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(This is the second post in a three-part series. You can see Part One here.)

The new question-of-the-week is:

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

Part One鈥榮 guests were Dara Laws Savage, Patrick Brown, Meg Riordan, Ph.D., and Dr. PJ Caposey. Dara, Patrick, and Meg were also guests on my . You can also find a list of, and links to,

Today, Dr. Kulvarn Atwal, Elena Quagliarello, Dr. Donna Wilson, and Diane Dahl share their recommendations.

鈥楲earning Conversations鈥�

Dr. Kulvarn Atwal is currently the executive head teacher of two large primary schools in the London borough of Redbridge. Dr. Atwal is the author of , published by John Catt 91制片厂视频al. Follow him on Twitter :

In many classrooms I visit, students鈥� primary focus is on what they are expected to do and how it will be measured. It seems that we are becoming successful at producing students who are able to jump through hoops and pass tests. But are we producing children that are positive about teaching and learning and can think critically and creatively? Consider your classroom environment and the extent to which you employ strategies that develop students鈥� critical-thinking skills and their self-esteem as learners.

Development of self-esteem

One of the most significant factors that impacts students鈥� engagement and achievement in learning in your classroom is their self-esteem. In this context, self-esteem can be viewed to be the difference between how they perceive themselves as a learner (perceived self) and what they consider to be the ideal learner (ideal self). This ideal self may reflect the child that is associated or seen to be the smartest in the class. Your aim must be to raise students鈥� self-esteem. To do this, you have to demonstrate that effort, not ability, leads to success. Your language and interactions in the classroom, therefore, have to be aspirational鈥攖hat if children persist with something, they will achieve.

Use of evaluative praise

Ensure that when you are praising students, you are making explicit links to a child鈥檚 critical thinking and/or development. This will enable them to build their understanding of what factors are supporting them in their learning. For example, often when we give feedback to students, we may simply say, 鈥淲ell done鈥� or 鈥淕ood answer.鈥� However, are the students actually aware of what they did well or what was good about their answer? Make sure you make explicit what the student has done well and where that links to prior learning. How do you value students鈥� critical thinking鈥攄o you praise their thinking and demonstrate how it helps them improve their learning?

Learning conversations to encourage deeper thinking

We often feel as teachers that we have to provide feedback to every students鈥� response, but this can limit children鈥檚 thinking. Encourage students in your class to engage in learning conversations with each other. Give as many opportunities as possible to students to build on the responses of others. Facilitate chains of dialogue by inviting students to give feedback to each other. The teacher鈥檚 role is, therefore, to facilitate this dialogue and select each individual student to give feedback to others. It may also mean that you do not always need to respond at all to a student鈥檚 answer.

Teacher modelling own thinking

We cannot expect students to develop critical-thinking skills if we aren鈥檛 modeling those thinking skills for them. Share your creativity, imagination, and thinking skills with the students and you will nurture creative, imaginative critical thinkers. Model the language you want students to learn and think about. Share what you feel about the learning activities your students are participating in as well as the thinking you are engaging in. Your own thinking and learning will add to the discussions in the classroom and encourage students to share their own thinking.

Metacognitive questioning

Consider the extent to which your questioning encourages students to think about their thinking, and therefore, learn about learning! Through asking metacognitive questions, you will enable your students to have a better understanding of the learning process, as well as their own self-reflections as learners. Example questions may include:

• Why did you choose to do it that way?
  
• When you find something tricky, what helps you?
  
• How do you know when you have really learned something?

鈥楢dventures of Discovery鈥�

Elena Quagliarello is the senior editor of education for , a current events magazine for students in grades 3鈥�6. She graduated from Rutgers University, where she studied English and earned her master鈥檚 degree in elementary education. She is a certified K鈥�12 teacher and previously taught middle school English/language arts for five years:

Critical thinking blasts through the surface level of a topic. It reaches beyond the who and the what and launches students on a learning journey that ultimately unlocks a deeper level of understanding. Teaching students how to think critically helps them turn information into knowledge and knowledge into wisdom. In the classroom, critical thinking teaches students how to ask and answer the questions needed to read the world. Whether it鈥檚 a story, news article, photo, video, advertisement, or another form of media, students can use the following critical-thinking strategies to dig beyond the surface and uncover a wealth of knowledge.

A Layered Learning Approach

Begin by having students read a story, article, or analyze a piece of media. Then have them excavate and explore its various layers of meaning. First, ask students to think about the literal meaning of what they just read. For example, if students read an article about the desegregation of public schools during the 1950s, they should be able to answer questions such as: Who was involved? What happened? Where did it happen? Which details are important? This is the first layer of critical thinking: reading comprehension. Do students understand the passage at its most basic level?

Ask the Tough Questions

The next layer delves deeper and starts to uncover the author鈥檚 purpose and craft. Teach students to ask the tough questions: What information is included? What or who is left out? How does word choice influence the reader? What perspective is represented? What values or people are marginalized? These questions force students to critically analyze the choices behind the final product. In today鈥檚 age of fast-paced, easily accessible information, it is essential to teach students how to critically examine the information they consume. The goal is to equip students with the mindset to ask these questions on their own.

Strike Gold

The deepest layer of critical thinking comes from having students take a step back to think about the big picture. This level of thinking is no longer focused on the text itself but rather its real-world implications. Students explore questions such as: Why does this matter? What lesson have I learned? How can this lesson be applied to other situations? Students truly engage in critical thinking when they are able to reflect on their thinking and apply their knowledge to a new situation. This step has the power to transform knowledge into wisdom.

Adventures of Discovery

There are vast ways to spark critical thinking in the classroom. Here are a few other ideas:

• Critical Expressionism: In this expanded response to reading from a critical stance, students are encouraged to respond through forms of artistic interpretations, dramatizations, singing, sketching, designing projects, or other multimodal responses. For example, students might read an article and then create a podcast about it or read a story and then act it out.
  
• Transmediations: This activity requires students to take an article or story and transform it into something new. For example, they might turn a news article into a cartoon or turn a story into a poem. Alternatively, students may rewrite a story by changing some of its elements, such as the setting or time period.
  
• Words Into Action: In this type of activity, students are encouraged to take action and bring about change. Students might read an article about endangered orangutans and the effects of habitat loss caused by deforestation and be inspired to check the labels on products for palm oil. They might then write a letter asking companies how they make sure the palm oil they use doesn鈥檛 hurt rain forests.
  
• Socratic Seminars: In this student-led discussion strategy, students pose thought-provoking questions to each other about a topic. They listen closely to each other鈥檚 comments and think critically about different perspectives.
  
• Classroom Debates: Aside from sparking a lively conversation, classroom debates naturally embed critical-thinking skills by asking students to formulate and support their own opinions and consider and respond to opposing viewpoints.
  

Critical thinking has the power to launch students on unforgettable learning experiences while helping them develop new habits of thought, reflection, and inquiry. Developing these skills prepares students to examine issues of power and promote transformative change in the world around them.

鈥楺uote Analysis鈥�

Dr. Donna Wilson is a psychologist and the author of 20 books, including Developing Growth Mindsets, Teaching Students to Drive Their Brains, and Five Big Ideas for Effective Teaching (2^nd Edition). She is an international speaker who has worked in Asia, the Middle East, Australia, Europe, Jamaica, and throughout the U.S. and Canada. Dr. Wilson can be reached at donna@brainsmart.org; visit her website at .

Diane Dahl has been a teacher for 13 years, having taught grades 2-4 throughout her career. Mrs. Dahl currently teaches 3rd and 4th grade GT-ELAR/SS in Lovejoy ISD in Fairview, Texas. Follow her on Twitter at @DahlD, and visit her website at :

A growing body of research over the past several decades indicates that teaching students how to be better thinkers is a great way to support them to be more successful at school and beyond. In the book, Teaching Students to Drive Their Brains, Dr. Wilson shares research and many motivational strategies, activities, and lesson ideas that assist students to think at higher levels. Five key strategies from the book are as follows:

• Facilitate conversation about why it is important to think critically at school and in other contexts of life. Ideally, every student will have a contribution to make to the discussion over time.
  
• Begin teaching thinking skills early in the school year and as a daily part of class.
  
• As this instruction begins, introduce students to the concept of brain plasticity and how their brilliant brains change during thinking and learning. This can be highly motivational for students who do not yet believe they are good thinkers!
  
• Explicitly teach students how to use the thinking skills.
  
• Facilitate student understanding of how the thinking skills they are learning relate to their lives at school and in other contexts.

Below are two lessons that support critical thinking, which can be defined as the objective analysis and evaluation of an issue in order to form a judgment.

Mrs. Dahl prepares her 3rd and 4th grade classes for a year of critical thinking using quote analysis.

During Native American studies, her 4^th grade analyzes a Tuscarora quote: 鈥淢an has responsibility, not power.鈥� Since students already know how the Native Americans鈥� land had been stolen, it doesn鈥檛 take much for them to make the logical leaps. Critical-thought prompts take their thinking even deeper, especially at the beginning of the year when many need scaffolding. Some prompts include:

• What ethical connections can you make to the quote?
  
  • 鈥� from the point of view of the Native Americans?
  • 鈥� from the point of view of the settlers?
    

• How can you apply this quote to your life?
  
  • How do you think your life might change over time as a result?

• Can you relate this quote to anything else in history?
  

Analyzing a topic from occupational points of view is an incredibly powerful critical-thinking tool. After learning about the Mexican-American War, Mrs. Dahl鈥檚 students worked in groups to choose an occupation with which to analyze the war. The chosen occupations were: anthropologist, mathematician, historian, archaeologist, cartographer, and economist. Then each individual within each group chose a different critical-thinking skill to focus on. Finally, they worked together to decide how their occupation would view the war using each skill.

For example, here is what each student in the economist group wrote:

• Student 1 critical-thinking skill: Point of View
  
  • When U.S.A. invaded Mexico for land and won, Mexico ended up losing income from the settlements of Jose de Escandon. The U.S.A. thought that they were gaining possible tradable land, while Mexico thought that they were losing precious land and resources.
    
• Student 2 skill: Changing Over Time
  
  • Whenever Texas joined the states, their GDP skyrocketed. Then they went to war and spent money on supplies. When the war was resolving, Texas sold some of their land to New Mexico for $10 million. This allowed Texas to pay off their debt to the U.S., improving their relationship.

• Student 3 skill: Converging Details
  
  • A detail that converged into the Mexican-American War was that Mexico and the U.S. disagreed on the Texas border. With the resulting treaty, Texas ended up gaining more land and economic resources.
    
• Student 4 skill: Trend
  
  • Texas gained land from Mexico since both countries disagreed on borders. Texas sold land to New Mexico, which made Texas more economically structured and allowed them to pay off their debt.
    

This was the first time that students had ever used the occupations technique. Mrs. Dahl was astonished at how many times the kids used these critical skills in other areas moving forward.

Thanks to Dr. Auwal, Elena, Dr. Wilson, and Diane for their contributions!

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

Consider contributing a question to be answered in a future post. You can send one to me at lferlazzo@epe.org. When you send it in, let me know if I can use your real name if it鈥檚 selected or if you鈥檇 prefer remaining anonymous and have a pseudonym in mind.

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