Finally, ask them how to solve this problem.

But be sure to focus the question. For example, rather than ask “How can we solve climate change?” — which is too big for anyone to wrap their mind around — ask “How could we address and solve cause X of climate change?” Answering this question will require kids to synthesize their knowledge. Nudge them to come up with a variety of approaches: What scientific solution could address cause X? What’s a financial solution? Political solution?

You can start this project any time on any topic; you don’t have to be an expert on what your kids are studying. This is about teaching them to think for themselves. Your role is to direct their questions, listen and respond. Meanwhile, your kids “have to think about how they’re going to put this into digestible pieces for you to understand it,” says Oshiro. “It’s a great way to consolidate learning.”

Critical thinking isn’t just for the young, of course. He says, “If you’re a lifelong learner, ask yourself these types of questions in order to test your assumptions about what you think you already know.” As he adds, “We can all improve and support critical thinking by asking a few extra questions each day.”

ABOUT THE AUTHOR

Mary Halton  is Assistant Ideas Editor at TED, and a science journalist based in the Pacific Northwest.

This post was originally published on TED Ideas . It’s part of the “How to Be a Better Human” series, each of which contains a piece of helpful advice from someone in the TED community;  browse through  all the posts here.

PARENTING SCIENCE

Teaching critical thinking: An evidence-based guide

© 2009-2012 gwen dewar, ph.d., all rights reserved.

Teaching critical thinking? You might wonder if kids will work it out for themselves.

After all, lots of smart people have managed to think logically without formal instruction in logic. Moreover, studies show that kids become better learners when they are forced to explain how they solve problems. So maybe kids will discover principles of logic spontaneously, as they discuss their ideas with others.

But research hints at something else, too.

Perhaps the most effective way to foster critical thinking skills is to teach those skills. Explicitly. (Abrami et al 2008).

Studies suggest that students become remarkably better problem-solvers when we teach them to

• analyze analogies
• create categories and classify items appropriately
• identify relevant information
• construct and recognize valid deductive arguments
• test hypotheses
• recognize common reasoning fallacies
• distinguish between evidence and interpretations of evidence

Do such lessons stifle creativity? Not at all. Critical thinking is about curiosity, flexibility, and keeping an open mind (Quitadamo et al 2008). And, as Robert DeHaan has argued, creative problem solving depends on critical thinking skills (DeHaan 2009).

In fact, research suggests that explicit instruction in critical thinking may make kids smarter, more independent, and more creative.

Here are some examples–and some expert tips for teaching critical thinking to kids.

Teaching critical thinking may boost inventiveness and raise IQ

Richard Herrnstein and his colleagues gave over 400 seventh graders explicit instruction in critical thinking–a program that covered hypothesis testing, basic logic, and the evaluation of complex arguments, inventiveness, decision making, and other topics.

After sixty 45-minute lessons, the kids were tested on a variety of tasks, including tests the Otis-Lennon School Ability Test and Raven Progressive Matrices (both used to measure IQ). The project was remarkably effective.

Compared to students in a control group, the kids given critical thinking lessons made substantial and statistically significant improvements in language comprehension, inventive thinking, and even IQ (Herrnstein et al 1986).

Teaching critical thinking in science class may help kids solve everyday problems

In another experimental study, researchers Anat Zohar and colleagues tested 678 seventh graders’ analytical skills. Then they randomly assigned some students to receive critical thinking lessons as part of their biology curriculum.

Students in the experimental group were explicitly trained to recognize logical fallacies, analyze arguments, test hypotheses, and distinguish between evidence and the interpretation of evidence.

Students in a control group learned biology from the same textbook but got no special coaching in critical thinking.

At the end of the program, students were tested again. The students with critical thinking training showed greater improvement in their analytical skills, and not just for biology problems. The kids trained in critical thinking also did a better job solving everyday problems (Zohar et al 1994).

Tips for teaching critical thinking: What should parents and teachers do?

The short answer is make the principles of rational and scientific thinking explicit.

Philip Abrami and colleagues analyzed 117 studies about teaching critical thinking. The teaching approach with the strongest empirical support was explicit instruction –i.e., teaching kids specific ways to reason and solve problems. In studies where teachers asked students to solve problems without giving them explicit instruction, students experienced little improvement (Abrami et al 2008).

So it seems that kids benefit most when they are taught formal principles of reasoning. And the experiments mentioned above suggest that middle school students aren’t too young to learn about logic, rationality, and the scientific method.

If your school isn’t teaching your child these things, then it might be a good idea to find some educational materials and work on critical thinking skills at home.

I also wonder about the need to counteract the forces of irrationality. As I’ve complained elsewhere, TV, books, “educational” software, and misinformed authority figures can discourage critical thinking in children.

What else can we do?

Recent research suggests that our schools can improve critical thinking skills by teaching kids the art of debate.

And at home, parents may consider these recommendations made by Peter Facione and a panel of experts convened by the American Philosophical Association (Facione 1990).

The American Philosophical Association’s tips for teaching critical thinking

• Start early. Young children might not be ready for lessons in formal logic. But they can be taught to give reasons for their conclusions. And they can be taught to evaluate the reasons given by others. Wondering where to begin? If you have young child, check out these research-based tips for teaching critical thinking and scientific reasoning to preschoolers.

• Avoid pushing dogma. When we tell kids to do things in a certain way, we should give reasons.

• Encourage kids to ask questions. Parents and teachers should foster curiosity in children. If a rationale doesn’t make sense to a child, she should be encouraged to voice her objection or difficulty.

• Ask kids to consider alternative explanations and solutions. It’s nice to get the right answer. But many problems yield themselves to more than one solution. When kids consider multiple solutions, they may become more flexible thinkers.

• Get kids to clarify meaning. Kids should practice putting things in their own words (while keeping the meaning intact). And kids should be encouraged to make meaningful distinctions.

• Talk about biases. Even grade school students can understand how emotions, motives–even our cravings–can influence our judgments.

• Don’t confine critical thinking to purely factual or academic matters. Encourage kids to reason about ethical, moral, and public policy issues.

• Get kids to write. This last recommendation doesn’t come from Facione or the APA, but it makes good sense. As many teachers know, the process of writing helps students clarify their explanations and sharpen their arguments. In a recent study, researchers assigned college biology students to one of two groups. The writing group had to turn in written explanations of their laboratory work. The control group had to answer brief quizzes instead. At the end of the term, the students in the writing group had increased their analytical skills significantly. Students in the control group had not (Quitadamo and Kurtz 2007).

More information

For more information about improving your child’s problem-solving skills, be sure to check out my articles on intelligence in children and science education for kids.

References: Tips for teaching critical thinking to kids

Abrami PC, Bernard RM, Borokhovski E, Wadem A, Surkes M A, Tamim R, Zhang D. 2008. Instructional interventions affecting critical thinking skills and dispositions: a stage 1 meta-analysis. Rev. Educ. Res. 78:1102–1134.

DeHaan RL. 2009. Teaching creativity and inventive problem solving in science. CBE Life Sci. Educ. 8: 172-181.

Facione PA and the American Philosophical Association. 1990. Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. In: Research Findings and Recommendations, Millbrae, CA: Insight Assessment.

Herrnstein RJ, Nickerson RS, Sanchez M and Swets JA. 1986. Teaching thinking skills. American Psychologist 41: 1279-1289.

Quitadamo JJ, Faiola CL, Johnson JE and Kurtz MJ. 2008. Community-based inquiry improves critical thinking in general biology. CBE Life Sci. Educ. 7: 327-337.

Quitadamo IJ and Kurtz MJ. 2007. Learning to Improve: Using Writing to Increase Critical Thinking Performance in General Education Biology CBE Life Sci Educ 6(2): 140-154.

Zohar A, Weinberger Y and Tamir P. 1994. The effect of the biology critical thinking project on the development of critical thinking. Journal of Res. Sci. Teachiing 31(2): 183-196.

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Developing critical thinking skills in kids.

Developing Critical Thinking Skills

Learning to think critically may be one of the most important skills that today's children will need for the future. In today’s rapidly changing world, children need to be able to do much more than repeat a list of facts; they need to be critical thinkers who can make sense of information, analyze, compare, contrast, make inferences, and generate higher order thinking skills. 

Building Your Child's Critical Thinking Skills

Building critical thinking skills happens through day-to-day interactions as you talk with your child, ask open-ended questions, and allow your child to experiment and solve problems.  Here are some tips and ideas to help children build a foundation for critical thinking: 

• Provide opportunities for play .   Building with blocks, acting out roles with friends, or playing board games all build children’s critical thinking. 
• Pause and wait.  Offering your child ample time to think, attempt a task, or generate a response is critical. This gives your child a chance to reflect on her response and perhaps refine, rather than responding with their very first gut reaction.
• Don't intervene immediately.   Kids need challenges to grow. Wait and watch before you jump in to solve a problem.
• Ask open-ended questions.  Rather than automatically giving answers to the questions your child raises, help them think critically by asking questions in return: "What ideas do you have? What do you think is happening here?" Respect their responses whether you view them as correct or not. You could say, "That is interesting. Tell me why you think that."
• Help children develop hypotheses.  Taking a moment to form hypotheses during play  is a critical thinking exercise that helps develop skills. Try asking your child, "If we do this, what do you think will happen?" or "Let's predict what we think will happen next."
• Encourage thinking in new and different ways.  By allowing children to think differently, you're helping them hone their creative  problem solving skills. Ask questions like, "What other ideas could we try?" or encourage your child to generate options by saying, "Let’s think of all the possible solutions."

Of course, there are situations where you as a parent need to step in. At these times, it is helpful to model your own critical thinking. As you work through a decision making process, verbalize what is happening inside your mind. Children learn from observing how you think. Taking time to allow your child to navigate problems is integral to developing your child's critical thinking skills in the long run. 

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Strategies to Increase Critical Thinking Skills in students

Matthew Joseph October 2, 2019 Blog , Engage Better , Lesson Plan Better , Personalize Student Learning Better

In This Post:

• The importance of helping students increase critical thinking skills.
• Ways to promote the essential skills needed to analyze and evaluate.
• Strategies to incorporate critical thinking into your instruction.

We ask our teachers to be “future-ready” or say that we are teaching “for jobs that don’t exist yet.” These are powerful statements. At the same time, they give teachers the impression that we have to drastically change what we are doing .

So how do we plan education for an unknown job market or unknown needs?

My answer: We can’t predict the jobs, but whatever they are, students will need to think critically to do them. So, our job is to teach our students HOW to think, not WHAT to think.

Helping Students Become Critical Thinkers

My answer is rooted in the call to empower our students to be critical thinkers. I believe that to be critical thinkers, educators need to provide students with the strategies they need. And we need to ask more than just surface-level questions.

Questions to students must motivate them to dig up background knowledge. They should inspire them to make connections to real-world scenarios. These make the learning more memorable and meaningful.

Critical thinking is a general term. I believe this term means that students effectively identify, analyze, and evaluate content or skills. In this process, they (the students) will discover and present convincing reasons in support of their answers or thinking.

You can look up critical thinking and get many definitions like this one from Wikipedia: “ Critical thinking consists of a mental process of analyzing or evaluating information, particularly statements or propositions that people have offered as true. ”

Essential Skills for Critical Thinking

In my current role as director of curriculum and instruction, I work to promote the use of 21st-century tools and, more importantly, thinking skills. Some essential skills that are the basis for critical thinking are:

• Communication and Information skills
• Thinking and Problem-Solving skills
• Interpersonal and Self- Directional skills
• Collaboration skills

These four bullets are skills students are going to need in any field and in all levels of education. Hence my answer to the question. We need to teach our students to think critically and for themselves.

One of the goals of education is to prepare students to learn through discovery . Providing opportunities to practice being critical thinkers will assist students in analyzing others’ thinking and examining the logic of others.

Understanding others is an essential skill in collaboration and in everyday life. Critical thinking will allow students to do more than just memorize knowledge.

Ask Questions

So how do we do this? One recommendation is for educators to work in-depth questioning strategies into a lesson launch.

Ask thoughtful questions to allow for answers with sound reasoning. Then, word conversations and communication to shape students’ thinking. Quick answers often result in very few words and no eye contact, which are skills we don’t want to promote.

When you are asking students questions and they provide a solution, try some of these to promote further thinking:

• Could you elaborate further on that point?
• Will you express that point in another way?
• Can you give me an illustration?
• Would you give me an example?
• Will you you provide more details?
• Could you be more specific?
• Do we need to consider another point of view?
• Is there another way to look at this question?

Utilizing critical thinking skills could be seen as a change in the paradigm of teaching and learning. Engagement in education will enhance the collaboration among teachers and students. It will also provide a way for students to succeed even if the school system had to start over.

[scroll down to keep reading]

Promoting critical thinking into all aspects of instruction.

Engagement, application, and collaboration are skills that withstand the test of time. I also promote the integration of critical thinking into every aspect of instruction.

In my experience, I’ve found a few ways to make this happen.

Begin lessons/units with a probing question: It shouldn’t be a question you can answer with a ‘yes’ or a ‘no.’ These questions should inspire discovery learning and problem-solving.

Encourage Creativity: I have seen teachers prepare projects before they give it to their students many times. For example, designing snowmen or other “creative” projects. By doing the design work or by cutting all the circles out beforehand, it removes creativity options.

It may help the classroom run more smoothly if every child’s material is already cut out, but then every student’s project looks the same. Students don’t have to think on their own or problem solve.

Not having everything “glue ready” in advance is a good thing. Instead, give students all the supplies needed to create a snowman, and let them do it on their own.

Giving independence will allow students to become critical thinkers because they will have to create their own product with the supplies you give them. This might be an elementary example, but it’s one we can relate to any grade level or project.

Try not to jump to help too fast – let the students work through a productive struggle .

Build in opportunities for students to find connections in learning.  Encouraging students to make connections to a real-life situation and identify patterns is a great way to practice their critical thinking skills. The use of real-world scenarios will increase rigor, relevance, and critical thinking.

A few other techniques to encourage critical thinking are:

• Use analogies
• Promote interaction among students
• Ask open-ended questions
• Allow reflection time
• Use real-life problems
• Allow for thinking practice

Critical thinking prepares students to think for themselves for the rest of their lives. I also believe critical thinkers are less likely to go along with the crowd because they think for themselves.

About Matthew X. Joseph, Ed.D.

Dr. Matthew X. Joseph has been a school and district leader in many capacities in public education over his 25 years in the field. Experiences such as the Director of Digital Learning and Innovation in Milford Public Schools (MA), elementary school principal in Natick, MA and Attleboro, MA, classroom teacher, and district professional development specialist have provided Matt incredible insights on how to best support teaching and learning. This experience has led to nationally publishing articles and opportunities to speak at multiple state and national events. He is the author of Power of Us: Creating Collaborative Schools and co-author of Modern Mentoring , Reimagining Teacher Mentorship (Due out, fall 2019). His master’s degree is in special education and his Ed.D. in Educational Leadership from Boston College.

Visit Matthew’s Blog

10 of the Best Growth Mindset Activities for Young Learners

By now, you've probably heard all about the growth mindset. Specifically, many are talking about exercising the growth mindset in young learners. So what is it all about, and why is it so important, especially for our learners? 

When it comes to young and impressionable learners, having a growth mindset helps shape their attitudes and beliefs about learning and intelligence. With a growth mindset, they understand that their abilities and intelligence are not fixed traits, but rather qualities that can be developed with effort and perseverance.

With this frame of mind as a basis for facing the challenges of learning mind, it empowers learners to embrace those challenges confidently, persist through obstacles, and view failure as an opportunity for learning and improvement. It cultivates a sense of resilience, self-confidence, and a love for learning, enabling learners to reach their full potential.

All it takes are the right tools, and these growth mindset activities are a perfect start. No matter if you're doing them at home or in the classroom, they provide enjoyable and stimulating avenues for learning the growth mindset in the younger years.

10 Fun and Challenging Growth Mindset Activities for Kids

1. negative to positive.

This is a great introductory exercise that gets young ones familiar with the language of the growth mindset. It also helps them with understanding how to make the mental shift by altering their internal voice.

Write down a list of negative or limiting statements we can sometimes make about ourselves (e.g. "I'm not good enough" or "I'm too ______"). Next, show them how to place a positive spin on the phrase by merely altering the language we use.

For example:

“I’m not smart enough to figure this out” …

… can become “I haven’t got this figured out yet , but I will if I just keep trying.”

In doing so, learners will start to make simple connections to how to change how we speak to improve how we feel about ourselves. Encourage them to give it a try with the rest of the sentences you've written for them.

Here are some simple examples of negative statements to begin with that they can quickly turn around with just a few changes:

"I don't believe in myself."

"I'm not smart enough to do that."

"I'm not good enough to _____."

"I don't have good ideas."

"I'm not very strong."

"I'm not an exceptional person."

2. Famous Fails

Many of our most notable accomplishments came in the wake of equally significant failures. Our history is full of such examples. Discovering who these people are and how they overcame adversity to succeed can be very inspiring stories.

Go on a search with your learners (or better yet, have them do the research themselves) for some of history's most famous failures. How did these people fail, and how did they come back even stronger to accomplish their goals and dreams? Here are some famous examples:

Abraham Lincoln —Lincoln was a failure as a soldier, a businessman, and a campaigning politician. He went on to become one of the most influential presidents in U.S. history.

Elvis Presley —Elvis was fired after his first Grand Ole Opry performance and promptly told he should just go become a truck driver. It's a good thing he didn't listen.

Walt Disney —Disney’s former newspaper editor informed him that he had no imagination and lacked any good ideas. Later, thanks to his accomplishments, his name would become synonymous with the word "imagination."

Steven Spielberg —Spielberg was rejected by the California School of Cinematic Arts twice and still became one of the most famous directors in movie history.

Michael Jordan —This basketball superstar is famous for having claimed that he had missed over 9000 shots, lost almost 300 games, and missed a winning game shot dozens of times over his career.

Stephen King —King’s very first novel, Carrie , was rejected by publishers over thirty times. King's wife retrieved the manuscript after he threw it in the trash and urged him not to give up. He didn't, and it became one of his most famous early novels.

“ When it comes to young and impressionable learners, having a growth mindset helps shape their attitudes and beliefs about learning and intelligence. ”

3. How Can I Contribute?

Part of building strong relationships and healthy communities is being able to offer something of value that comes from within us. Whether it be an idea we share or a talent we have, we can achieve great things when we contribute to people and networks that matter to us.

Have your learners sit down in pairs or in groups. From there, they can brainstorm all the ideas they can on how to contribute to their community. Some ideas might be:

Holding a fundraiser for a local business

Doing a public park clean-up

Volunteering at a local homeless shelter or senior care facility

Cooking meals for a local fire hall

4. Kindness Week Challenge

A little kindness goes a long way, but how far can a week of kindness go? Here's a perfect way for you and your learners to find out. This is one of those growth mindset activities that teaches them the altruistic value of being kind to others.

Organize a week that will involve either pairs or groups of students working together to perform one act of kindness a day. Have your kids keep a journal of the kind acts they engage in each day, why they chose those activities, what the results were, and what they learned from the experiences. Suggestions for activities could be things like:

Offering to help a neighbour with yard work

Performing an hour of cleaning at a local business

Paying someone a compliment

Making "kindness cards" to give out

Baking a dessert for a neighbour

Donating clothes that don't fit anymore

There are many other ideas to discover in the article 100 Acts of Kindness for Kids .

5. The Crumple Exercise

This activity shows learners two things: first, the power of seeing mistakes in a positive light, and second, that even uncomfortable feelings are still valid ones.

Have them write down a mistake they made that day on a piece of paper. Next, have them crumple the paper into a ball and hurl it at the wall or at the board with as close as they can get to the same feeling they have when they make a mistake. Give them a minute, and then ask them to pick up the paper, open it, and look at their mistake again. 

As they look at what they wrote, encourage them to accept that everybody makes mistakes, no matter who we are or how hard we try. When they begin to accept this, you can guide them toward explaining out loud how they could do better next time, and what they'll do the next time they make a mistake. 

The final step is to have them crumple the paper up again, and this time throw it away for good, symbolizing the mistake is in the past and is no longer critical. For fun, you can even have them shout out a word when they do it, such as "Done!" or "Next!" or "Goodbye!"

Grow-ga (or Growth Mindset Yoga) is a physical activity that pairs up yoga with positive affirmations. It's a good concentration exercise, an exciting physical activity, and a fun way to teach learners about making constructive self-statements .

Choose some fairly basic yoga poses you know that learners would be comfortable doing, but will still find challenging. The next step is to attach growth mindset statements to each movement. Here are some ideas you can expand on:

I work hard

I am a creative person

I am always focused

I have an open-mind

I care about others

I enjoy learning and discovering

As they perform each pose one after the other, have them channel all their good feelings as they call out the statements together while briefly holding the poses. 

“ Whether it be an idea we share or a talent we have, we can achieve great things when we contribute to people and networks that matter to us. ”

7. Plan of Action

As learners understand more about the growth mindset, they will come to the point at which they'll want to know more about planning in the face of failure. The Plan of Action activity lets them come up with their own ideas on how to proceed when they face difficulty.

The questions we ask in the action plan can be a worksheet, in the form of a list, chart, or table. What's important is leaving plenty of room for learners to write down their thoughts after each question.

Here are the Plan of Action questions that you can arrange on a custom worksheet:

What happened?

What was the result?

What were you thinking at the time?

What have you learned that can help you?

What new ideas do you have for moving forward?

What's your new plan?

What will you think about to keep yourself going?

Many of these questions are used in restorative practices in schools and are great channels into personal insights. You can use these questions as they are or come up with other variations. 

8. Self-Awareness Checklist

The growth mindset means having a strong sense of ourselves. It means knowing our strengths and weaknesses, how we can improve, and what energizes us as well as what causes us stress. Through this exercise, learners will discover how self-awareness can contribute to self-improvement in many areas.

You can do this by delivering the questions either orally or by setting them down in writing. As you ask each one of them, encourage learners to reflect on the nature of the questions and write down the most honest answers possible. 

I feel I am strong in the areas of _____.

I think I am weak in the areas of _____.

I learn best when I _____.

I feel the most stress when _____.

I find that I'm most comfortable when _____.

I find that _____ makes me uncomfortable.

The thing I need the most help with is _____.

I'm most comfortable asking for help by _____.

9. Accomplishment Jar

Achieving goals and accomplishing our objectives helps us grow and build on success There are lots of supportive ways kids can share those accomplishments and celebrate them with others. One easy and enjoyable way to do this is with an "accomplishment jar."

To do this, get a large jar (large enough to get your and into) or a small fishbowl. Next, make slips of paper with these questions: What's one thing that I accomplished today? How do I feel about it, and why?

Leave a small box beside the jar containing these slips and a few pencils. Now, direct your learners to fill out one or two every day along with their name, and place them into the jar.

At the end of every week or so, you can take the slips out and create a pile for each learners' name. Then hand them back so they can review their accomplishments and celebrate how much they've grown and what they've learned. You can even let them share their achievements orally if they so choose.

10. 3-2-1 Exercise

The 3-2-1 exercise is one of the growth mindset activities for learners that can also be a formative assessment activity.

3-2-1 consists of asking students to consider the following questions at the end of a day or week:

What are 3 things I've learned?

What are 2 things I want to learn?

What is 1 question I still have?

Water the Seeds of Greatness

Having a growth mindset challenges us to rise above negativity and limitation. It encourages perseverance in the face of failure, determination in the face of difficulty, and a focus on what is possible for us to achieve. For these reasons and others, the growth mindset is one of the most valuable attitudes we can nurture within our learners. 

Author and keynote speaker, Lee works with governments, education systems, international agencies and corporations to help people and organisations connect to their higher purpose. Lee lives in Japan where he studies Zen and the Shakuhachi.

The Most Beneficial Lifelong Learning Skills to Have and Why

10 innovative formative assessment examples for teachers to know.

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STEM Journals, Activities & Experiments.

14+ Critical Thinking Activities For Kids – With Books & Games

Published by Shreiya | Updated on April 12, 2024

Critical thinking activities for kids help children think beyond the obvious. Critical thinking is an essential life skill which is required across all walks of life.

Critical Thinking is a tool that aids us in making informed, rational decisions. It enables us ‘how’ to think and make sense of the data and information presented to us.  

A child with a critical thinking mindset is able to question, interlink information & ideas, make rational choices and most importantly justify their own decisions. Simply put, it is the ability to analyse the existing information to make a logical decision.

Thus, it is imperative to engage kids in critical thinking activities that will help shifts their focus from being a passive listeners to an active learners. Besides critical thinking activities for kids, we have also listed handpicked games and books to boost critical thinking in kids to cater to all types of learners.

Jump to the section that interests you most!

Why Critical Thinking Matters? Critical Thinking Activities for Kids Critical Thinking Games for Kids Critical Thinking Books for Kids FAQ

Why Critical Thinking Matters?

As we go further into the future, this skill will be valued more than ever. With Artificial Intelligence and Automation doing most of the processing and knowledge based jobs, it is this skill that will keep the need of humans for a job ticking.

For young children, this ability translates into a mindset that is conducive for growth and lifelong learning.

Critical thinking empowers kids to cultivate a growth mindset that is ready to absorb new information, make meaningful connections between the existent knowledge and newly acquired information and most importantly use their knowledge bank to solve problems.

This makes critical thinking a formidable weapon in the mental ancillary. So much is the significance of Critical Thinking that it  has become one of the most vital skills of the 21st century .

That said, young children, according to Swiss psychologist Jean Piaget, are concrete thinkers until the age of 12years. They learn mostly through trial and error approach and are unable to think ‘critically’ unless explicitly encouraged.

While young learners may not have the inherent circuitry in place to think critically, a guiding caretaker or an encouraging parent can certainly make a difference in wiring them to think logically.

That’s where we as parents and caretakers need to work. We need to coach our kids to think critically so they can survive the challenges of future. Here are our suggestions.

14 Critical Thinking Activities for Kids

Simple, playful critical thinking activities for kids go a long way in fostering this essential skill, which is crucial for development of the human brain.

1. Inculcate Creativity

Encourage your child to draw a scene to explain her thoughts. We need critical thinking skills to depict our thoughts into pictures.

That is the reason why art is valued. It is not an easy task. For older children, play games like Pictionary and ask them to justify what they draw.

2. Play Sorting Games 

Classification and sorting skills are great for logical reasoning.

Ask your child to sort same list of animals/objects using different attributes like size, color, geometry, shape etc. Group animals into categories based on their habitats, eating habits, body structure, reproduction mechanism etc.

These sorting activities help children see the differences and similarities across various groups, thus enhancing their understanding.

Related: Also try these Memory Games for Kids to kick start your child’s memory training.

3. Solve Puzzles and Brain teasers Together

These are great for problem-solving in kids . Be it jig-saw, tic-tac-toe, mazes or whatever your child loves.

Solving puzzles and brain teasers together helps your children learn from you and formulate a strategy of their own.

While doing these activities alone may be frustrating for kids, a playful encouraging parent can make a great difference.

Critical Thinking Puzzles

4. Real Problem Pretend Play

Bring in a real world problem like water scarcity to pretend play and ask them to think of solutions. Such games help children learn about their environment and surrounding.

It also aids them to understand the challenges faced in real world. Motivate them not only to think of solutions but also to implement at their level.

Like we thought how using a steel straw could reduce the waste generated by straws and save so many marine lives. For plastic bags, we brainstormed and made reusable cloth bags out of an old t-shirt.

Related: Read how Design Thinking for Kids is helping raise the next generation of problem solvers.

5. Get Creative with Blocks

Blocks are great at building logical skills. They help children give a sense to their imagination. Also they are great for loose parts play .

Every time you encourage your kindergartener to repurpose old blocks into new games, neurons fire up in her brain.

Throw in some Math Jokes in between to lighten the mood and add humour to your brain building session.

6. Inspire Thinking

Ask them to think of answers to their own questions. Aid the process of arriving at the answer rather than providing the answer.

Once they have arrived at a possible explanation, ask them to reason with their own answers.

This process of thinking about thinking – Metacognition , will help them find flaws (or support) in their own arguments and fine tune their opinion. Thus, making them better critical thinkers.

7. Teach Cause and Effect

Let them explore and test independently in a safe environment. Lot of discoveries were made by simple explorations. Such expeditions often teach a good lesson on cause and effect.

A great game for teaching cause and effect is the old classical Marbles. Same goes for Pool and Snookers.

Related: Science Experiments are a perfect way to teach cause and effect. Try a few from our vast list of Preschool Science Experiments .

8. Let Them H ypothesise

When reading a story, stop midway and ask them what they think is going to happen, how is the story going to end?

Open ended questions like these fire up the grey cells and force them to think of logical and creative outcomes. Give them time to think and come up with an elaborated answer.

You can even use real life situations to ask open-ended questions like, when struck in a traffic jam, ask them to think of a solution that could help ease congestion.

9. Play Guessing Games

Guessing games are excellent at building reasoning skills. Our favorite is ‘Animal Guess Who’. Drop hints describing the animal and then let your child guess it out.

10. Riddle Them

Riddles are a great way to fire up neurons and get your child thinking logically and critically. And the best part – riddles are SUPER fun!

Your kiddos wouldn’t even know that you are secretly working at their critical thinking skills. Here is an  exhaustive list of riddles to get you started.

11. Dumb Charades

This is another simple family game wherein the child is asked to guess the name of the movie ( STEM or sci-fi movies make it harder) — or anything else — by decoding the sign language of his team mate.

12. Let Them Play Detective

Hone your kid’s critical reasoning and thinking skills by letting them don the detective hat.

A simple treasure hunt to find a hidden object of joy could translate into great fun and critical thinking activity for kids.

For older kids, introduce the basis of kid appropriate Crime Scene Investigation to give them the taste of real thrill and a safe playground to practice their critical thinking.

13. Rebus Puzzles

These creative visual puzzles are perfect for polishing critical thinking skills in children. They are great for visual learners and secretly work at literacy skills as well.

14. Logical Reasoning Puzzles

These non-verbal and verbal reasoning puzzles are a great way to build critical thinking skills while polishing spatial & numeracy skills.

10 Critical Thinking Games for Kids

1. guess who.

This is a great family board game that works at boosting critical reasoning. The task at hand is to guess the opponent’s card by asking her/him the valid questions. Suitable for kids 6year and above.

2. Connect Four

Connect 4 is a classic game of strategy that will encourage your child to think critically and plan her moves to win the game. Super easy to learn and play, connect 4 does a great job at boosting thinking skills while having fun.

Related: Also check out these Exciting Toys for Kids that secretly sneak in learning into play!

Another critical thinking game for kids 6years and above, Othello packs a whole lot of fun! Besides being highly addictive, this classic game is great at boosting spatial reasoning and logical thinking skills.

Looking for Board Games? Check out our Giant List of Board Games for Kids for a fun family game session.

This single player game is great boredom buster and is a perfect brain building game for kids 5years and above. It comes with an increasing level of challenges that gradually build up logical reasoning skills. Neatly packed, it makes up for a nice travel game as well!

5. Parking Puzzle

Parking Puzzle works at reasoning and critical thinking skills in children 6years and above. The task is to assign parking spaces to the cars according to the challenge cards.

The challenge cards start from an easy level and scale up to expert level to keep children (and adults!) genuinely scratching their heads.

6. Brainvita

This marble eliminating game is a pure delight and a perfect game for the entire family. This brain bending game is simple enough to understand but packs a great challenge.

Got a brainy kid? Check out Trivia Questions for Kids to test their knowledge.

7. Mastermind

Take on the role of a code breaker with this game of Mastermind. Thrilling and exciting, this game boosts deduction and logical skills. 

Adapted for younger kids, this version comes with jungle animal pegs and 3 levels of play to make it more apt for kids 6years and above.

8. Domino Maze

Domino maze does a great job at gamifying logical and critical reasoning skills. This single player game is challenge based wherein the player has to add indicated tokens on the board to trigger domino effect. Suitable for kids, 8years and above.

9.  Swish

This is a wonderful critical thinking card game for kids 8 years and above. One of the few games that is equally loved by kids and adults, Swish is an award winning game!

10. Noggin Playground Dragon Dash

Dragon Dash is a cooperative game that not only teaches team building but also works at developing critical thinking skills. Targeted at kids 5 years and above, this critical thinking game is quick to play and understand and is loads of fun!

10 Critical Thinking Books for Kids

1. more-igami.

This is a lovely book to introduce critical thinking to kids in the most matter-of-factly way!

Your kids wouldn’t even realise the skills they are picking up while reading this heartwarming story of a boy, who has discovered the joy of origami and is ready to dive deep into the art of paper folding.

2. Flat Earth? Round Earth?

This is another gem of a book when it comes to teaching children the importance of critical thinking. Flat Earth? Round Earth? encourages children to ask questions and not take things for their face value. Highly recommended!

Also see Inspiring STEM Books for Kids to add STEM to your child’s reading.

3. Big Ideas for Curious Minds: An Introduction to Philosophy

What better way to encourage curiosity and critical thinking than by introducing children to the long-standing questions about life.

Children often wonder about these truths of life and more than often are shushed than encouraged. Here is your chance to inspire thinking about the greater things of life!

4. What To Do With a Box?

Turn your children into innovators with this charming book that wonders what all can be done with a cardboard box.

This book will encourage your children to question, wonder and give life to their ideas…just the perfect way to encourage critical thinking skills in kids.

5. Thingamabob

Thingamabob is a cute, humorous book that is sure to inspire critical thinking in kids as young as 3year old. Join the protagonist as it wonders what really thingamabob is and questions its own assumptions.

6. Learning to Fly

This is a story about an unlikely friendship between a man and a penguin, which believes it can fly!

Together they question, design and build to discover the secrets of flying. Highly recommended, this book is a real treasure!

7. Nibbling on Einstein’s Brain: The Good, the Bad and the Bogus in Science

If there could be a short course of critical thinking for kids, this book tops the list. It is the perfect guide to critical thinking.

It delivers great tricks on how to spot the phony facts from real science. Fun and interactive, this book is simply delightful!

8. A Home For a Bird

This is a beautiful story of friendship and how critical thinking can be used not only to solve scientific problems but also help a friend. A great book on various accounts – literacy, illustrations and the important lessons it delivers. Perfect for kids 5years and above.

9. Perfectly Logical

If you are looking for a book to put your child’s critical thinking skills to test, look no further. Perfectly logical is packed with 100 mind benders and puzzles that will progressively challenge your child.

10. Thinking Like a Lawyer

Coming form teacher-turned-attorney-turned-educationist-turned-innovator, you can expect a lot from this book and rightly so! One of the best books to introduce critical thinking tools to kids.

For young children upto the age 6 years, critical thinking is the ability to piece information together and draw a logical conclusion from it. This can be done through hands-on activities, simple experiments and logical puzzles.

1. Observation  2. Investigation & Analysis 3. Inference & Interpretation 4. Communication 5. Problem Solving & troubleshooting

To introduce critical thinking to kids, take a simplified approach and ask children to brainstorm 3 or 5 ways to solve an everyday challenge they face. For instance: – How can you get ready on time? – How can you share without fighting with each other? – What should you do when you are upset?

Best and most effective ways to boost critical thinking in children is through: 1. Playing logical games; 2. Engaging in critical thinking activities; 3. Reading books that widen their horizons and exemplifies how to think out of the box.

1. Play sorting games 2. Solve puzzles and brain teasers 3. Real problem pretend play 4. Dumb charades 5. Teach cause and effect

1. Boosts logical thinking 2. Enhances creativity 3. Identify and overcome cognitive biases 4. Fosters curiosity 5. Builds independent thinking 6. Augment research skills 7. Promotes growth mindset

Children are great thinkers and often have out of the box creative ideas which we lack. So to develop critical thinking skills in kids, we really just have to listen and be more open to our children’s thought process.

We need to assure that we do not dumb them down with our standardized way of thinking. These simple, fun games and play ideas can go a long way in nurturing this essential skill.

This post may contain Amazon affiliate links, which means that I earn a minuscule (< 5%) commission if you purchase.

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Home » Blog » Empowering Young Minds: Developing Critical Thinking Skills in Children and Teens

Empowering Young Minds: Developing Critical Thinking Skills in Children and Teens

• By Caroline Buzanko
• ADHD , Anxiety , Confidence , Parenting , Problem-solving , Resilience , School Success , Skill Building , Skill development

In a rapidly evolving world, the skills required for success go beyond memorizing facts and following instructions. One of the most vital skills we can nurture is critical thinking. Developing critical thinking skills is essential to empower children and teenagers to analyze information, think independently, and make informed decisions. In today’s information-driven world, it is essential for young minds to develop the ability to navigate through vast amounts of data, distinguish between fact and opinion, and form their own judgments.

Critical thinking is the ability to objectively analyze and evaluate information, ideas, or situations to form reasoned judgments or make informed decisions. It involves questioning assumptions, considering multiple perspectives, and using evidence to support conclusions. The modern world is saturated with information from various sources, and the ability to navigate this sea of information requires more than just passive absorption – it demands critical thinking.

By understanding the power of critical thinking and implementing effective techniques, we can equip the younger generation with a strong foundation for success in both their personal and academic lives.

Why Developing Critical Thinking is Important

Critical thinking is more than a cognitive skill; it is a mindset that encourages curiosity, open-mindedness, and the willingness to question assumptions. Children and teenagers who possess strong critical thinking skills are better equipped to solve problems, adapt to new situations, and communicate effectively. Here are some key reasons why developing critical thinking skills is crucial for children and teens:

Analytical Thinking

Critical thinking enables young minds to analyze complex information, break it down into manageable components, and draw well-reasoned conclusions. This skill is fundamental in academic subjects, problem-solving, and decision-making.

Problem-Solving Abilities

By encouraging critical thinking, we equip children and teens to tackle challenges with creativity and resourcefulness. They learn to approach problems from various angles, considering multiple solutions before arriving at the most effective one. Critical thinkers are adept at breaking down complex problems into manageable components. They can identify patterns, make connections, approach problems from various angles, and devise creative solutions that might not be immediately apparent.

Effective Decision-Making

 Life is rife with decisions – some trivial, others life-altering. Critical thinkers are less influenced by biases and emotions than others. They can make informed decisions by considering all available information, potential consequences, and personal values, leading to thoughtful and rational choices.

Resilience and Adaptability

Critical thinking nurtures resilience by teaching young minds to embrace setbacks as learning opportunities. They become more adaptable to change and view failures as stepping stones to success.

Strong Communication Skills

The ability to convey ideas clearly and logically is a hallmark of critical thinking. When children and teens can critically evaluate information, they can articulate their thoughts clearly, engage in meaningful discussions, and persuasively present their viewpoints. This skill is essential for effective communication and expressing ideas with confidence.

Emotion Regulation

Critical thinking skills enable individuals to objectively analyze and evaluate emotional responses, helping them to distinguish between rational and irrational beliefs or triggers. This cognitive process aids in implementing effective emotion regulation strategies, leading to more adaptive coping mechanisms and emotional well-being.

Resilience to Misinformation

In the digital age, misinformation and fake news spread like wildfire. Critical thinking equips children and teens with the tools to discern credible sources from unreliable ones, reducing the risk of falling victim to misinformation.

Lifelong Learning

Critical thinking is not limited to the classroom. Those who cultivate this skill are more likely to be curious and open-minded, leading to a habit of continuous learning throughout their lives.

Strategies to Foster Critical Thinking

Here are just a few ways to start with developing critical thinking skills for children and teens:

Encourage Open-Ended Discussions

Engage in meaningful conversations. Instead of providing immediate answers, ask thought-provoking questions that stimulate their critical thinking. Encourage them to share their perspectives, challenge assumptions, and explore various viewpoints.

Use open-ended questions to deeply think about their thoughts and assumptions.  For instance, if your child expresses an opinion about a book they read, ask questions like, “What made you feel that way?” or “What is another way to interpret that part?” This encourages them to analyze their thoughts and consider alternative perspectives.

Promote a Growth Mindset

Emphasize that intelligence and abilities can be developed through dedication and hard work. A growth mindset fosters a willingness to take on challenges, embrace learning opportunities, and persist through obstacles. Celebrate the mistake of the day where everyone chats about their mistake of the day and what they learned from it.

Engage in Real-World Problem-Solving

Provide opportunities for children and teens to solve real-world problems. Engaging in debates, project-based learning, or community service allows them to apply critical thinking skills in practical situations, making learning more meaningful and impactful.

You could have them help with things like planning a family vacation within a budget. They need to consider transportation costs, accommodation options, activities, and food expenses. Encourage them to research, compare prices, and make informed decisions. This exercise develops their ability to analyze information, prioritize, and find creative solutions within constraints.

You can also present children and teens with age-appropriate challenges that require creative solutions. For example, provide your child with building blocks and ask them to create a structure that can hold the most weight. Encourage them to experiment with different designs and materials, fostering critical thinking through trial and error.

Expose Them to Diverse Perspectives

Encourage children and teens to explore diverse perspectives, cultures, and experiences through literature, media, and discussions. Exposure to various viewpoints fosters open-mindedness and empathy, crucial attributes of critical thinking. Discussing various perspectives encourages empathy and helps children understand that there can be multiple valid viewpoints.

For example, choose a topic that has various viewpoints, such as climate change. Have a family discussion where each member presents a different perspective. This encourages critical thinking as they need to consider and evaluate each viewpoint.

You could also choose a different country or culture to explore each month. Research the chosen culture’s history, traditions, and customs as a family. Discuss how these factors might shape people’s perspectives and values. This activity encourages critical thinking by highlighting how individuals’ backgrounds influence their viewpoints and the importance of understanding diverse perspectives.

Nurture Curiosity for Learning

Curiosity is the driving force behind critical thinking. Foster an environment where questions are welcomed, and curiosity is celebrated. Encourage young minds to ask questions like “Why” and “How,” explore new topics, and seek answers through research and investigation. Curious learners are more likely to engage deeply with the subject matter and develop stronger critical thinking abilities.

For example, if your child notices a bird building a nest outside the window and asks why the bird is doing that, don’t respond immediately. Instead, say, “That’s a great observation! Why do you think the bird is building a nest?” and discuss different ideas. Then, you can go research and find out together.

You could also set up experiments, like watering identical plants with various liquids (water, juice, milk, etc.). Ask them to predict and explain their expectations. As they observe and record the results over time, they engage in critical thinking by comparing data and drawing conclusions based on evidence.

Encourage Self-Reflection

Encourage your child to reflect on their day, including on their thoughts and actions. Ask them to consider what they have learned from a particular experience, what they could have done differently, and how they can apply their learnings to future situations. What challenges did they face? What did they learn? What could they have done differently? What can they do in the future? Regularly engaging in self-reflection helps them analyze their experiences, identify patterns, and consider strategies for improvement.

For instance, after a family outing, gather everyone and ask each member to share one thing they learned or found interesting. Then, ask them to reflect on why that was important to them, promoting analytical thinking.

Provide Opportunities for Collaborative Learning

Engage children and teens in group activities that require cooperation and teamwork. Collaborative learning allows them to consider different perspectives, exchange ideas, and build on each other’s strengths, enhancing their critical thinking abilities.

For example, organize a family project that requires teamwork. Choose a project, such as building a birdhouse or planning a themed dinner. Assign different roles and encourage each family member to contribute ideas and solutions. This exercise promotes critical thinking as they discuss and evaluate each other’s suggestions, negotiate compromises, and work towards a common goal.

Teach Information Evaluation

In the digital age, it is crucial to teach children and teens how to evaluate the reliability and credibility of information. Teach them to assess sources, look for evidence, and differentiate between fact and opinion.

For example, show your teen a news article from a reliable source and another from a less credible source. Discuss the differences between them, including the language used, the evidence presented, and potential biases. This helps them recognize the importance of reliable information.

You could do something structured, like research a historical figure online. Guide your child through the process of evaluating online sources. Ask them to consider the author’s credentials, the publication’s reputation, and the presence of biased language. This exercise equips them with skills to critically assess the reliability of the information they encounter online.

Discuss Values and Ethics

Engage children in discussions about ethical dilemmas. Encourage them to weigh different options and consider the ethical implications of their choices. This not only enhances critical thinking but also strengthens their moral compass.

For example, if your child faces a dilemma where they saw a classmate cheating on a test, engage in a conversation about honesty, the consequences of cheating, and what they believe is the right thing to do. This encourages them to weigh different options and consider ethical implications.

Developing critical thinking skills is a journey that requires continuous engagement and thoughtful guidance. These skills are not just nice to have; they’re a necessity. These skills empower our young generation to become lifelong learners and responsible decision-makers. These skills will help them navigate through life’s challenges with confidence. By fostering an environment that encourages curiosity, diverse perspectives, and reflective thinking, you’re providing them with invaluable tools to navigate a rapidly changing world filled with complexities, uncertainties, and opportunities.

Interested in learning about the importance of critical thinking and emotion regulation? Check out Dr. Buzanko’s podcast episode on Overpowering Emotions to see how you can help children and teens harness the power of critical thinking for emotional balance!

Need help? Reach out to any one of our experts at Koru today.

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10 Critical Thinking Activities for Young Learners

Ross thorburn.

Critical thinking is one of the most important skills in life. It can help you better understand yourself. It can help you make better decisions. And it is vital for academic success. Yet in many schools, curriculums prioritise a culture of uncritical thinking.

In English classes for example, students are taught to repeat what the teacher says and memorise language from coursebooks. Students get praised for giving correct answers and criticised for mistakes. In school exams, they need to regurgitate memorised information instead of thinking for themselves. Regardless of where you teach, you can integrate critical thinking in classes, even at low levels using simple activities. In this post, we are going to

• consider what critical thinking is
• discuss why language teachers should encourage critical thinking in their classes, and
• look at activities that teachers can use to encourage critical thinking with young learners.

What is critical thinking?

Critical thinking means different things to different people.

Critical thinking can mean being able to

• analyze and evaluate information before making a judgment.
• see issues from different points of view.
• solve problems creatively.
• make better decisions by considering information.
• avoid jumping to conclusions.

These concepts might appear advanced or abstract. However, even beginner level young learners can practice these skills. Before we look at how to do that, let’s first think about why language teachers should include critical thinking activities in their lessons.

Why should language teachers ‘do’ critical thinking?

You might be thinking, “But my job is to teach English , not critical thinking.” That is a fair point. So why should you bother?

Critical thinking encourages deep processing. That’s a fancy way of saying that the more deeply students think about something, the more likely they are to remember it. As adults we experience this when watching a TV show or reading a book. The more the TV show or book gets us thinking, the better we remember it. That might be why you can remember more about Severance than you can about Baywatch. Hopefully.

Let’s take an example from class. Imagine we’re teaching food vocabulary . We want students to remember the word “hamburger”, so we get them to repeat this twenty times. That’s a lot of practice of the word “hamburger”, but there’s not much (or even any) thinking involved. Compare that to a critical thinking activity. The teacher asks the students to divide the foods into two groups, healthy and unhealthy foods. The teacher asks the students which foods they think are healthy or unhealthy. The teacher listens to the learners, then puts the flashcards in the appropriate columns. The students say “hamburger” less, but they must think more. The more they think, the more the remember. Or, as Daniel Willingham says, “Memory is the residue of thought.”

There are a few other reasons why critical thinking is worth including in your classes. It makes your classes more interesting (both for you and for your students). It also develops skills that students can use in other parts of their lives. Maybe a better question to ask is “Why wouldn’t language teachers do critical thinking activities?”

What critical thinking activities can teachers do with low-level young learners?

Next, let’s look at specific critical thinking activities which you can use with young learners . I’ve put the easiest activities (both for students and teachers) near the start and the more complex ones nearer the end.

Categorizing vocabulary

Take the vocabulary you’ve taught and ask students to categorise it. For example,

• animals could be divided into animals that can and can’t fly
• food could be divided into food that comes from animals and food that comes from plants
• actions could be divided into things people can do and things people can’t do
• transport could be divided into public and private
• body parts could be divided into human and animal.

Students could categorise these individually, or in groups, or as a whole class. The categories themselves can be objective or subjective. The examples above are relatively objective. Below are more subjective examples.

• animals could be divided into pets and non-pets.
• food could be divided into food from here (our country, area, etc.) and from far away (other countries)
• actions could be divided into things most people can do and things most people can’t do
• transport could be divided into environmentally friendly and unfriendly
• clothes could be divided into clothes for boys and clothes for girls
• family members could be divided into young and old.

For low-level monolingual classes, you don’t have to teach students the categories in English. Understanding these in their first language is enough. Higher level students might benefit from learning the categories in English.

Once you start organising vocabulary into categories it becomes clear that not everything fits neatly into one or the other. Is milk healthy? Not if you drink too much of it. What about rice? It’s not as unhealthy as chocolate, but it’s less healthy than a salad. Which is healthy unless you add too much dressing.

Instead of using categories, students can organise vocabulary on a Cline. This is a scale with, for example, healthy at one end and unhealthy at the other. Students in pairs or groups can organise the vocabulary along the Cline or they can do this with the teacher as a whole class. Some ideas for Clines are:

• clothes from warm to cold
• animals from dangerous to safe
• school subjects from science to art
• hobbies from healthy to unhealthy
• transport from cheap to expensive.

Vocabulary categories

Instead of the teacher providing the categories, give students the vocabulary and ask them to think of the categories themselves. The students are unlikely to know how to say the categories in English. You can help them translate these from their L1 into English. For example, jobs could be divided into

• indoor and outdoor jobs
• dangerous and safe jobs
• low-paid and high-paid jobs
• people facing jobs and non-people facing jobs

After students think of their own categories in groups, ask them to share these with the rest of the class. The class can discuss if they agree with the categorisations.

A quadrant is two Clines combined: one horizontal, and one vertical. So instead of thinking about one property of a word or concept, students think about two. For example, students could divide food into four quadrants, healthy and unhealthy, and foreign and local. In Asia, we might say that fried rice is a local food that’s unhealthy, whereas salad is a foreign food this is healthy. Or for jobs, students could divide these into indoor and outdoor jobs, and dangerous and safe jobs. So, a firefighter might be a dangerous outdoor job, whereas being a banker would be a safe indoor job.

Odd one out

Show students three or four vocabulary items and ask them which is the odd one out. This can be tailored to the age of the students. Three-year-olds will be able to tell you the odd one out from “polar bear”, “car” and “bicycle”. However, choosing words from the same lexical set makes this more challenging. What is the odd one out between a postman, a firefighter and a doctor? Encourage students to pick an odd one out and (most importantly) say the reason. Is it the postman, because they work in the mornings? The firefighter because their work is dangerous? Or the doctor because they work indoors? All answers are acceptable. This activity helps students understand that one question can have several 'right' answers.

Venn diagram

Ask students to compare two concepts using a Venn diagram. They could choose two words from the same lexical set and compare these. Below is an example from students comparing a Hare and a Tortoise.

Critical Thinking: Empowering Young Learners for Tomorrow

I. i keep hearing about critical thinking… what is it.

Still not sure about critical thinking in the field of education? Critical thinking is more than just a buzzword; it’s a cornerstone of intellectual development that empowers young learners to navigate the complexities of the modern world. Put simply, critical thinking involves the ability to analyze, evaluate, and synthesize information to make informed decisions and solve problems effectively. In this post, we’ll go over the importance of developing this skill in your students and also provide some examples of how you can apply the principles in the classroom.

1. Here’s What You Need to Develop Critical Thinking Skills:

1.1 analysis.

Critical thinkers possess the ability to break down complex ideas into smaller components to understand their underlying meaning and significance. For example, in an ESL class, students may analyze the different elements in a photo and discuss their relationship with similar things that they already know.

1.2 Evaluation

Critical thinkers will assess the effectiveness, impact, or purpose of their topic of the day.

For instance, on a lesson about chores, students might rank different chores from the most difficult to the easiest. They can then compare their answers with their partners and discuss the differences in ranking.

1.3 Synthesis

Critical thinkers can integrate different perspectives, ideas, and information to create solutions and insights. In a group project, students may synthesize different research findings and viewpoints to develop a comprehensive understanding of a topic and propose creative solutions to real-world problems.

2. My Students Are So Young! Do They Need Critical Thinking Skills, Too?

Critical thinking is a fundamental skill that empowers young learners to become active participants in their own learning journey and prepares them for success in academic, professional, and personal pursuits. Here are some reasons why fostering critical thinking skills is crucial:

2.1 Enhanced Problem-Solving

Critical thinkers are equipped to identify challenges, analyze root causes, and develop effective solutions in various contexts, from solving math problems to addressing complex societal issues.

2.2 Improved Decision Making

By honing their critical thinking skills, young learners can make informed decisions based on evidence, reason, and thoughtful analysis, leading to better outcomes in both academic and real-life situations.

2.2 Empowered Citizenship

In an era of information overload and misinformation, critical thinking enables young learners to discern fact from fiction, think critically about media messages, and actively engage as informed citizens in a democratic society.

II. Bringing Critical Thinking to the Classroom

As educators, we play an important role in cultivating critical thinking skills among our students. Here are some practical strategies for incorporating critical thinking into the classroom:

1. Encourage Questioning

Foster a culture of inquiry by encouraging students to ask thought-provoking questions, challenge assumptions, and explore diverse perspectives. Encourage open-ended discussions and debates that promote critical thinking and active participation.

If your younger students are learning about megacities, you can prompt critical thinking with questions such as:

1) Compare: Is this city bigger than HCMC?

2) Evaluate: Is this city small, big or very big?

3) Relate: Do you live in a big city? What can you see in big cities?

Avoid simple yes/no questions as most of your students may just copy their neighbors without putting extra effort into it. Instead, try to use the 5W1H (who, what, where, when, why how) method to create more comprehensive questions.

2. Provide Real-World Contexts

Connect classroom concepts to real-world scenarios and current events to illustrate the practical relevance of critical thinking skills. Encourage students to apply critical thinking to analyze complex issues, evaluate evidence, and propose solutions to real-life problems.

For example, in a lesson about recycling, you can ask your students: What happens when we throw plastic in the sea? What happens when animals eat them?

3. “Not the answer”

This activity is useful for any multiple-choice question that requires critical thinking when the answer can’t be found directly in the text. Instead of trying to find the correct answer first, start with the choice that is absolutely not the answer . After your students have identified one of the wrong answers, go through the reasoning behind why it is incorrect before crossing it out. 

Next, identify the distractor answer and reason out the tricky parts that make it incorrect. Eventually, your class will be left with just the correct answer, as well as confidence in their own understanding.

4. Give Your Students Time

Most importantly, make sure you have given your students enough class time to reflect on and consolidate their learning. Let them justify their answers and give them encouragement, creating a non-judgemental atmosphere where students feel confident.

By equipping young learners with the essential tools of critical thinking, we empower them to become lifelong learners, engaged citizens, and agents of positive change in an ever-evolving world. As educators, let’s embrace our role in shaping the future by fostering a culture of critical inquiry, intellectual curiosity, and creative problem-solving in our classrooms and beyond.

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TEACHING YOUNG LEARNERS CRITICAL THINKING SKILLS USING INTERACTIVE STORYTELLING ACTIVITIES IN AN EFL CLASS

It is widely believed that critical thinking in language teaching and learning is more closely connected to adult learners to foster their speaking and writing skills so many readily available teaching materials are designed for the same purpose. However, as thinking needs to be developed throughout one’s life, teaching methods that pay more attention to thinking skills can be undoubtedly beneficial to learners even at a very young age (Puchta, 2012). Besides, of all subjects, critical thinking, as well as other high-order thinking skills (HOTs) in young learners, are still under little investigation since it requires a lot of effort, especially from teachers (Mathews & Lowe, 2011). Storytelling is a popular technique to encourage students’ thinking skills as “storytelling can teach by imparting truths but storytelling can also teach by inviting people to think for themselves and to create their own truths” (Hobart & Colleges, 2015, p. 3) and this process facilitates what is called critical thinking. Although it is being widely used in many young learner classrooms, most of the activities are traditional ones such as using picture books or role-playing. This paper will examine a transformed form of storytelling – interactive classroom activities, which have not been studied before.

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JULISSA MARIBEL IÑIGUEZ AÑAZCO

Ashkan Pashangzadeh

Regarding the ever presence of narratives/stories in almost all aspects of human beings’ lives and the significance of Critical Thinking (CT) as an important factor in directing students to avenues of success in both educational and non-educational contexts, this study attempted to investigate the effectiveness of reading short narratives in EFL learners’ CT skills development. To this end, 59 undergraduate EFL learners majoring in English translation participated in the study. Taking into consideration the participants’ homogeneity in language proficiency and CT skills, 54 were finally selected and put into two experimental and control groups, namely, Narrative and Non-narrative groups, and 27 participants in each group. Short narrative and non-narrative (expository) texts, as elicitation tasks, were used for Narrative and Non-narrative groups respectively. Using a learner oriented approach, communicative reading strategies were incorporated into the course design for both groups. Statistical results, under the influence of 12 treatment sessions, indicated the out-performance of Narrative group, in comparison with Non-narrative one, from the pretest to the post-test (California Critical Thinking Skills Test, CCTST). Possible explanations for the difference in participants’ CT skills and potential pedagogical implications of the findings for language learning and teaching have been discussed.

Mojgan Rashtchi

Critical thinking as an issue with on-going importance has an immense influence on modern education. However, it is not a natural disposition but is a potential that needs cultivation. Training individuals to become critical thinkers is not an easy task, but by adopting appropriate strategies and classroom practices, it is attainable. The present article aimed to show how English writing classes in EFL settings could facilitate the practice of critical thinking skills. This paper suggests that critical thinking can be implemented as a classroom practice in writing courses by using several tasks that integrate writing and thinking skills. The article starts with an introduction to the definitions of critical thinking. Then, it underlines the classroom procedures, which can be implemented by teachers. Following this, some sample tasks and writing topics are proposed to help teachers employ critical thinking practices in their classes. Article visualizations:

American International Journal of Social Science Research

Javed Sahibzada

The purpose of this study is to find the effects of storytelling (ST) on improving critical thinking and reading comprehension of EFL students at Kandahar University. The design of the study was quasi-experimental with critical thinking and reading comprehension pre and posttests. Total 27 Afghan EFL students were selected based on their performance on Placement test. The participants of experimental group listened to their teacher telling the story. In order to find the improvement and different between these variables is significant the Paired Sample T-Test was administrated and the result indicates that there is significant improvement in post-tests in areas of reading comprehension and critical thinking in group of storytelling. However, improvement is higher in reading comprehension section than critical thinking.

Indonesian Journal of Applied Linguistics

Issy Yuliasri

Although studies on the development of higher order thinking skills (HOTS) as part of Bloom’s revised taxonomy have grown significantly among adult learners, little is known about its use for teaching English to young learners. In the Indonesian context, HOTS is mandated by the scientific-based 2013 national curriculum. This study investigates the development of HOTS strategies and possible challenges through storytelling among seventh grade students to improve their speaking ability. This Classroom Action Research (CAR) obtains data from classroom observations, interviews with the teachers and students, and analysis of lesson plans. The findings reveal that, in its simple form, HOTS in storytelling was developed in young English learners through open-ended question, a strategy which enables students to practice speaking through giving opinion, comment, and imagination while analyzing and evaluating the story. However, due to their limited language competence and unfamiliarity with ...

Pioneer: Journal of Language and Literature

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This study investigates whether or not students&#39; critical thinking skills can be improved through the use of digital storytelling. It was a pre-experimental design in which one group was tested twice, once before treatment was given and once after treatment had been administered. The instrument consisted of a test that included both multiple-choice questions and an essay test in order to evaluate the students&#39; capacity for critical thinking after they had been exposed to narrative texts. Twenty students from a language class at one of the Islamic senior high schools in Bali, Indonesia, were the ones who took part in the study. In order to evaluate the growth of the students, the data were put through a paired sample t-test for analysis. The findings demonstrated that using digital storytelling to tell a story can strengthen students&#39; ability to think critically. It was established that the mean score on the pre-test was 63.85, and the mean score on the post-test was 84.8...

Murat Güneşdoğdu

The term "critical thinking" has been defined by numerous scholars in a variety of ways and there is no widely accepted standard definition. It is believed that using critical thinking skills in English classes enhances students' performance. The purpose of this study is to tackle whether critical thinking skills can be enhanced through short story teaching or not. Two high school classes which participated in the study were assigned into two experimental groups, control group and intervention group, and were given Cornell Critical Thinking Test, Level X both as pretest and posttest. In the intervention group, students dwelt upon four short stories through critical thinking skills. Their structured class discussions paved the way for them to be exposed to the critical thinking use through Mr. Loveday’s Little Outing by Evelyn Waugh, Miss Brill and The Fly by Katherine Mansfield, and A Family Supper by Kazuo Ishiguro. The results of the study highlight the importance of the synergy between critical thinking strategy use and short story teaching.

Nilton Hitotuzi

ABSTRACT: This paper describes and reflects on an approach towards critical thinking development in the EFL classroom: the Dramatic Problematizer Language Learning Model (DPM). The DPM capitalises on three different classroom instruction “tools”: Process Drama, Task-Based Learning, and Critical Pedagogy. It has been tested with a group of primary school students from an indigenous community in the north of Brazil over a school term. The responses from the participants seem to indicate that the DPM can be a valuable additional strategy for helping EFL learners develop not only proficiency in the target language, but also critical thinking in the way that is suggested by Freirean pedagogy. KEYWORDS: process drama, mother tongue, meaningful outcomes, language rehearsal, continuous evaluation, task-based pedagogy, critical learning

sandhya rao mehta

While thinking critically is often perceived to be the primary purpose of reading, the question of whether it can actually be taught in classrooms has been extensively debated. This paper bases itself on a qualitative case study of university students completing a degree in English Language and Literature. It explores the way in which critical thinking can be taught in EFL contexts. The paper suggests that critical thinking is best defined as a series of skills which can be continuously worked upon by students for whom constant revision and application of these skills is a significant way of internalizing what has often been seen to be just an attitude or bent of mind. This skill is further enhanced when students get an opportunity to write on the areas which have been discussed in the class, particularly if they are of some relevance to the students’ own contexts. Based on the open question format of Norris and Ennis (1989) and subsequent evaluation using the rubrics of McLaughlin and Moore (2012) which take into account the critical reading component in writing, this paper investigates the extent to which critical thinking could be enhanced through in-class social practices such as discussions and subsequent writing. The study concludes that continuous practice, both oral and written, provide opportunities for students to develop their critical thinking abilities as they become more successful in incorporating nuanced and critical ideas into their academic writings. This has implications for students’ academic and personal achievements because, clearly, an inability to read critically will result in an inability to write insightfully. Various strategies are then suggested to facilitate learners’ use of critical thinking skills so that they may successfully incorporate them into their writing, both in an academic context and as a life-long skill.

Íkala, Revista de Lenguaje y Cultura

english learning

This article reports the results of a research study that was undertaken by a group of tea­chers working in the English program ascribed to the School of Education at Universidad Externado de Colombia, with the financial support of COLCIENCIAS. Tasks related to critical thinking were designed and implemented with three groups of students. A qualitative interpretative case study was conducted to examine how students constructed meaning when dealing with the tasks, the meta-cognitive processes involved in the process, the types of interactions built around the tasks and how they influenced language competence and critical thinking. The findings indicate that language competence and criticality are on-going, never-ending processes. However, teachers can refine them through thought-provoking, stimulating materials. Received: 31-05-04/ Accepted: 17-08-04 How to reference this article: Pineda Báez, C. (2004). Critical Thinking in the EFL Classroom: The Search for a Pedagogical Alternativ...

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7 ways to teach critical thinking in elementary education.

Critical thinking skills are an increasingly important element of elementary education, but teaching them can often be a challenge for elementary school teachers.

From what critical thinking is to how to incorporate it into everyday lessons, we examine the essentials of this fundamental intellectual skill below.

What is critical thinking?

Critical thinking goes beyond memorization, encouraging students to connect the dots between concepts, solve problems, think creatively, and apply knowledge in new ways.Despite myths that critical thinking skills are only applicable to subjects like science and math, the reality is that these skills—which are based on the evaluation and application of knowledge—are not only vital for success in all subject areas, but everyday life as well.

Critical thinking exercises for elementary education

• Ask questions Asking questions, especially open-ended questions, gives elementary school students a chance to apply what they’ve learned and build on prior knowledge. It also allows them to problem-solve and think on their feet, and boosts self-esteem by providing an opportunity for students to express themselves in front of their peers.
• Encourage decision-making Since a large part of teaching critical thinking skills revolves around applying knowledge and evaluating solutions, elementary school teachers should encourage decision-making as much as possible. This enables students to apply what they’ve learned to different situations, weigh the pros and cons of a variety of solutions, then decide which ideas work best.
• Work in groups  Group projects and discussions are another excellent way for elementary school teachers to encourage critical thinking skills. Cooperative learning not only exposes students to the thought processes of their classmates, it expands their thinking and worldview by demonstrating that there’s no one right way to approach a problem.
• Incorporate different points of view Some of the very best critical thinking exercises for elementary school students involve exploring a concept from multiple perspectives. This tactic not only establishes that an idea should be assessed from different points of view before an opinion is formed, it gives students a chance to share their own viewpoints while listening to and learning from others.
• Connect different ideas Connecting different ideas is key to teaching critical thinking. For example, elementary school teachers can ask students if they know anyone who has to take a bus to work, and if so, why it would be important for that person to also have a train schedule. Questions like these help children consider different situations (delayed buses, for example) and potential solutions (taking the train instead), helping them apply prior knowledge to new contexts.
• Inspire creativity Imagination is key to teaching critical thinking in elementary school. Teachers should seek out new ways for students to use information to create something new. Art projects are an excellent way to do this. Students can also construct inventions, write a story or poem, create a game, sing a song—the sky’s the limit.
• Brainstorm  Brainstorming, a time-honored tradition in elementary education, is an excellent learning tool. It’s also an excellent critical-thinking exercise, especially when paired with visual elements that bring original thinking and classroom discussions to life.

A BS in Elementary Education—Your Key to Reaching Students

Since children learn in different ways and can come from vastly different backgrounds, it’s essential that future elementary school teachers receive an education that helps them effectively reach various types of students so they can learn to think critically and meet the challenges of living in a diverse, complex world.

If you’re interested helping our children acquire these essential skills, a Bachelor of Science (BS) in Elementary Education can help you prepare to become a certified teacher with the skills and knowledge necessary to be an effective professional educator.

Walden University’s online BS in Elementary Education (Teacher Licensure) program not only aligns with national professional standards and licensure requirements, it can be earned completely online, making it ideal for those balancing work and family commitments.

Ready to become a certified elementary school teacher? Learn how Walden’s online BS in Elementary Education (Teacher Licensure) program can help you engage with children and families to foster healthy development and learning.

The BS in Elementary Education program leads to initial licensure and is approved by the Minnesota Board of Teaching (MBOT) and the Minnesota Office of Higher Education. This program does not qualify for teacher state licensure in Kentucky or North Carolina. Students who are interested in receiving teaching licensure in these states should not enroll in this program. Walden Enrollment Specialists can provide guidance on licensure issues; however, it remains the individual’s responsibility to understand and comply with all state licensure requirements. Walden makes no representation or guarantee that completion of Walden coursework or programs will permit an individual to obtain state licensure or endorsement.

The program learning outcomes are guided by the Minnesota Standards of Effective Practice and Minnesota Teachers of Elementary Education (K–6) Standards.

Prospective Alabama students: Contact the Teacher Education and Certification Division of the Alabama State Department of Education at 1-334-242-9935 or alabamaachieves.org to verify that these programs qualify for teacher certification, endorsement, and/or salary benefits.

Prospective Washington state students are advised to contact the Office of the Superintendent of Public Instruction at 1-360-725-6400 or [email protected] to determine whether Walden’s programs in the field of education are approved for teacher certification or endorsements in Washington state. Additionally, teachers are advised to contact their individual school district as to whether this program may qualify for salary advancement.

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How to get teenagers to think critically

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Critical thinking is a 21st century skill that has been around for thousands of years. There are records of Socrates using critical thinking skills in his teaching in 4th century BC Greece. In recent years though, critical thinking has again become more prominent in education.

What is critical thinking?

Critical thinking requires students to do more than remember and repeat information. Instead, it encourages them to analyze, examine, evaluate and use their problem-solving abilities through questioning, theorizing and rationalizing to have a deeper understanding of the world around them, both inside the classroom and beyond.

Why is critical thinking so important?

In the past, success in education was largely based on the ability to remember facts and figures. However, the skills which our students need today go further than memorization. With our rapidly evolving technology, the internet, and the bewildering amount of information online, it is essential that our students can use higher-order thinking skills to analyze and assess the information they are presented with.

How can you incorporate critical thinking into your classes?

Devising long-term goals.

We all know the importance of looking ahead and planning for the future. We can encourage this skill in our students and directly relate it to their learning.

At the start of the course, take a moment to chat with each student individually and ask them to identify an objective for the first part of the year. You may like to brainstorm possible objectives as a class first, but it’s important for students to determine their own personal objectives, rather than imposing objectives on them.

During the first half of the year you can talk to each student about their progress and ask them to assess to what extent they’re achieving their goals.

The key point comes at the end of the semester when students evaluate their progress and set a new objective for the following one.

The ability to analyze options, risks and opinions will help your students in the future in many situations, including when they decide which course to take at university or which job to take.

You can practice this skill by providing students with relatable situations and asking them to analyze and compare the options.

For example:

Imagine you are taking a trip with some friends this summer. You have a number of different options and want to discuss them before finalizing your plans. Talk to a partner about the different trips and decide which would be best:

• Traveling around Europe by train for a month ($1,000)
• A weekend hiking and camping in the countryside ($200)
• A weekend break in a big city, with shopping, sightseeing and museum trips ($500)
• A week-long trip to the beach in an all-inclusive resort ($650)

Anticipating consequences

Students also need to have an awareness of the consequences of their actions; this is a skill which is transferable to making business decisions, as well as being important in their everyday lives.

To practice this skill, put students into small groups and give them the first part of a conditional sentence. One student completes the sentence and then the next student adds a consequence to that statement.

Student A : If I don’t study for my English exam, I won’t pass.

Student B : If I don’t pass my English exam, my parents won’t let me go out this weekend.

Student C : If I can’t go out this weekend, I’ll miss the big football match.

Student D : My coach won’t let me play next year if I miss the big match.

Rearranging the class menu

By giving students more responsibility and having them feel invested in the development of the lesson, they will be much more motivated to participate in the class.

Occasionally, let students discuss the content of the day’s class. Give them a list of tasks for the day, including how long each will take and allow them to discuss the order in which they’ll complete them. For larger classes, first have them do it in pairs or small groups and then vote as a whole class.

Write on the board:

• Class discussion (5 minutes)

The following tasks can be done in the order you decide as a class. You have five minutes to discuss and arrange the tasks as you choose. Write them on the board in order when you’re ready.

• Check homework (5 minutes)
• Vocabulary review (10 minutes)
• Vocabulary game (5 minutes)
• Reading activity (15 minutes)
• Grammar review game (5 minutes)
• Speaking activity (10 minutes)

Take this one step further by asking your students to rate each activity out of 10 at the end of the class. That way, you’ll easily see which tasks they enjoy, helping you plan more engaging lessons in the future.

More blogs from Pearson

8 things you should try to avoid when learning english.

Learning a new language is an exciting and rewarding journey, but it can also come with its fair share of challenges. As English learners, it's important to recognize and overcome the common pitfalls that could hinder your progress. Here, we provide advice and guidance on what not to do to make your English learning experience as smooth and successful as possible.

Why don’t my students speak English in class?

Last year, I contributed to a national research project with an article titled “ My Students Don’t Speak English in Class: Why ?”. The title originated from a concern expressed by a language teacher involved in the project, highlighting a common challenge faced by numerous language teachers. The difficulty of developing learners’ production and interaction skills is a well-known issue in language education.

Large and increasingly diverse classes, limited time, and learners’ reluctance to speak in class are significant hurdles. During pair and group work, students often revert to their first language (L1), they lack confidence in speaking activities and end up avoiding all interaction in English. These observations are consistent with recent Global Scale of English (GSE) research findings, which indicate that 52% of English learners leave formal education without confidence in their speaking skills.

Factors contributing to learners’ reluctance

Several factors contribute to students’ reluctance to speak English in class. Psychological barriers such as lack of motivation, shyness, low self-confidence, fear of making mistakes, anxiety and concerns about negative evaluation play a crucial role. Linguistic challenges, including limited vocabulary, poor pronunciation, and insufficient grammatical skills, further exacerbate the problem.

Task-related issues can also hinder speaking, especially when tasks are not well-matched to the learner’s proficiency level or focus more on accuracy than communication. Additionally, the classroom environment may not always be conducive to speaking, particularly for learners who need more time to formulate their thoughts before speaking.

Positive teacher impact

Fortunately, teachers can positively influence these intertwined factors. By creating a supportive classroom atmosphere and implementing well-designed tasks that prioritize communication over perfection, teachers can encourage reluctant students to participate more actively in speaking activities.

Leveraging technology: Mondly by Pearson

One effective tool that can help address these challenges is Mondly by Pearson . This learning companion is especially beneficial for learners who are hesitant to speak in class. Mondly by Pearson offers over 500 minutes of speaking practice, encouraging learners to use English in real-life situations and tasks that prioritize action and communication over accuracy. This approach allows for mistakes - they are part of the game - thus fostering a positive mindset, which is essential if we want to enhance our learners’ speaking skills.

AI-powered conversations

A standout feature of Mondly by Pearson is its AI-powered conversation capability, thanks to advanced speech recognition software. Learners can engage in interactive role plays and conversations on topics of their choice, at their own pace, both in class and outside school. This flexibility helps build self-confidence and allows students to experiment with various production and interaction strategies. The instant feedback provided by Luna, the incorporated AI friend, is highly motivating and can significantly enhance the learning experience.

Comprehensive skill development

Mondly by Pearson is designed not only for speaking but also to develop all four language skills—listening, reading, writing and speaking—and is aligned with the Global Scale of English . The vocabulary for each topic is selected from the GSE vocabulary database, ensuring that learners are exposed to level-appropriate words and phrases.

Integration into classroom teaching

To facilitate the integration of Mondly by Pearson into classroom teaching, three GSE mapping booklets have recently been published. These booklets cater to different proficiency levels:

• Beginner (GSE range: 10-42 / CEFR level: A1-A2+)
• Intermediate (GSE range: 43-58 / CEFR level: B1-B1+)
• Advanced (GSE range: 59-75 / CEFR level: B2-B2+)

These resources provide practical guidance on how to incorporate Mondly by Pearson into lesson plans effectively, ensuring that the tool complements classroom activities and enhances overall language learning.

Encouraging students to speak English in class is a multifaceted challenge, but it is not insurmountable. By understanding the various factors that contribute to learners’ reluctance and leveraging innovative tools like Mondly by Pearson, teachers can create a more engaging and supportive learning environment. This approach not only boosts students’ confidence in their speaking abilities but also fosters a more inclusive and interactive classroom atmosphere.

Embracing technology and aligning teaching practices with modern educational standards, such as the Global Scale of English , can lead to significant improvements in language proficiency and student engagement.

Improving your business English vocabulary for the workplace

So, you’re thinking about brushing up on your business English and learning new business vocabulary. In today’s corporate world, having a good handle on basic business terms and business lingo can really set you apart. It’s not just about sounding smart in meetings or crafting the perfect email, though that’s part of it. It’s about feeling more confident and fitting in seamlessly with your colleagues and clients from around the globe. Plus, knowing the right words and phrases can help you navigate tricky situations, negotiate better deals, and make a great impression on customers.

Whether you’re attending business meetings, writing emails, or networking with colleagues, a strong grasp of business English vocabulary can set you apart and open doors to new opportunities.

So, let’s dive in and explore some ways to improve your business English vocabulary.

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Fostering Critical Thinking in Young Learners: Integrating it into English Learning

by Everybody Loves Languages | Jul 25, 2023 | LMS

By: Vinicius Nobre

In the realm of English language teaching (ELT), the cultivation of Critical Thinking (CT) skills has gained significant recognition as a vital 21st Century Skill. However, when it comes to young learners, the development of critical thinking often receives insufficient attention in ELT coursebooks and approaches. This blog post aims to shed light on the importance of integrating CT into the English learning curriculum for young learners because by nurturing critical thinking skills from an early age, educators can empower young learners to actively and skillfully analyze, evaluate, and apply information, equipping them with the essential tools for adaptability in today’s rapidly evolving world.

The Foundation of Critical Thinking :

The roots of critical thinking skills can be traced back to the early 20th century, primarily influenced by the work of philosopher John Dewey. Dewey emphasized the importance of reflective thought, which involves active and persistent consideration of beliefs and knowledge. Dewey’s ideas laid the groundwork for Bloom’s Taxonomy, a seminal framework that categorized thinking skills from lower-order to higher-order levels. Bloom’s Taxonomy has undergone revisions to align with the demands of the 21st-century context, providing educators with a scaffold to foster critical thinking skills in young learners.

The Role of Knowledge and Dispositions:

Knowledge serves as a foundation for developing critical thinking skills in young learners. It enables them to effectively apply CT across various domains, fostering the transferability of skills. While domain-specific knowledge is valuable, the ability to transfer knowledge from one context to another is equally important. Additionally, nurturing positive dispositions, such as empathy and open-mindedness, creates an environment conducive to fair judgment and exploration of abstract ideas. Encouraging such dispositions in the English learning classroom supports the growth of critical thinking skills in young learners.

Pedagogical Approaches for CT Instruction:

Integrating critical thinking instruction within the English learning curriculum is best achieved through pedagogical approaches that align with young learners’ cognitive abilities and interests. While explicit instruction can be valuable, there is an ongoing debate about whether CT should be taught as a standalone subject or embedded within other subject matter. In the context of young learners, incorporating critical thinking instruction into ELT can be realized through various effective pedagogical approaches. Guided discovery, process writing, and debates are examples of methods that engage young learners in higher-order thinking processes, enabling them to practice critical thinking in authentic and age-appropriate contexts.

Assessing Critical Thinking:

Assessing critical thinking skills in young learners within the ELT context presents unique challenges and the need to revisit our beliefs regarding testing and assessment. Traditional assessment methods often prioritize rote memorization and lower-order thinking skills, failing to capture the essence of critical thinking. However, alternative assessment approaches, such as performance-based assessments, portfolios, and project-based assessments, offer more comprehensive ways to evaluate young learners’ critical thinking abilities. Ongoing research focuses on developing reliable and valid assessment tools specifically tailored to assess critical thinking in the context of young English language learners.

Considerations for Online Collaboration Tools:

With the increasing prevalence of online learning, educators need to consider the integration of Online Collaboration Tools (OCTs) to promote critical thinking skills among young learners. OCTs provide platforms for collaborative problem-solving, information analysis, and developing critical thinking dispositions. However, educators must navigate challenges related to online communication, digital literacy skills, and the potential for information overload. Thoughtful implementation of OCTs can enhance critical thinking opportunities and foster meaningful collaboration among young learners in the online English learning environment.

By integrating critical thinking instruction into the English learning curriculum for young learners, educators play a crucial role in their intellectual and cognitive development. Cultivating critical thinking skills from an early age empowers young learners to become active, discerning, and adaptable individuals. Through a combination of pedagogical approaches, suitable assessment methods, and thoughtful integration of online collaboration tools, educators can create an environment that nurtures critical thinking abilities in young English language learners, equipping them with the essential skills for success in the 21st century.

English AcadeMe Junior

English AcadeMe Junior is Everybody Loves Languages’ latest resource for teaching English to young learners. This movie-based digital course is filled with strategies to promote the development of critical thinking in young learners. By guiding them to discover the world through the magic of their favorite stories, English AcadeMe Junior helps learners expand their knowledge about the most diverse topics in a fun, collaborative, and meaningful way. The activities in English AcadeMe Junior go beyond language and foster the development of cognitive abilities through authentic storytelling, including integrative assessment moments with exciting projects and suggestions for highly effective classroom dynamics. 

Further reading:

• Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, NY: McKay.
• Dewey, J. (1933). How we think. Lexington, MA: D.C. Heath.
• Ennis, R. H. (1987). A taxonomy of critical thinking dispositions and abilities. In J. Baron & R. J. Sternberg (Eds.), Teaching thinking skills: Theory and practice (pp. 9-26). New York, NY: W.H. Freeman.
• Tsai, P.-S. (2019). The effects of process writing instruction on Taiwanese elementary students’ English achievement and critical thinking. International Journal of Instruction, 12(4), 107-120.
• Abrami, P. C., Bernard, R. M., Borokhovski, E., Wade, A., Surkes, M. A., Tamim, R., & Zhang, D. (2008). Instructional interventions affecting critical thinking skills and dispositions: A stage 1 meta-analysis. Review of Educational Research, 78(4), 1102-1134.

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UNIMELB_WARDDAVIES-Anastaszia_VYT-LOCAL-2024.mp4

This stop-motion animation tells the unfolding story of my arts-based research undertaken through a Doctor of Education at the University of Melbourne.

While there is a curricular impetus to authentically and explicitly teach critical and creative thinking skills in secondary schools, and research indicates that these curriculum goals emphasise necessary skills for twenty-first century learners, our teachers are struggling to keep afloat. This research initially sought to explore the conditions for young people to be agile, critical and creative but the data I collected with a team of visual art and design teachers tells a story of teaching in crisis. These teachers told stories of walking fragile lines, precariously poised between burnout and determination to embed critical and creative thinking curriculums.

A turn to an arts-led, practice-based approach seeks to explore what critical and creative play looks like as professional learning for teachers, and how this can be embedded in classrooms for students. How can practice and play create opportunities for agile, critical and creative thinking when schools are in crisis? Can this enable communities of support and practice for both teachers and students?

Audio transcript: Young people live in complex times. We know that to weather - let alone tackle - these complexities, young people need to be agile, critical and creative thinkers.  

In secondary school, the onus is often on our art education departments to enable the curriculums that develop these skills. But teachers are caught in the se complexities, too – teacher burnout and COVID’s impacts continue to reverberate inside and outside education. How can teachers help young people to be agile, critical and creative in times of crisis if they’re also working in crisis?  

My Doctor of Education generates creative, non-traditional research outputs that allow me to explore the complex ecosystem of speculative, relational inquiry where everything is entangled . I ’m authentically collaborat ing with art teachers to wonder: How can teachers use arts-led skills to think critically and creatively and work through these crises ? How can thi s rjpp le out into schools and support our students?  

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