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40 Activities For Developing Critical Thinking in EFL Classes

In this article, I’m going to tackle critical thinking; what it is, what it involves, and some practical activities to develop it in EFL classes.

Critical thinking is one of the main purposes of education. Teachers should prepare their students to think critically from the first day of school. Critical thinking helps students to lead successful, fulfilling lives and become engaged citizens.

What Is Meant By Critical Thinking?

In today’s world, critical thinking is:

• The ability to think about one’s thinking to recognize and improve it.
• The process of applying, analyzing, constructing and evaluating information.
• Making reasoned judgments using certain criteria to judge the quality of something.

What Critical Thinking Involves?

• Asking questions,
• Defining a problem,
• Examining evidence,
• Analyzing assumptions and biases,
• Avoiding emotional reasoning,
• Avoiding oversimplification,
• Considering all interpretations,
• Using higher level thinking skills; analyzing, evaluating and
• Reaching creative solutions for problems.

Why Teach Critical Thinking?

Teachers should focus mainly to develop their students’ critical thinking to help them:  

• Be active receptors of the massive information that they receive nowadays.
• Solve the complex problems that they face every day.
• Make sound decisions about personal and civic affairs.

The Main Teaching Strategies To Develop Critical Thinking

• Using ongoing classroom assessment.
• Putting students in group learning situations to get continuous support and feedback from other students.
• Presenting case studies to the class without a conclusion and using discussion and debate methods.
• Using critical questions.
• Using dialogues written or oral and encouraging students to analyze them.
• Using comparisons to show the pros and cons of two things.

Example #1 of a Critical Thinking Activity

Using debates

Letter x Email

Broom x Vacuum cleaner

Telephone (landline) x Cell phone

Oven x Microwave

Sponge and soap x Dishwasher

Candle x Bulb

Book x Kindle

1. Ask the class who, in their own opinion, wins and why?

2. Ask students to pretend to be the item that they choose, try to list its advantages, and debate them with the other student.

3. Ask students to act out what they prepared in front of the class.

4.  Ask the class to listen and take notes.

Example #2 of a Critical Thinking Activity

Using short stories

Ask students to read the following short story and answer the questions below:

Just before Christmas my father took me skiing at Mount Baker. He’d had to fight for the privilege of my company, because my mother was still angry with him for sneaking me into a nightclub during his last visit, to see Thelonious Monk.

• Write an introduction to this short story.
• Write the second paragraph.
• Do you think they stayed up all night in the nightclub? What did they do?
• What do you think about the father?
• Do you think the family enjoyed Christmas?
• If you were the mother, would you be angry?
• What did you learn from the story?
• Can you guess the best/worst case scenario of how the story will end?
• Why did the father take the kid to the nightclub?
• Do you think the mother wanted to go to the nightclub?
• Do you like such a father?
• Do you think the dad lives with the family?
• What are the feelings of the kid?
• Do you think the kid has siblings?
• Did the kid solve the problem with his mother?
• What would you do if you were in his/her shoes?
• How old is he or she?
• Where do they live? Country or town?
• Do you think the kid is good at school?
• Why did the father sneak the kid into the nightclub?
• Do you think the mother was right when she got angry?
• What do you think of the dad?
• Should the kid apologize to the mother and how?
• Does the father accompany his kid often or rarely?
• What do you think happened before Christmas?
• Why did the father not take the mother along? …. etc.

When asking students such critical thinking questions, the teacher should:

• Keep the discussion focused.
• Keep the discussion reasonable.
• Stimulate the discussion with more probing questions.
• Summarize periodically what has and what has not been dealt with or resolved.
• Engage as many students as possible in the discussion.

More Examples of Activities For Developing Critical Thinking in EFL Classes

3. Write a title on the board, divide the students into groups, and they sit together and make a story (each group will have a different story and then share it with the whole class).

4. Use a short story, ask students about their opinions of the characters, then discuss with the whole class whether they agree or disagree asking why?

5. Draw objects and ask them about them (compare and contrast).

6. Write an essay on a certain topic or respond to an email.

7. Suggest a suitable title for a story.

8. Transfer information to others

9. Brainstorm ideas using a mind map.

10. Summarize a text and give opinions.

11. Ask what-if questions (what if you were Oliver twist/Cinderella).

12. Ask students to complete a sentence.

13. Ask about the moral of a story.

14. Give students a problem related to their environment and ask them to do research about it and give some creative solutions for it.

15. Ask open-ended questions; questions that have many possible answers (e.g. should we spend more money developing earth or exploring space?). Divide the class into groups, each thinks of answers and then shares them.

16. Give a situation and encourage students (in groups) to analyze, evaluate, and make judgments.

17. Ask students to make an end to a story.

18. Ask students to criticize a certain situation.

19. List the advantages and disadvantages of a topic.

20. Introduce some situations using (what would you do in the following situation? what if we do not have …., what would happen if …?

21. Ask students: which is different: milk, water, soda, or juice? Why? Which one is better (in pairs and students pick different sides)

22. Imagine you are the president, the mayor, a leader, a doctor etc… What decisions would you take first?

Reading Activities

Let’s brainstorm some ideas of how to promote critical thinking after reading a story, e.g. “Cinderella”.

23. Analyze characters: Do you like “Character”? Why?

24. Use what-if questions: What if Cinderella was ugly?

25. Introduce or remove a character then ask for the impact on the storyline.

26. Ask for another ending for the story.

27. Ask for their thoughts about what’s after the ending.

28. Change the setting and ask for the results.

29. Ask students to watch the movie after reading the story and then compare the characters and the storyline!

Speaking activities

30. Ask students to look at a certain picture and describe their feelings about it.

31. Ask students to compare things.

32. Introduce a problem and ask students to give as many solutions as possible for it.

33. Ask students to gather information from conflicting resources.

34. Ask controversial questions.

35. Encourage Role Plays.

36. Ask students about their priority: education/health/entertainment and why?

Listening activities

37. Prediction.

38. Making inferences.

39. Drawing conclusions.

40. Differentiating between facts and opinions.

Writing Activities

41. Writing blurbs to pictures or ads … etc.

42. Writing Commentaries.

43. Responding to emails, letters or SMS.

For setting students up for success in critical thinking activities teachers need to:

• Brainstorm enough information before asking students to carry out a certain task.
• Encourage them to participate.
• Provide them with help and guidance (when needed).
• Assure them that there are no “wrong answers”.
• Accept all answers and points of view.
• Appreciate their efforts.
• Praise their trials.
• Teach them critical thinking skills!

Here are some critical thinking skills that students need to learn:

• Thinking outside the box.
• Asking questions and then questioning answers.
• Analyzing the reading or the listening text.
• Logically addressing an issue.
• Supporting their stance with evidence.
• Respectfully refuting others’ opinions.
• Evaluating the truth of a claim or argument.

Adapted from U.S. Department of State English Language Programs – Samar Aal

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Teaching Critical Thinking Skills in the ESL Classroom

• Linda D'Argenio
• December 22, 2022

Critical thinking has become a central concept in today’s educational landscape, regardless of the subject taught. Critical thinking is not a new idea. It has been present since the time of Greek philosophers like Socrates, Plato, and Aristotle. Socrates’ famous quote, “Education is the kindling of a flame, not the filling of a vessel,” underscores the nature of learning (students are not blank slates to be filled with content by their teachers) and the significance of inquisitiveness in a true learning process, both in the ESL classroom and in the wider world of education. Teaching critical thinking skills in the ESL classroom will benefit your students throughout their language-learning journey.

In more recent times, philosopher John Dewey made critical thinking one of the cornerstones of his educational philosophy. Nowadays, educators often quote critical thinking as the most important tool to sort out the barrage of information students are exposed to in our media-dominated world , to analyze situations and elaborate solutions. Teaching critical thinking skills is an integral part of teaching 21st-century skills .

Table of Contents

What is critical thinking?

There are many definitions of critical thinking. They are not mutually exclusive but rather complementary. Some of the main ones are outlined below.

Dewey’s definition

In John Dewey’s educational theory, critical thinking examines the beliefs and preexisting knowledge that individuals use to assess situations and make decisions. If such beliefs and knowledge are faulty or unsupported, they will lead to faulty assessments and decision-making. In essence, Dewey advocated for a scientific mindset in approaching problem-solving .

Goal-directed thinking

Critical thinking is goal-directed. We question the underlying premises of our reflection process to ensure we arrive at the proper conclusions and decisions.

Critical thinking as a metacognitive process

According to Matthew Lipman, in Thinking in Education, “Reflective thinking is thinking that is aware of its own assumptions and implications as well as being conscious of the reasons and evidence that support this or that conclusion. (…) Reflective thinking is prepared to recognize the factors that make for bias, prejudice, and self-deception . It involves thinking about its procedures at the same time as it involves thinking about its subject matter” (Lipman, 2003).

Awareness of context

This is an important aspect of critical thinking. As stated by Diane Halpern in Thought and Knowledge: An Introduction to Critical Thinking , “[The critical] thinker is using skills that are thoughtful and effective for the particular context and type of thinking task” (Halpern, 1996)

What are the elements of critical thinking?

Several elements go into the process of critical thinking.

• Identifying the problem. If critical thinking is viewed mainly as a goal-oriented activity, the first element is to identify the issue or problem one wants to solve. However, the critical thinking process can be triggered simply by observation of a phenomenon that attracts our attention and warrants an explanation.
• Researching and gathering of information that is relevant to the object of inquiry. One should gather diverse information and examine contrasting points of view to achieve comprehensive knowledge on the given topic.
• Evaluation of biases. What biases can we identify in the information that has been gathered in the research phase? But also, what biases do we, as learners, bring to the information-gathering process?
• Inference. What conclusions can be derived by an examination of the information? Can we use our preexisting knowledge to help us draw conclusions?
• Assessment of contrasting arguments on an issue. One looks at a wide range of opinions and evaluates their merits.
• Decision-making. Decisions should be based on the above.

Why is critical thinking important in ESL teaching?

The teaching of critical thinking skills plays a pivotal role in language instruction. Consider the following:

Language is the primary vehicle for the expression of thought, and how we organize our thoughts is closely connected with the structure of our native language. Thus, critical thinking begins with reflecting on language. To help students understand how to effectively structure and express their thinking processes in English, ESL teachers need to incorporate critical thinking in English Language Teaching (ELT) in an inclusive and interesting way .

For ESL students to reach their personal, academic, or career goals, they need to become proficient in English and be able to think critically about issues that are important to them. Acquiring literacy in English goes hand in hand with developing the thinking skills necessary for students to progress in their personal and professional lives. Thus, teachers need to prioritize the teaching of critical thinking skills.

How do ESL students develop critical thinking skills?

Establishing an effective environment

The first step in assisting the development of critical thinking in language learning is to provide an environment in which students feel supported and willing to take risks. To express one’s thoughts in another language can be a considerable source of anxiety. Students often feel exposed and judged if they are not yet able to communicate effectively in English. Thus, the teacher should strive to minimize the “affective filter.” This concept, first introduced by Stephen Krashen, posits that students’ learning outcomes are strongly influenced by their state of mind. Students who feel nervous or anxious will be less open to learning. They will also be less willing to take the risks involved in actively participating in class activities for fear that this may expose their weaknesses.

One way to create such an environment and facilitate students’ expression is to scaffold language so students can concentrate more on the message/content and less on grammar/accuracy.

Applying context

As mentioned above, an important aspect of critical thinking is context. The information doesn’t exist in a vacuum but is always received and interpreted in a specific situational and cultural environment. Because English learners (ELs) come from diverse cultural and language backgrounds and don’t necessarily share the same background as their classmates and teacher, it is crucial for the teacher to provide a context for the information transmitted. Contextualization helps students to understand the message properly.

Asking questions

One of the best ways to stimulate critical thinking is to ask questions. According to Benjamin Bloom’s taxonomy ( Taxonomy of Educational Objectives , 1956), thinking skills are divided into lower-order and higher-order skills. Lower-order skills include knowledge, comprehension, and application; higher-order skills include analysis, synthesis, and evaluation. To stimulate critical thinking in ELT, teachers need to ask questions that address both levels of thinking processes. For additional information, read this article by the TESL Association of Ontario on developing critical thinking skills in the ESL classroom .

Watch the following clip from a BridgeUniverse Expert Series webinar to learn how to set measurable objectives based on Bloom’s Taxonomy ( watch the full webinar – and others! – here ):

How can we implement critical thinking skills in the ESL classroom?

Several activities can be used in the ESL classroom to foster critical thinking skills. Teaching critical thinking examples include:

Activities that scaffold language and facilitate students’ expression

These can be as basic as posting lists of important English function words like conjunctions, personal and demonstrative pronouns, question words, etc., in the classroom. Students can refer to these tables when they need help to express their thoughts in a less simplistic way or make explicit the logical relation between sentences (because… therefore; if… then; although… however, etc.). There are a variety of methods to introduce new vocabulary based on student age, proficiency level, and classroom experience.

Activities that encourage students to make connections between their preexisting knowledge of an issue and the new information presented

One such exercise consists of asking students to make predictions about what will happen in a story, a video, or any other context. Predictions activate the students’ preexisting knowledge and encourage them to link it with the new data, make inferences, and build hypotheses.

Critical thinking is only one of the 21st-century skills English students need to succeed. Explore all of Bridge’s 21st-Century Teaching Skills Micro-credential courses to modernize your classroom!

Change of perspective and contextualization activities.

Asking students to put themselves in someone else’s shoes is a challenging but fruitful practice that encourages them to understand and empathize with other perspectives. It creates a different cultural and emotional context or vantage point from which to consider an issue. It helps assess the merit of contrasting arguments and reach a more balanced conclusion.

One way of accomplishing this is to use a written text and ask students to rewrite it from another person’s perspective. This automatically leads students to adopt a different point of view and reflect on the context of the communication. Another is to use roleplay . This is possibly an even more effective activity. In role-play, actors tend to identify more intimately with their characters than in a written piece. There are other elements that go into acting, like body language, voice inflection, etc., and they all need to reflect the perspective of the other.

Collaborative activities

Activities that require students to collaborate also allow them to share and contrast their opinions with their peers and cooperate in problem-solving (which, after all, is one of the goals of critical thinking). Think/write-pair-share is one such activity. Students are asked to work out a problem by themselves and then share their conclusions with their peers. A collaborative approach to learning engages a variety of language skill sets, including conversational skills, problem-solving, and conflict resolution, as well as critical thinking.

In today’s educational and societal context, critical thinking has become an important tool for sorting out information, making decisions, and solving problems. Critical thinking in language learning and the ESL classroom helps students to structure and express their thoughts effectively. It is an essential skill to ensure students’ personal and professional success.

Take an in-depth look at incorporating critical thinking skills into the ESL classroom with the Bridge Micro-credential course in Promoting Critical Thinking Skills.

Linda D'Argenio

Linda D'Argenio is a native of Naples, Italy. She is a world language teacher (English, Italian, and Mandarin Chinese,) translator, and writer. She has studied and worked in Italy, Germany, China, and the U.S. In 2003, Linda earned her doctoral degree in Classical Chinese Literature from Columbia University. She has taught students at both the school and college levels. Linda lives in Brooklyn, NY.

Creative Resources for ESL/EFL Teachers

10 Interactive ESL Online Games for Language and Critical Thinking Improvement

In today’s digital age, online games have become a popular and effective tool for teaching various skills, including English as a second language. Interactive ESL online games, such as digital escape rooms , scavenger hunts , critical thinking games , and media literacy games , are not only fun and engaging but also provide students with unique opportunities to improve their language skills .

In this article, we will explore the benefits of using interactive games for language learning, and discuss how these games can help students achieve their language goals.

1. Enhanced Engagement and Motivation

Interactive games provide a dynamic and interactive environment that makes language learning more enjoyable and memorable. This can lead to increased engagement and motivation for students to continue learning.

2. Real-Life Practice

Many games simulate real-life situations . This allows students to practice their language skills in relevant and practical ways.

3. Improved Critical Thinking Skills

Games that teach critical skills , such as spotting fake news and hoaxes , and media literacy, help students improve their critical thinking and media literacy skills. These skills are essential for success in today’s digital world and will help students in their personal and academic lives.

4. Customizable and Convenient

Interactive games offer customization options, allowing students to tailor the game to their language level and learning goals. With the ability to play these games on a variety of devices, students can access language learning opportunities from anywhere and at any time.

5. Measurable Progress

Interactive ESL online games provide students with immediate feedback , allowing them to see their progress and identify areas that need improvement. This helps students stay motivated and track their progress.

Here’s a list of 10 interactive ESL online games you should check out:

Bad news game.

The Bad News Game is all about spotting fake news and hoaxes . You’ll be presented with news articles and videos and have to figure out what’s real and what’s not. It’s a fun way to improve your critical thinking skills and learn to be a media-literate person. Get ready to be challenged and have a blast doing it!

Fake News Game

This game is similar to the Bad News Game. It will challenge you to think critically and evaluate information sources, helping you become a savvier news consumer. So, get ready to flex your brain muscles and have some fun!

Interland is a free, online multiplayer adventure game created by Google that teaches digital safety, security and citizenship skills to children. Players explore four fantastical lands, completing challenges and quests while learning how to protect their online privacy, spot fake news, and be good digital citizens.

Digital Escape Rooms

The digital escape rooms at Madison Library are a fun and exciting challenge. These online puzzles will test your problem-solving skills and critical thinking as you try to escape a virtual room within a limited time frame. Immerse yourself in a world of digital elements and clues, to make the most of your escape room experience. With a variety of themes to choose from, there’s always a new challenge waiting for you and your friends.

Escape Team

Escape Team is an online interactive game that challenges players to solve puzzles and complete tasks within a limited time frame in order to escape virtual rooms. Players must work together to find clues, decode messages, and complete challenges in order to escape each room before time runs out.

Reality Check

Reality Check teaches you to find truth online by locating the source of a story, comparing it to other sources, and using fact-checking tools and reverse image searches. Each mission presents a story from your social network feed, true, false, or in-between. Find out by clicking on magnifying glasses on the page, then decide how reliable it is and how to respond.

Spent is an online game where you play as a low-income worker trying to survive a month with limited money. You must balance daily expenses and make tough decisions that affect your finances. It’s a thought-provoking game that gives players a glimpse into the challenges faced by those living in poverty .

Trivia Crack

Trivia Crack is a fun online game to test your knowledge of different subjects . Play against others by answering trivia questions and spinning a wheel for categories like history, science, art, sports, and more.

Elevate App

Elevate is a fun online brain-training app with daily challenges to improve your memory, attention, and processing speed . Personalized to your progress, it’s perfect for students, busy professionals, or anyone looking for a mental workout.

The Meaning of Beep: Cyberbullying

This game teaches players about the effects of cyberbullying and how to stop it. Players will have fun while they learn to identify and handle cyberbullying in different digital scenarios. The game is designed to encourage positive online behavior and help players become responsible digital citizens.

Interactive ESL online games are a valuable tool for language learning. With their ability to engage and motivate students, provide real-life practice, improve critical thinking skills, and offer measurable progress, these games can help students achieve their language goals and unlock their full potential. Try incorporating interactive ESL online games into your language learning routine today and experience the benefits for yourself.

Similar resources:

47 Interactive and Online ELT Resources for Teachers

Best English Games to Play in Your ESL Classroom

Engaging Online Teaching: ESL Activities and Games

Online ESL Video Lesson Plans

Digital and Online Teaching Resources for Teachers Who Teach English from Home

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10 Minute Critical Thinking Activities for English Classes

Hannah wahlig.

Critical thinking activities engage students' logic, rationality and judgment in problem-solving inquiries. English classes benefit from critical thinking activities because the activities activate students' prior knowledge, encourage creative thinking and stress the importance of evidence-based problem solving. Ten-minute critical thinking lessons serve as engaging and thought-provoking opening assignments that tune students in to the day's lessons.

Explore this article

• Logic Puzzles
• Judge and Jury
• Character Critique

1 Logic Puzzles

Simple logic puzzles require application of logic, reason and creativity to identify the correct answer. Riddles, brain teasers and logic games activate students' creative and critical minds and prepare them for a day of critical inquiry. Write a few brain teasers on the board; students immediately sit and begin to write down their answers. Sample brain teasers might include, "Do they have a Fourth of July in England?", "What is boiled then cooled before being sweetened and soured?" or "How many books can you put in an empty bag?" Include more difficult brain teasers for older students and simpler puzzles for younger students. Invite students to share and debate their answers before revealing the correct answer. See Resource 1 for a comprehensive list of brain teasers and logic puzzles.

2 Judge and Jury

Evaluation, analysis and judgment are all critical thinking skills that are particularly useful in an English classroom that requires close reading and analytical writing. Invite students to introduce to the class perceived injustices occurring in their school. Students may feel angry over a new dress code, a shortened lunch period or a new discipline policy. The student gives a one-minute summary of the problem and then has two minutes to prepare his best arguments against the infraction. Another student serves as a challenger and has two minutes to prepare her best arguments in support of the policy. The students each have one minute to present arguments. The class then votes on which student presented the best argument. If time permits, allow students to discuss why one set of arguments was more appealing than the other. The student debater who wins the class over receives a prize, such as extra points on an assignment.

3 Character Critique

Draw from the material used in the classroom to craft opening assignments that stimulate critical thinking. Select a character from the current text and ask students a series of analytical or self-reflective questions about the character. You might ask, "If this character were a student in our classroom, would you want to sit near her? Why or why not?" or "Would this character make a good friend? Partner? Parent? Why or why not?" Questions should require students to evaluate the characteristics of the character and apply them to real-life situations or contexts beyond the context of the book. Students share and debate their responses with the class.

About the Author

Hannah Wahlig began writing and editing professionally in 2001. Her experience includes copy for newspapers, journals and magazines, as well as book editing. She is also a certified lactation counselor. She holds a Bachelor of Arts in English from Mount Holyoke College, and Master's degrees in education and community psychology from the University of Massachusetts.

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Critical Thinking and English Language Teaching Pt. 1

• By Anthony Schmidt

Critical Thinking And English Language Teaching Pt. 1

Critical thinking has been a buzzword for some time now. In fact, judging by the research, it has been a buzzword for over a decade. The problem with buzz words is that, over time, they lose a lot of their original meaning and begin to stand for almost anything new or progressive. In addition, it has become an empty rallying cry (“We must teach critical thinking in English language teaching!”) devoid of the very thinking it purports to support .

Why does hearing the cry above make people cringe? Why does reference to Bloom’s taxonomy often cause negative reactions? One reason is because these terms are overused. But is there something more? Are people (rightly) skeptical of these concepts?

There is no doubt that “critical thinking” is buzzworthy. And, if it’s buzzworthy, it must have some importance. So, what exactly is critical thinking and why is it important? I believe the answer to these questions can be framed through the arguments of those who are critical of critical thinking. This article will briefly consider the research on critical thinking and argue that critical thinking should play a central and explicit role in English language teaching.

Can Critical Thinking Be Defined?

There are those who feel that critical thinking can only be defined in broad, subjective terms that are too various to unify. How do you teach something if you can’t even define it? The literature on critical thinking – coming from psychology, education, and philosophy, agrees somewhat with this point. It seems that critical thinking is not readily reducible. It is, rather, multidimensional, or, polysemous. Nevertheless, while the idea of critical thinking may be expressed in various ways, Moore found that these are typically well-articulated and clearly conveyed to students. Moore claims that the variety of meanings may be discipline-based, meaning that psychology prefers certain aspects of critical thinking more so than history, which prefers others. Still, Moore was able to identify some common features which can define the concept more clearly.

According to Moore’s research, critical thinking is:

• A judgement of whether something is good, bad, valid, or true
• rational, or, reason-based
• skeptical thinking
• productive thinking – not only challenging ideas but producing them – coming to conclusions about issues
• carefully reading beyond a text’s literal meaning
• awareness of the entire process
• ethical or activist – in other words, not neutral

Although Moore is not the sole and final authority on what is means to be a critical thinker, it’s clear that critical thinking can be somewhat defined as a concept, though we must accept that its meaning – like many other concepts – “is its use in the language” (Wittgenstein, cited in Moore, p. 508).

Can Critical Thinking Be Taught?

If critical thinking can be defined (as Moore and others have done), then can it be taught? Certainly, it’s important to think critically. No one is arguing it is not. However, many claim that it must be organically developed, or it is a skill that can be encouraged but not learned. The literature, however, shows the opposite. Not only can critical thinking be taught, it can be practiced and refined!

First, we have to understand that critical thinking is hard. Experimental research by Kuhn (1991) shows that a majority of people cannot demonstrate critical reasoning skills. That is, they cannot often justify their beliefs and opinions with evidence.

Van Gelder and Mulnix, mulling over the question of how to teach critical thinking, found some practical advice, much of which is based in cognitive science.

• Examples of critical thinking are not enough – students need to engage in critical thinking.
• There needs to be deliberate practice to master the skill. This includes full concentration, exercises aimed at improving the skills, engaging in increasingly difficult exercises as easier ones are mastered, and guidance and feedback.
• The practice must be repetitive throughout a course.
• Students must practice transferring critical thinking skills to other contexts.
• Students must eventually become aware of the actual idea of critical thinking, including its terminology.

Empirical research on critical thinking shows that it not only can be taught but must be taught. As teachers, we should develop exercises, strategies, and assessments that seek to improve this skill. Mulnix concludes rather poignantly, “To do any less is not only to let our students down, but it is to fail at that very skill we are trying to teach”.

One exercise that has been shown to be effective is argument mapping, in which arguments (including claims, warrants, evidence, etc.) are visually displayed in a diagram. This makes it easy to understand, analyze, and evaluate arguments. Argument maps start with a central premise (i.e. thesis) at the top and include below it evidence or reasons, co-premises (co-reasons), counterarguments and rebuttals, with lines and arrows to show the connections between the ideas.

As a classroom activity, argument maps can first be given as templates that students fill in. Once familiar with argument mapping, they can then begin to construct their own based on analyzing textual sources (readings or lectures) or for forming their own logical conclusions (for discussions, debates, and presentations). By analyzing the arguments written, students can then begin evaluating reasons, evidence, and counterarguments. They can begin questioning the validity of these arguments and suggest their own conclusions or justification. In this way, they are deliberately engaging in critical thinking practice, which, as shown above, is key for developing good critical thinking skills.

Argument map examples:

Wait! What About Bloom’s Taxonomy?

Bloom’s taxonomy is perhaps the most well-known example of critical thinking. It is an orderly, visually-pleasing representation of, as we have seen, quite a large concept – and this is perhaps one reason why it has held educational weight since the late 50s. However, it has come under much scrutiny both for the way it has been organized and the way it has been employed. There is poor empirical basis for the organization of the hierarchy and its implications for task sequencing. “Lower order skills” are not necessarily easier than “higher order skills” and vice-versa. In addition, these “lower” skills are often used in conjunction or even after using the “higher order skills”.

Nevertheless, Bloom’s (revised) taxonomy is still quite common in the scientific literature. A search for “bloom’s taxonomy” on Google Scholar reveals a great deal of peer-reviewed research which utilized Bloom’s taxonomy. So, why the persistence? While the hierarchy may have its weaknesses and its organization may not always represent reality, the levels of the taxonomy do include most conceptions of what critical thinking is, and there is evidence from neuroscience that supports the taxonomy itself. In the video, “ What can Neuroscience Research Teach Us about Teaching? ”, neuroscientist Daniel Kaufer points to Bloom’s taxonomy as an example of active learning in which, as one moves up the hierarchy, more and more areas of the brain become dynamically activated. In other words, when more areas of the brain “fire together” they typically “wire together” . So, working on higher order skills may not be more difficult than lower order skills, but it may lead to stronger reinforcement of learning.

One of the alternatives to the taxonomy Case proposes is very much aligned with what we have read above about the pedagogical ideas behind teaching critical thinking:

“Understand that inviting students to offer reasoned judgments is a more fruitful way of framing learning tasks than is the use of verbs clustered around levels of thinking that are removed from evaluative judgments”. [jbox title=”Reference List”]

Atkinson, D. (1997). A critical approach to critical thinking in TESOL.  TESOL quarterly ,  31 (1), 71-94.

Case, R. (2013). The Unfortuate Consequences of Bloom’s Taxonomy. Social Education ,  77 (4), 196-200.

Dalton, D. F. (2011, December). An investigation of an approach to teaching critical reading to native Arabic-speaking students. Arab World English Journal, 2 (4),58-87.

Davidson, B. W. (1998). Comments on Dwight Atkinson’s” A Critical Approach to Critical Thinking in TESOL”: A case for critical thinking in the English language classroom.  TESOL quarterly ,  32 (1), 119-123.

Hernandez, M. L., & Rodríguez, L. F. G. (2015). Transactional Reading in EFL Learning: A Path to Promote Critical Thinking through Urban Legends. Colombian Applied Linguistics Journal ,  17 (2), 229-245.

Halpern, D. F. (1998). Teaching critical thinking for transfer across domains: Disposition, skills, structure training, and metacognitive monitoring. American Psychologist ,  53 (4).

Moore, T. (2013). Critical thinking: seven definitions in search of a concept. Studies in Higher Education ,  38 (4), 506-522.

Mulnix, J. W. (2012). Thinking critically about critical thinking.  Educational Philosophy and Theory ,  44 (5), 464-479.

Nezami, S. R. A. (2012). A critical study of comprehension strategies and general problems in reading faced by Arab EFL learners with special reference to Najran University in Saudi Arabia. International Journal of Social Sciences and  Education, 2 (3), 306-317.

Parrish, B., & Johnson, K. (2010, April). Promoting learner transitions to post-secondary education and work: Developing academic readiness from the beginning. CAELA

Network Briefs. Retrieved June 1, 2015 from http://www.cal.org/caelanetwork/resources/transitions.html

Ramanathan, V., & Kaplan, R. B. (1996). Some problematic” channels” in the teaching of critical thinking in current LI composition textbooks: Implications for L2 student-writers.  Issues in Applied Linguistics ,  7 (2).

van Gelder, T. (2005). Teaching critical thinking: Some lessons from cognitive science.  College teaching ,  53 (1), 41-48.

Wong, B. L. (2016). Using Critical-Thinking Strategies To Develop Academic Reading Skills Among Saudi Iep Students.

Related Topics

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• English language
• Neuroscience
• Presentations

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6 Responses

Thanks for this really well researched and written article, Anthony. I particularly liked your suggestion of 'argument mapping'. I think it could be a great way for students to plan their academic assignments. I'd like to discuss some possible computer tools which may be useful for students to use when argument mapping. One could be the Microsoft Word SmartArt function. Another could be this mindmapping website: I'd love to hear about any other suggestions. Sam

Thanks Sam. I think argument mapping has a lot of uses, and it is a technique that has not been utilized much in ELT. This is likely because few of us have little experience or knowledge of it. Thanks for sharing the mindmap website. It's really cool and I can see a lot of uses well beyond argument maps. Vocabulary lists were the first thing to pop into my mind. Again, really cool! Thanks again.

Karl Millsom

Eagerly awaiting part 2. Indeed, buzzwords pick up debris as they popularise, and too often eventually they get cast out entirely, the core and sound principles included. This article does a good job of extracting the baby from the bathwater. The argument mapping is something I use a lot here in Indonesia when teaching how to write essays to post graduates who have often not encountered the concept of structured academic writing at all in all their years of schooling. Your examples are very well presented.

Thank you for sharing this primer defining, questioning, and contextualizing "critical thinking" in ELT. While many English majors usually choose the essay as the place to teach argument and critical thinking, our EFL and ESL classrooms provide many other opportunities too. Argument mapping is an excellent, flexible technique. In teaching adult education, community college, university, and graduate students, it's also often helpful to deploy problem-solution assignments to develop critical thinking. It can be personal challenge and crucial life skill (staying healthy, choosing a major) or a common social problem (affordable housing, reducing pollution). You can also scale up the vocabulary to fit the situation with risks/benefits, trade offs, and stakeholders. Likewise, asking students to write consumer reviews often works. Consumer reviews provide students with a chance to present facts, express opinions, and provide supporting evidence. Students can also share movie reviews, product reviews, and restaurant reviews online with authentic English-speaking audiences. I've found many ESL and EFL students far more receptive to critical teacher feedback when they plan to share their consumers with the "public" at large, and rewrite class assignments to reach higher standards. Amazon, Yelp, and other review sites have opened up exceptional possibilities and new audiences for student writing. Unfortunately, as the declining level of political discourse in several elections around the democratic world show, critical thinking remains in short supply. Sometimes a powerful slogan - Make America Great Again - can seduce many voters. Would it be helpful for the word "great" to be defined? Would it be useful to know, in some detail, what proposals were being advocated to reach that objective? How will the proposal be implemented? What are the probable costs? What are the likely benefits? What's the timeline? Critical thinking at some level asks students to go from vague generalizations to accurate, detailed suggestions. Numbers add precision. Sources provide credibility. Example illuminate. From my perspective, teaching critical thinking also often requires teaching students to go from the language of false certainty to possibility and probability. Deploying frequency adverbs and hedging language often helps. Thank you, again, for sharing your experiences and research with EFL Magazine readers.

Thanks for the reply Eric. You raise many interesting points, all of which I agree with. I find that finding ways of making the audience authentic - not an easy task - paired with critical thinking makes for excellent assignments and student practice. I really like what you said here: " Numbers add precision. Sources provide credibility. Example illuminate." It's a good way to put it and can easily be explained to students in this manner.

I'm finding argument mapping to be more and more useful. I have not actually used it for outlining but have used it for breaking down readings, and using the information in the map to inform new writings.

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Thinking Outside the Blank: 8 Critical Thinking Activities for ESL Students

At times, language learning can be straightforward. students memorize lists of vocabulary and rules for grammar..

This type of thinking, though, isn’t very complex. Recall and memorization only require surface level thinking. If you are teaching ESL to children, teaching critical thinking is particularly important because it will serve them in their futures no matter what language they are speaking. Teaching critical thinking, though, isn’t always easy. The following are some ways to integrate critical thinking exercises into your ESL lessons while still meeting the language goals you set for your students.

Try These 8 Critical Thinking Activities with Your ESL Students

Ask questions.

Sometimes an easy answer isn’t much of an answer at all. Getting your students to think about how they came to the answer that they did will challenge them to think critically, and it gets them using more language and using it in practical ways. For example, in an activity for using the simple future , you might ask your students what they will be doing in five years. One student might answer that he is going to be a movie star. You can ask questions like the following to get your student to think more critically: What makes you think that? What evidence do you see in your life now that will make that true in the future? By asking these questions, you challenge your student to think about his thinking. At the same time, you provide an opportunity for him to use English to express his ideas.

Open Ended Questions

In classes like grammar, one answer to a question is usually the right one. But giving these types of answers often doesn’t require anything more than memorization and recall. When you can (and it might not be during a grammar lesson) ask questions that don’t have a “right” answer and challenge your students to think on a deeper level. For example, if you were doing a vocabulary unit on food , you might ask a recall question about what a waiter says when taking someone’s order. ( What will you have? ) An open ended question that will challenge your students to think more deeply might look like the following. If you were a server in a restaurant and worked the night shift, how would your life be different? How would you balance school and work? Encourage this type of thinking and expression and your students will benefit in more ways than one.

Give a Minute

Part of your role in getting your students to think critically is giving them the time and the encouragement to do so. When you ask a question, giving your students a few minutes to think before they have to answer can mean the difference between a short easy answer and one that comes from serious thought. Doing this is easy. Simply count to sixty after asking a question to give your students a chance to think before they answer . You can also teach your students phrases like, “ Can I have a minute to think…Give me just a minute ” when they would like time to process their ideas. When they use these phrases, it tells you that they are actively trying to answer your question and gives them the space they need to put their ideas and words together before speaking. In addition, using this technique with native speakers will help those not familiar with ESL students know that your students are not unable to answer their questions but that they need a bit of time before they do.

Encourage More

For students of English as a second language, giving a quick answer is often appealing. A quick answer does the job and shows you can use language appropriately. However, a quick answer doesn’t necessarily encourage critical thinking. Using phrases to get your students to say (and think) more will help them use deeper thinking. You can say thinks like the following: Tell me more about that. What else do you think? Why is that good/bad/scary/difficult/or not? What part is most interesting to you? Why? Asking these questions challenges your students to say more.

Provide Scaffolds

When learning something new or tackling a new problem, all people sometimes need support. You can support your ESL students as they are learning new skills by giving them tools to help them. Giving examples, breaking tasks into smaller more manageable steps, giving hints or clues, and providing reminders can all help your students by giving them temporary supports in a new and challenging task. As your students become more adept at that task, remove these supports and encourage their successes, big and small. In the meantime, be patient and give them the assistance they need to reach success.

Encourage Argument

Encouraging argument doesn’t mean letting your students go for one another’s throats. Critical thinking means being able to make an argument for your beliefs or opinions. You can encourage your students to express logical and reasonable supports for their opinions during discussions and for writing assignments. Doing so will help them think analytically which is part of thinking critically. Have students give reasons or examples that support their ideas, and they will learn to support their arguments naturally.

Make Predictions

Making predictions is a tool that is quite useful in the ESL classroom. You can ask your students to take a guess at what comes next in reading assignments (fiction, essays, informational articles) as well as video segments you play in class ( movies , television shows , recorded dialogues). When they make these predictions, they not only have to think critically, they will be using the language skills they are learning. The next time your students are reading a passage or listening to a segment, hit pause and ask them what they think will come next.

Take Two Sides

Thinking about both sides of an argument will challenge your students to think beyond their own opinions and beliefs. A simple way to do this is to take a controversial statement and challenge your students to list some reasons in support of the statement as well as some reasons against it. Take the thinking a step further and teach your students how to make a refutation, either spoken or in writing, a skill that is often useful in the academic world.

In some ways, critical thinking may seem out of place in the language classroom.

After all, so much of language learning is rote memorization. But critical thinking can and does fit in the language classroom. Getting your students think more gets them saying more, and saying more is using language creatively and communicatively. Try one or more of these techniques with your students and see how well they can express their thoughts with the language they are learning.

How do you encourage your students to think critically?

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Analyze this: how to use student critical analysis for language development in the esl classroom.

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5 Critical Thinking Activities That Get Students Up and Moving

More movement means better learning.

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

Four Corners

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

Question ideas:

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

Gallery Walk

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

Gallery ideas:

• Political cartoons

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

Station ideas:

• Types of rocks
• Story elements
• Literary genres

Silent Sticky-Note Storm

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

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

Mingle, Pair, Share

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

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

Looking for more critical thinking activities and ideas?

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

Get Your Copy of Critical Thinking in the Classroom

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Critical Thinking Exercises

• Writing Research Papers
• Writing Essays
• English Grammar
• M.Ed., Education Administration, University of Georgia
• B.A., History, Armstrong State University

Critical thinking is a skill that students develop gradually as they progress in school. While the skill becomes more important in higher grades, some students find it difficult to understand the concept of critical thinking .

The reason critical thinking can be difficult to grasp is because it requires students to set aside assumptions and beliefs to learn to think without bias or judgment.

Critical thinking involves suspending your beliefs to explore and question topics from a "blank page" point of view. It also involves the ability to distinguish fact from opinion when exploring a topic.

These exercises are designed to help develop critical thinking skills.

Critical Thinking Exercise 1: Tour Guide for an Alien

This exercise provides an opportunity to think outside your normal way of thinking.

Pretend that you have been assigned the task of conducting a tour for aliens who are visiting the earth and observing human life. You're riding along in a blimp, viewing the landscape below, and you float over a professional baseball stadium. One of the aliens looks down and is very confused by what he sees. You explain that there is a game going on and he asks several important questions.

• What is a game? 
• Why are there no female players?
• Why do people get so excited about watching other people play games?
• What is a team?
• Why can't the people in the seats go down on the field and join in?

If you try to answer these questions fully, it will quickly become apparent that we carry around certain assumptions and values. We support a certain team, for instance, because it makes us feel like we're a part of a community. This sense of community is a value that matters to some people more than others.

Furthermore, when trying to explain team sports to an alien, you have to explain the value we place on winning and losing.

When you think like an alien tour guide, you are forced to take a deeper look at the things we do and things we value. Sometimes they don't sound logical from the outside looking in.

Critical Thinking Exercise 2: Fact or Opinion

Do you think you know the difference between fact and opinion? It's not always easy to discern. When you visit websites, do you believe everything you read? The abundance of available information makes it more important than ever for students to develop critical thinking skills. Additionally, it's an important reminder that you must use trustworthy sources in your school work.

If you don't learn the difference between fact and opinion, you may end up reading and watching things that continue to reinforce beliefs and assumptions you already own.

For this exercise, read each statement and try to determine whether it sounds like a fact or an opinion. This can be completed alone or with a study partner .

• My mom is the best mom on earth.
• My dad is taller than your dad.
• My telephone number is difficult to memorize.
• The deepest part of the ocean is 35,813 feet deep.
• Dogs make better pets than turtles.
• Smoking is bad for your health.
• Eighty-five percent of all cases of lung cancer in the U.S. are caused by smoking.
• If you flatten and stretch out a Slinky toy it will be 87 feet long.
• Slinky toys are fun.
• One out of every one hundred American citizens is color blind.
• Two out of ten American citizens are boring.

You will probably find some of the statements easy to judge but other statements difficult. If you can effectively debate the truthfulness of a statement with your partner, then it's most likely an opinion.

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Critical thinking is clear, rational, logical, and independent thinking. It’s about improving thinking by analyzing, assessing, and reconstructing how we think. It also means thinking in a self-regulated and self-corrective manner. It’s thinking on purpose! The Critical Thinking Workbook helps you and your students develop mindful communication and problem-solving skills with exciting games and activities. It has activities that are adaptable to any grade level you want. The activity pages in the Critical Thinking Workbook are meant to be shared and explored. Use it as an electronic document or as worksheets. You can either print off the pages and use them as activity sheets, or you can edit them directly right in the document on your computer. There are also Answer Keys for the activities that need them provided at the back of the book.

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English Stars 9/6/21

In today’s information-rich world, students need to develop a capability to think critically.

To become critical thinkers, students need to learn how ‘to recognise or develop an argument, use evidence in support of that argument, draw reasoned conclusions, and use information to solve problems.’ 1

English lessons are an ideal environment to foster critical thinking as they provide numerous opportunities for students to engage with a variety of texts, explore different points of view, create content and respond to information.

While the possibilities are endless, here are two ways you can intentionally incorporate critical thinking opportunities in your English lessons.

Through comparing texts

Choose a selection of texts that share a similar topic or theme but are written from different perspectives.

Ask students questions that prompt them to make connections between the texts. For example:

• Topic – What is the subject of the text?
• Theme – What is the main idea underpinning the text?
• Purpose – Why has the author written the text?
• Tone – What is the author’s attitude and mood?
• Response – What is your response to the text? What are other people’s responses?

Reading or listening to the stories of others – whether from the past, the present or from different social and cultural backgrounds – provides students with an opportunity to compare opinions and perspectives found across texts, and to examine their own response to different authors and themes.

In doing so, students come to understand how social and cultural factors influence a text and how language varies depending on the context.

Through research activities

Now that information is more accessible than ever, students need to be able to assess and question the relevance, accuracy and reliability of any content they find online. You can explicitly teach students how to do this by delivering a lesson that gets them to unpack the credibility of a selection of websites.

Ask students to research a topic and answer questions about the various websites they come across during their research. For example:

• Has the website been updated recently (in the last six months)?
• Can you identify the group or individual responsible for creating the site?
• Do other credible websites link to the site?
• Does the site provide facts (not opinions)?
• Does the site contain errors, such as in spelling?
• Is the site selling a product or service? If so, it is likely to provide information with bias.

By explicitly teaching students to critically analyse information, they will be able to better evaluate content they encounter in future.

The activity ideas in this article are taken from English Stars, and are just some of the ways that critical thinking opportunities are embedded throughout the resource. The specific modules drawn from are:

Make Connections in Texts (6.2.7) uses three texts that share the theme ‘bullying’. Students explore the three text extracts – My Girragundji (Meme McDonald & Boori Pryor), Bleakboy and Hunter Stand Out in the Rain (Steven Herrick) and The Ugly Duckling (Hans Christian Andersen) – before engaging in a class discussion comparing these texts.

Finding Facts (5.2.11) helps students develop their skills for finding and filtering information on the internet. In this module, students learn how printed texts and websites are organised, how to find facts online and how to identify credible sources on the internet.

Try out these modules in your classroom by signing up for a free trial of English Stars.

Trial access includes two whole units of the program in each year level, so you can explore other modules while you’re there.

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20 Critical Thinking Activities for Elementary Classrooms

April 1, 2023 //  by  Seda Unlucay

With the barrage of mainstream news, advertising, and social media content out there, it’s vital for students to think independently and learn to differentiate between fact and fiction.

This series of critical thinking activities, STEM-based design challenges, engaging Math puzzles, and problem-solving tasks will support students in thinking rationally and understanding the logical connection between concepts.

1. Teach Students How to Obtain Verifiable News 

There’s probably no 21st-century skill more important than differentiating between real and fake sources of news. This editable PowerPoint bundle covers traditional media, social networks, and various target audiences and teaches students how to find verifiable facts.

Learn More: Teachers Pay Teachers

2. Watch and Discuss a Critical Reasoning Video

This kid-friendly video teaches students to break arguments down into claims, evidence, and reasoning. Armed with this lifelong learning tool, they will be able to make more informed decisions when consuming all types of information.

Learn More: Brain Pop

3. Complete a Critical Design Challenge

This science and designed-based classroom activity challenges students to find ways to prevent a falling egg from breaking. Pairing it with the classic Humpty Dumpty nursery rhyme is sure to inspire many creative ideas.

Learn More:  Education

4. Critical Community Engagement Activity 

This community engagement activity requires analytical skills to determine what items can be recycled in the classroom and in their neighborhood. By creating recycling bins from reusable cardboard boxes, students have an opportunity to contribute to the environmental well-being of their community while practicing social responsibility.

Learn More: Kaboom

5. Develop Logical Skills with a Then and Now Activity

We may no longer use candles for reading or quill pens for writing, but can your students identify the objects that have replaced them? This activity engages their writing, drawing, and logical skills while giving them a chance to reflect on all the changes in our modern world.

Learn More: Education

6. Play a Critical Thinking Game

This active learning activity requires students to use their critical thinking skills to make comparisons and create meaningful analogies. The fun animal safari theme is sure to inspire many funny and creative ideas!

7. Develop Social-Emotional Problem-Solving Skills 

Through this lesson, students will understand that while conflicts are a normal part of life, it’s vital to have problem-solving skills to resolve them. This is also an excellent opportunity for developing their social awareness and relationship skills.

Learn More: ED Foundations

8. Desert Island Survival Game 

This classic game is sure to inspire student engagement, as they use their critical thinking skills to survive being stranded on a desert island. Students have to watch out for ideological assumptions and question ideas in order to determine the appropriate items to bring.

9. Play a Problem-Solving Treasure Hunt Game 

This exciting game for kids requires them to use key math skills to break a series of codes. With ample time, designated progress monitors, and sharp critical thinking skills, students are sure to find the hidden treasure.

Learn More: Twinkl

10. Use Writing to Increase Critical Empathy

This activity builds writing fluency while giving students a chance to show appreciation for each other. As they reflect emphatically on their classmates’ contributions and character, their base level of kindness and sense of ethical responsibility is bound to increase.

Learn More: Edutopia

11. Learn How to Make Logical Inferences

This activity for kids teaches the critical academic skill of making inferences from a series of texts. Students will surely enjoy playing the role of detective in order to draw their own logical conclusions.

Learn More:  Study

12. Think Critically About Cultural Assumptions 

This engaging activity for students challenges them to think critically about why people from a variety of cultures decorate their bodies. It helps them to break through cultural assumptions while comparing and contrasting the different forms of hand and body painting around the world.

Learn More:  Harmony

13. Big Paper Silent Reflection Activity 

After posing some open-ended questions, students silently write their responses with colored markers on large chart paper. After each group has circulated around the room, students can share their critical reflections and learn from the various perspectives of their classmates.

Learn More:  Slideshare

14. Watch a TED Video About the Socratic Method

Socrates is one of the forefathers of critical thinking, who focused on making his students thinking visible by questioning their logic and reasoning. The accompanying quiz and discussion questions are an excellent way to reinforce student learning.

Learn More:  Ted Ed

15. Brainstorm Ways to Help a Homeless Person

This lesson in civic responsibility teaches students about the causes of homelessness and guides them to find ways to help the homeless in their communities. It develops key problem-solving skills while building critical empathy.

Learn More:  National Homeless.org

16. Guess the Object Game

This video features a series of twenty zoomed-in mystery objects. Students will love using their critical thinking skills to guess each one!

Learn More:  Andy – The ESL Guy

17. Solve Some Challenging Math Brain Teasers

This abundant series of brain teasers is the perfect choice if you’re looking to test your children’s memory and problem-solving skills. Encourage them to use their knowledge of numbers to complete these tricky math problems that are not only designed to challenge your little brainiacs but are also compiled in an easy-to-use format.

Learn More: Mental Up

18. Complete a STEM Elevator Challenge

In this design and engineering-based lesson, students have to build a functional elevator that can carry an object to the top of a structure. It’s a terrific way to encourage cooperative learning while sharpening their problem-solving skills.

Learn More:  Georgia Youth Science and Technology Centers

19. Create the Perfect Farm 

There’s no better way to develop critical thinking skills than by solving real-world problems. This video encourages students to think about ways to feed a growing global population in an environmentally sustainable way.

20. Solve Logic Grid Puzzles

These logic grid puzzles will motivate students to use logical reasoning skills and the process of elimination to solve a series of clues. But be warned, they are highly addictive and difficult to put down once you get started!

Learn More:  Puzzle Baron’s Logic Puzzles