fun critical thinking questions with answers pdf for students

150 Fun Critical Thinking Questions For Kids, Teens, & Adults

Critical thinking questions for kids get them thinking and questioning. To go beyond rote learning.

The reason they excel later in life will not be based on the information they memorized. But instead on how well they think, make decisions, communicate, and use their creativity.

These questions are designed to help them build these essential skills.

creative critical thinking questions for kids

What makes a good critical thinking question?

Open ended questions are perfect for encouraging critical thinking and problem-solving. Kids (and grown-ups) have to think about their answers. Below you will find the best age-appropriate examples to use in the classroom, at home, or during your everyday routine .

In fact, there’s no question about it. Critical thinking is important for kids. And adults too!

benefits of critical thinking questions for kids, teens, and adults

Good Questions For Kindergarten To Think Critically

Younger kids need more concrete questions. These critical thinking questions will help them use reasoning and think deeply, even when they are small.

1. How do you know if something was a good decision?

2. How are these two things similar?

3. What are the differences between _______ and _________?

4. How would you feel if __________?

This question is great for building empathy .

5. Who was the main character? Why do you say that?

6. When is ___________ a problem?

7. What is the problem?

8. Why is this a problem?

9. What did you notice about _________?

10. Do you think he/she sees this the same way you do? Why or why not?

11. Has this happened before?

12. Do you think it will happen again? Why do you think this?

good critical thinking questions for kids at kindergarten age to ask

13. What is your opinion about _________? Why?

14. Is this appropriate? Why or why not?

15. What do you think would happen if __________?

16. What caused this to happen?

17. Do you think the world would be better if __________?

18. If you were in charge, what would you do differently?

19. Where can you find out more about this?

20. What does ______ mean?

21. Do you agree?

22. Can you give me an example of ________?

23. How do you know?

24. How would you solve this problem?

25. What makes something weird? What makes something normal?

Questions For Students: Elementary Through Middle School

For this age of kids, use any of the examples above and try these more abstract critical thinking questions too.

26. What do you think was the turning point?

27. Is there evidence to support your opinion (or decision)?

28. What does the evidence tell you?

29. What do you think would have been a better ending to… (book, movie, story)

30. When is the best time to start this?

31. When you think about solving a problem, where do you like to start?

32. What character/person changed the most? Why do you think this?

33. How could the author have created a thrilling twist in this story?

34. Who could help you with this? Why would they be a good fit to help?

35. Why is this important?

36. Why do you think ________ said that?

37. Why did the __________ (author, speaker) write/say this?

38. How does an idea grow? Or how does someone get from being a beginner to being an expert?

39. Do you think that what happened is what they meant to happen?

(Often, results are different than what people first think they will be.)

40. What can you use to help you decide?

41. What are the pros and cons of this?

42. Why is this happening?

43. What is the main message from this? (Or the lesson learned?)

44. What would you ask the author (speaker, etc.) if you could?

45. Do you have any questions about this?

46. Do you think it is too good to be true?

47. Can you defend these actions?

48. Compare this with this.

49. What would the world be like if ________? (kids were in charge, the sun was farther away, etc.)

50. Do you think there is a better alternative?

51. Is this person trustworthy? Why or why not?

52. At what age does someone stop being a kid? Why?

elementary students and middle school kids critical thinking questions examples

53. Can you see why someone would agree or disagree?

54. How would this ________ benefit or help others?

55. How will you know if your idea worked?

56. What is wrong with this situation?

57. What is good in this situation?

58. If someone were to argue your point, what do you think they would say?

59. Why do you think the character/person did that?

60. Is this fact or opinion? How do you know?

61. Was this change for the better? Or did it make things worse?

62. Who is most likely to _________? Why?

63. What do you think are the consequences of this decision?

64. Do you think we are asking the right question(s)? What is a different question instead?

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Critical Thinking Questions For High School & College Students

These critical thinking questions are more complex. They encourage abstract thinking, plus explore logic, ethics, and reasoning.

65. Why did you make that decision?

66. How did you get to that decision? What was your thought process?

67. What are the advantages of this?

68. What are the disadvantages of this?

69. How could we make this (project, paper, etc.) better?

70. What do you think the problem is….?

71. What do you think the best solution for this is? Why?

72. Could someone interpret this differently? How so?

73. How would you explain this to someone who doesn’t know anything about it?

74. What are a few alternative possibilities? Are any better than the others?

75. What are the short-term implications of this decision?

76. What are the long-term implications of this decision?

77. How would you achieve a big goal ?

78. (After they come up with a solution to something) Are there other possible ways to solve this problem?

79. How can you use the pros and cons to make a good decision?

80. Do you think when many people do something, it seems more “right,” even when it isn’t?

81. What are the potential risks to this decision?

82. What are the strengths of this argument?

83. What are the weaknesses of this argument?

84. Where is this lacking in evidence?

85. What can this story teach us about life?

86. Where would this solution work? Where would it not work?

87. Why do you think it is important to ask this question?

88. Why are new ideas important in our society?

fun questions for critical thinking for high school students and college students

89. What do you think that character’s motive is?

90. When should you reevaluate your initial thoughts/decision?

91. Do you think this is an important issue?

92. What do you think should have happened instead?

93. What is the counterargument?

94. Why is this relevant?

95. Do you think ________ will ever happen?

96. If it does, who would it affect most? Why?

97. What assumptions are being made in this situation?

98. Is it ever ok to lie?

99. Why do you think this feels like __________?

100. How is this related to your values and beliefs?

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Critical Thinking Questions For Adults

These are great for a conversation at home or at work interviews to see how well potential candidates think on their feet.

101. Where do you see strengths?

102. Where do you think there are areas for improvement?

103. Why did these things help you in the long run?

104. What information do you need to find out before making a good decision?

105. If you could sit down and have dinner with anyone in the world, who would it be? Why?

106. What would you say to this person?

107. Should others care about this? Why?

108. When should you ask for help?

109. Who will benefit most from this decision?

110. Who will benefit least from this decision?

111. Have we considered all the options?

112. What questions do you have?

113. Are there any biases that you think are playing out here?

114. Are you making an assumption about __________?

115. When will you see your results?

116. Where do you often find this type of problem? Why?

117. In your opinion, what caused ____________ to happen?

118. Was it avoidable?

examples of questions with critical thinking for adults

119. Does anything concern you about this?

120. When is this acceptable?

121. When is this not acceptable (or appropriate)?

122. What is one thing that would have changed everything?

123. When do you think this will benefit _________ (the company, society, etc.)?

124. When a disagreement happens at work, what do you do?

125. Is this goal achievable ?

126. How does your work experience help you fill this role?

127. Has this ever been done before? When?

128. What would need to happen for you to reconsider?

129. When will we need this?

130. What skills fit well with this position?

Related: Fun Rapid Fire Questions To Ask

Examples of Kids Critical Thinking Questions: By Word

Another way to split up your critical thinking questions is by word.

Who is most directly affected by this decision?
Who is the protagonist? Who is the antagonist?
Who was the most important character?
Who was a supporting character that was essential to the storyline?
What is the problem you are trying to solve?
What information is important to know about this before forming an opinion?
What was the point of _________?
When is it a good time to stop (or take a breather)?
When should you know the answer?
When will it be time for this? How do you know?
When will this be critical?

Where critical thinking questions examples for kids

Where can you go to ask for help?
Where can you find a good solution? Or information that helps you solve this problem?
Where could this idea lead?
Why has this issue come out into the spotlight?
Why do you think ______ acts that way?
Why is _______ happening, but ________ is not?
How else could we have done that?
How else could this be handled?
How would you have responded in this situation?
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Best Family Challenge Ideas

More Ways To Encourage Critical Thinking In Kids

Want to go beyond questions? No problem! Here are other practical ways to build this crucial skill:

Change your questions to them.

Turn your normal yes or no questions to more open ended questions.

Example: Instead of “How was your day?” go with “What was the most interesting part of your school day today?”

Refrain from stepping in.

These days parents feel like they should be fixing their kids’ problems constantly.

Instead, hold back and force your child to problem-solve on their own. Ask questions and guide them through the problem, but let them know that they are in charge of finding their own solutions.

Play Games And Do Activities That Promote Critical Thinking

Here are a few great ones!

Two Truths & A Lie Game – The players have to decide which statements are true and which one is not. This game is great for learning to read body language too!

Good Debate Topics For Kids – Nothing builds quick critical thinking like a lively debate.

Riddles: What Am I? – These word riddles help kids think through different possibilities.

Guess The Animal Riddles for Kids – More riddles all about animals to get kids thinking.

Encourage creativity.

Provide your child with opportunities to use their imagination.

Sometimes, all this takes is getting your child off screens and outside playing with sticks!

Encourage them to build something , make up a new game, and think outside the box whenever possible.

Let them fiddle with things.

My son has a very “why” brain and loves to mess with stuff. It used to embarrass me when we were around others.

But, one day, my husband and I realized that his “working things out” isn’t bad. We just needed to teach him in what context it is appropriate. Now he fiddles with everything, and it is amazing to watch his mind work.

Let them question.

The same goes for questions. They should be challenging assumptions and questioning the world around them. Too many people take for granted the things that they hear and read. Teach your child to be different.

Promote Active Listening.

Encourage your child to ask questions to clarify understanding and develop communication skills.

Examples: “What I hear is _________.” Or, “How do you know _________?”

Try New Things.

Travel. And regularly expose your kids to new ideas and experiences. This helps them see their regular world in a new light.

Think Critically Yourself.

Finally, your child will be much more likely to think critically if they see a parent who does it. So, apply all of these strategies to yourself as well.

best ways to encourage critical thinking questions for kids

To Consider With Critical Thinking Questions For Kids

Teaching children to form their own opinions is how we build a generation of people that will analyze, evaluate, and make decisions for the betterment of the world.

It’s not just important. It’s critical to our future as a society.

Creative Kids Critical Thinking Questions For Students

Jennifer is the founder and chief editor of Healthy Happy Impactful®. She believes that living, loving, and connecting deeply are the foundation for a good life. She holds a degree in education and is a mom to 3 kids.

19 Short Stories and Questions For Critical Thinking

Apr 2, 2024

There have been rumblings in different online teacher groups recently about replacing novels with short stories and informational articles in middle and high school English classrooms. I have to admit I was shocked when I first read the comments because I am a book lover at heart, but since then, I’ve considered that there are several pros and cons to this approach.

Short stories and other smaller texts can provide a briefer timeline to complete tasks, and this process is helpful when there is already SO MUCH curriculum to cover. Short stories and related activities can also be more engaging for our students because of the exposure to diverse voices and themes! Using short stories and lessons provides students with amazing choices to meet their needs and preferences!

On the other hand, incorporating mainly short stories and other shorter passages means students’ already-pressed attention spans (as a result of social media influences and pervasive sources of technology) are reinforced. Plus, students miss out on the more complex stories within longer pieces of fiction that are, dare I say, life-altering! A novel can provide opportunities for sustained reading and layers for analysis that shorter pieces of literature like short stories and related texts cannot offer.

Ultimately, no matter where you find yourself on the issue, I think we can all agree that short stories and their counterparts can be vital, effective, and helpful in the modern classroom!

Continue reading for 19 Short Stories and Questions For Critical Thinking!!

Need help with Test Prep ? Check out this FREE Pack of 3 Test Prep Activities to help students achieve success on standardized tests!

Table of Contents

19 Short Stories and Questions – Suggestions for Teaching Them

You don’t need to remove all novels to be able to include short stories and smaller passages like vignettes, articles, and narratives; there’s a time and place for all genres! But if you’re thinking about ways to include more short stories and fun activities, check out this list of 19 varied short stories and critical thinking questions as well as suggestions for teaching them in middle school and high school.

1. “The Most Dangerous Game”

“The Most Dangerous Game” is one of my absolute favorite short stories and overall plots to teach! This suspenseful short story by Richard Connell follows the harrowing ordeal of Sanger Rainsford, a skilled hunter who becomes the prey of a deranged aristocrat named General Zaroff. Stranded on Zaroff’s secluded island, Rainsford must outwit the cunning general in a deadly game of survival, where the stakes are life and death.

the most dangerous game short stories and activities

SUGGESTIONS FOR TEACHING:

You could focus on the setting (description of time and place) and examine how the setting changes throughout the story.
Students could learn about the plot (major events in the story) and list the major events and evidence as they read.
Define foreshadowing (hints for what will happen by the end of the story) and encourage students to hypothesize about what will happen after every page.
Analyze the character development (how a character changes over time) of Rainsford and highlight his traits/actions as you read along.

CRITICAL THINKING QUESTIONS:

How does the setting contribute to the tension and suspense in the story?
How does the author use foreshadowing? How does the author hint at the danger Rainford is facing?
What inferences can you make about the main character and the changes he undergoes from the beginning to the end of the story?

If you want to teach plot elements and plot analysis , check out this lesson bundle for the story , which includes comprehension quizzes and a variety of activities!

2. “An Occurrence at Owl Creek Bridge”

Ambrose Bierce’s story is a gripping tale set during the American Civil War, where a Southern civilian named Peyton Farquhar faces execution by hanging after attempting to sabotage a Union railroad bridge. As Farquhar falls through the trapdoor, time seems to stretch, and he experiences a surreal moment, only to realize his grim reality.

Integrating historical texts with other short stories and passages like “An Occurrence at Owl Creek Bridge” will make history come more alive and relevant for our students!

Teach about irony (when the opposite occurs from what is expected) and how it plays a role throughout the story.
Explain the term characterization (how a character is depicted) by looking at direct and indirect references while reading with your students.
Discuss the major themes (messages) of the story and how they connect to our modern era within a Socratic Seminar.
How does the author use characterization to convey Peyton Farquhar’s thoughts, emotions, and motivations?
What is the purpose of irony in this story? How does its use affect the reader’s interpretation and understanding of events?
What is the significance in our contemporary/real world of the themes of the story, including reality and fantasy, the passage of time, and the consequences of actions?

Ensure students’ understanding of the story with this set of reading questions that are perfect for state test prep, too !

an occurence at owl creek bridge short stories and questions

3. “The Masque of the Red Death”

This chilling tale from Edgar Allan Poe is set in a secluded abbey where Prince Prospero and his wealthy guests attempt to escape a deadly plague known as the Red Death. Despite their isolation efforts, the guests are confronted with their own mortality as a mysterious figure in a blood-red mask appears.

If you have not read any short stories and poems from Poe, this story is a perfect journey into the horror genre!

The setting (description of time and place) plays a MAJOR role in the story, so following the Prince from room to room and highlighting the imagery (description that connects to the five senses) is very important when reading.
If you have not introduced mood (emotion intended for the reader to experience), this story is PERFECT for delineating its progression from start to finish.
As students read, you might guide them through identifying various examples of symbolism (object, person, or place that represents something else); each room, objects within, and the “antagonist” is symbolic in some way!
How does the author convey the tone of the story? How would you, as the reader, describe the story’s mood?
What role does the plot structure (focus on the different rooms) play in shaping the reader’s understanding of the story?
What is the purpose of the symbolism in the story such as the clock and the masked figure?

Check out this EASY-TO-TEACH bundle , you can practice with your students, so they will feel more confident analyzing higher-level language in “The Masque of the Red Death!”

4. “The Cask of Amontillado”

Another chilling tale from Poe is the classic story “The Cask of Amontillado.” This one is set during Carnival in an unnamed Italian city. The plot centers on a man seeking revenge on a ‘friend’ he believes has insulted him. If your students are anything like mine, they will relish the ending particularly!

This is just one more of Poe’s short stories and tales that will capture the mind of every reader!

As you plan for this short story, be sure to encourage your students to analyze the changing setting (description of time and place); following Fortunato from scene to scene will help your students track what is really going on.
This story is the perfect moment to teach about dialogue (conversation within someone=internal and/or between someone and someone/thing else=external); Montresor certainly means more than what he SEEMS to say!
You might also offer a mini-lesson on the 3 types of irony and how each plays a role in the story: verbal (when a person says the opposite of what is really intended), situational (an action occurs that is the opposite from what the reader expects), and dramatic (a character expects a result, but the opposite occurs and the audience can tell what will happen)!
Describe Montresor. What are his motives and personality?
What inferences can you make about Montresor’s mindset based on his dialogue?
What is the purpose of the family’s motto and the carnival atmosphere?

Check out this Short Story Activity & Quiz Bundle for Edgar Allan Poe’s “The Cask of Amontillado,” which contains questions and answers modeled after various reading standardized tests as well as pre-quiz reading comprehension questions, graphic organizers, and a writing activity to get students thinking critically about this classic short story involving REVENGE!

Want 7 more teaching ideas for one of Poe’s epic short stories and questions to go with it? Click below!

5. “To Build a Fire”

This story by Jack London describes the treacherous journey of a man through the harsh Yukon wilderness during extreme cold. Despite warnings and the company of a loyal dog, the man’s arrogance and underestimation of nature’s power lead to a tragic end.

Short stories and ideas related to survival in nature are still relevant today! Who knows when you might get lost on a hike or crashland in no man’s land?

This story is PERFECT for a bit of literary analysis (examining the impact of various ideas, elements, or themes within a piece of literature); you could hone in on literary devices, characterization, theme, etc.!
Integrating clips from survival shows will help students see connections to the world and extend their thinking by comparing (recognizing similarities) and contrasting (recognizing differences) varied experiences!
Write a short narrative about surviving 24 hours in a different setting (description of time and place).
How does the author use irony? Provide an example and explain.
What real-world connections can be made between this story and our contemporary life?
What is the story’s message about preparedness and respecting nature?

Grab these engaging short stories and activities to make teaching this Jack London story stress-free!

6. “The Cactus”

Told from the point of view of a young man at his former lover’s wedding, the narrator retells their story. Like most of O. Henry’s short stories and texts, this one has a twist that involves the titular cactus plant.

The ending will end in a bit of fun for your students!

Introduce diction (word choice) and its impact within the story by hyperfocusing on specific words within the story . Students can look up definitions, locate synonyms, create their own sentences, replace the words, etc.
Investigate twist endings (unexpected finish to a story); before reading the end of the story, ask students to guess why the girl “rejected” him. Some students may know the answer before reading it!
Describe the main characters. What similarities and differences are evident? How does this affect the story’s action?
What inferences can you make about Trysdale and his feelings about love and marriage?
What are the real and symbolic meanings of the cactus?

This resource packed with questions and answers, graphic organizers, and writing activities is sure to get your students thinking about this love story driven by misconceptions.

7. “After Twenty Years”

This tale of friendship and betrayal focuses on the reunion of two old friends after twenty years apart on a New York City street corner. As they reminisce, something is revealed that demonstrates the reality of their bond as well as the choices they’ve made in life.

If you have not read O. Henry’s short stories and incorporated character analysis yet, this is your chance! The story is not long and can be completed in one to two class periods!

Sometimes, we ask students to visualize (create a picture) in their minds, but why not give them the opportunity to use their artistic skills to draw the two characters?
As students read, annotate for a description of each character; then, students can do a character analysis (investigation of the characters’ similarities and differences).
What type of irony is used in the story? How does its use affect your interpretation and understanding of the story?
How does the urban setting contribute to the mood of the story?
What is the story’s message about friendship and loyalty?

Examine the links between loyalty and duty with this set of resources designed specifically for this O. Henry story.

8. “The Lottery”

“The Lottery” is the quintessential short story for middle school or high school English! Shirley Jackson’s “The Lottery” tells the story of an annual ritual that takes place in a seemingly idyllic town. When the townsfolk gather for the lottery drawing, a shocking turn of events demonstrates the dark side of human nature and their ties to (outdated) traditions.

Introduce the terms suspense (uncertainty and/or excitement leading up to a major event) and tension (anxiety or uneasy feelings experienced by characters). While reading, identify evidence that relates to each of these concepts and chat/write about their impact on meaning and plot.
Teach title (the name of the text) analysis. The title of “The Lottery” is perfect for teaching the impact of the title and audience expectations. Before reading, students may write what they believe the story will be about based on the title. After reading, students can complete a quick write responding to their previous expectations! You can do a text analysis for all short stories and poems!
What role does the plot structure play in building suspense and tension? (Consider the revelation of the lottery’s ‘prize’ in particular.)
What social commentary is being made through the story and its characters?
Describe Mr. Summers, Tessie, and Old Man Warner. What does the story reveal about their role in the community and their feelings about the lottery?

Give yours elf a breath of fresh air with this NO PREP curriculum that integrates test prep within the teaching of literature by using Shirley Jackson’s quintessential story!

the lottery short stories and activities

9. “The Pedestrian”

This Ray Bradbury story follows a lone walker in a futuristic society in which everyone else is consumed by technology, particularly the television. One evening, the walker encounters a police car that questions his unusual behavior and the end is quite unexpected! (Most of Bradbury’s short stories and texts connect to the future and technology in some way!)

This story exemplifies Dystopian Literature (texts that include a supposedly perfect future society marred in some way by governmental or societal oppression). Using this story to introduce this type of literature is always fun for students because they will easily make connections to other dystopic short stories and poems!
Teach about mood (the emotional impact of a story’s description/action). The goal is to get students to deepen their critical thinking skills by recognizing how the mood changes and the purpose for that change!
How does the author use foreshadowing and suspense to build the mood of the story?
What is the central theme of the story? How might it connect with our current world?
What similes and metaphors does Bradbury use to describe the community and its members? What is notable about these comparisons?

With this resource about Bradbury’s “The Pedestrian,” you can just print and teach the lesson and activities with EASE!

10. “The Gift of the Magi”

This 1905 story by O. Henry relays a tale about a couple struggling to make ends meet. Throughout the story, they both figure out gifts to buy one another for Christmas and realize what love truly means!

Review character traits (how a character is depicted internally and externally). Log the traits of each character within the story and how they are important to the meaning of the story.
Extend (move beyond the text) critical thinking skills by encouraging students to think and write about other people. If they had $1,000 to spend on someone else, how would they spend the money and why?

the gift of the magi short stories and questions

How would you describe Della and Jim, and their relationship?
What values do the characters have, when you consider their actions and decisions?
Explain how dramatic irony is used in the story. Is it necessary? Is it effective? Why or why not?

This tale is a great addition to your short stories and questions unit around the winter holidays! Save yourself time at that time of the year with this lesson bundle .

11. “The Monkey’s Paw”

“The Monkey’s Paw” is a classic horror story about the White family who come into possession of a mystical monkey’s paw that grants three wishes. Despite warnings, they use it and then face devastating consequences as a result.

Teach about the elements of the horror/suspense genre (Ex. Scary movies are typically dark, stormy, surprising, morbid, etc.).
Create a thematic statement (message relayed by the text in a complete sentence). There is no perfectly created theme (message) unless it is directly stated by the author; however, students can create a theme by supporting their ideas with evidence from the story!
What is the main theme of the story? Or how does the author communicate the themes of greed or fate? Is one stronger than the other?
Are Mr. and Mrs. White more alike or different from one another? How do you know?
Should we be afraid of the unknown? What message does the story share? Do you agree or disagree?

Examine W.W. Jacobs’ classic story with this set of questions and answers along with rigorous reading and writing activities . While it is ideal for a spooky season, the story is valuable for its ability to hook readers any time of year!

12. “Lamb to the Slaughter”

This classic story with a killer plot twist is about a woman who kills her husband and gets away with murder thanks to cooking a leg of lamb!

You could introduce the plot elements (exposition, rising action, climax, falling action, resolution), encourage students to identify major events to fit each element and write down textual evidence to support their ideas.
Complete a film analysis (examination of film techniques and their effects) to compare/contrast the short story with the classic Alfred Hitchcock television episode.
What is Mary Maloney’s state of mind? Does it remain the same or does it change throughout the story? Explain.
Is the resolution of the story satisfying? Why or why not? Why do you think the author ended it as he did?
How does irony contribute to the theme of deception in the story? Explain.

Spice up your middle school English or high school English class with this short stories and activities bundle for Dahl’s famous story!

13. “The Tell-Tale Heart”

Poe’s classic psychological thriller is narrated by an unnamed protagonist who insists on their sanity while recounting how they murdered an old man. The narrator is haunted by the sound of the victim’s beating heart, which ultimately drives him to confess to the crime despite not originally being a suspect.

Teach symbolism (object, person, or place that represents something else) by focusing on the heart and eye . The author used these symbols in various ways!
Investigate psychology (the study of the human mind) as a part of the story. Determine what is fact and what is fiction within the narrator’s mind.
What does the story reveal about the human psyche?
What is the deeper meaning of the two key symbols in the story – the beating heart and the eye of the old man?
What role do the narrator’s inner thoughts play in the development of the plot?

the tell tale heart short stories and activities

This Short Story Comprehension Bundle offers quick (and effective!) ways to assess students’ learning and understanding of the story. It’s easy to use and will no doubt save you time too!

14. “The Scarlet Ibis”

Emotional short stories and their counterparts have a place as well in English classrooms! This short story by James Hurst about two brothers is a heartbreaking must-read. Through flashbacks, the unnamed narrator tells the life story of his younger sickly brother William Armstrong, who is nicknamed Doodle. And the end…well, you’ll see.

Define and explain the purpose of a flashback (referring back to the past within a story). Think about the implications of never thinking back on the past or always thinking about the past.
Complete a comparison chart between Doodle and the Ibis as you read along. Then, students can create a visual of each after they have ready by using their own evidence!
What is the meaning of the story’s title and the presence of a scarlet ibis in the story?
What is the central theme of the story? How do the events of the story support this chosen theme?
How does the author use personification for the storm? What effect does this have on the story?

This flexible resource features critical thinking questions and answers as well as writing and reading activities for students to explore Hurst’s heartbreaking story.

15. “The Veldt”

This science fiction story by Ray Bradbury was first published as “The World the Children Made” and it is quite fitting as a title! The story focuses on a futuristic world in which a video screen can be controlled and it turns out to be more than simple virtual reality! By the story’s conclusion, the world the children made is the downfall of their parents.

Compare and contrast “The Veldt” with “The Pedestrian,” two short stories and dystopic texts by Ray Bradbury. Analyze the similarities and differences of both short stories and create a thematic statement that connects to both texts!
Make connections to our current reality in the 21st century. Locate research about the implications of technology on young people and integrate this information as you discuss this short story.
How does the author address the theme of technology versus humanity in the story? Do you agree with this commentary? Why or why not?
How does the nursery reflect the personalities of Wendy and Peter in this story?
Do you know the story of Peter Pan and his friend Wendy? What connections can you make between it and this story by Ray Bradbury?

Ray Bradbury’s classic short stories and similar passages are the BEST to teach in middle and high school English! With so much to dive into, they are sure to be a hit with your students. Grab this set of activities to extend your students’ engagement with rigorous reading and writing activities about “The Veldt.”

16. “The Necklace”

A woman who longs for a life of luxury and elegance beyond her means faces consequences when she loses a borrowed necklace. Guy de Maupassant’s story ends with a twist that has the reader question the value of material possessions.

I love comparing this short story with O. Henry’s “The Gift of the Magi.” You might choose to focus on the theme, characterization, setting, etc.
Summarize (writing about the main idea with details) each chunk of the story as you read with your students. Instead of asking students to write a paragraph, you could ask students to create each summary in only one sentence.
The story explores vanity, deception, and the consequences of striving for social status. Which theme do you think is the most important? Explain with support from the story.
Is Mathilde Loisel a likable character? Does this change during the story? Does it matter if the reader likes her? Why or why not?
What clues does the author provide throughout the story that foreshadow the twist at the story’s end?

Focus on the standards with this Short Story Lesson Bundle for “The Necklace” by Guy de Maupassant!

Need help with implementing activities for “The Necklace?” See below!

17. “A Vendetta”

Guy de Maupassant’s late-19th-century story is all about REVENGE. A mother is obsessed with creating a plan to avenge her son’s murder and she then puts the plan into action with a morbid outcome.

There are so many texts that involve REVENGE! Why not use this concept as a focus for a thematic unit (texts linked to a similar concept and/or message)? You could read “A Poison Tree,” “The Cask of Amontillado,” and “Lamb to the Slaughter” as well as “A Vendetta” with the intention of writing about all 4 for a comparison/contrast paper, presentation, or seminar.
Analyze the development (how a character changes over time) of the mother and the dog throughout the story; you might annotate for similarities and differences as well as their motivations!
What comment is the story making about the nature (or need) for justice? Do you agree or disagree? Why or why not?
What similes and metaphors does the author use to communicate the main character’s feelings about the vendetta?
How does the author use details to explain the main character’s thoughts, feelings, and motivation?

Add these activities for this lesser-known work to your short story plans. It’s sure to keep things fresh for your short stories and activities unit!

18. “Thank You, Ma’am” (also known as “Thank You, M’am”)

This heartfelt story by Langston Hughes tells the story of Luella, an older woman in the neighborhood, who is nearly robbed by a young man named Roger. In response to Roger, Luella brings him back to her home and treats him with an abundance of kindness, which has a profound effect on Roger.

This tale is at the top of the list for the BEST short stories and passages for upper middle and younger high school students!

Introduce perspective and/or point of view (how a story is told: 1st, 2nd, 3rd omniscient, 3rd limited, 3rd objective). Students might rewrite the story from another perspective or extend the story using the perspective of one of the main characters.
Review plot elements with a focus on the exposition (introduction to the characters, setting, and conflict), climax (highest point of interest/turning point of the story), and resolution (how the story is concluded and/or resolved in some way.) You could assign an activity surrounding each concept: visualization of the scene, a journal response to the event, or a short response focused on how the element is important to the overall theme!

thank you maam short stories and questions

Do you believe in second chances? What does the story say about second chances?
How might the climax of the story also be seen as the turning point in Roger’s life?
How would you describe Mrs. Luella Bates Washington Jones? Are her actions expected or unexpected in the story? Consider from Roger’s and the reader’s point of view.

Click to check out all of the details for this BUNDLE with differentiated options , which includes a Test Prep Quiz (with varied options), Venn Diagrams, Graphic Organizers, and Writing Responses!!

19. “Click Clack the Rattle Bag”

This short story by Neil Gaiman is creepy and fun in the best ways possible! The narrator is taking care of his girlfriend’s little brother and walking him to bed when the child asks for a story. Instead of the narrator sharing a story, the boy shares about the Click Clacks who drink their prey and leave behind rattling bodies. The end is too good to be missed!

Short stories and plots like those in “Click Clack the Rattle Bag” will most certainly engage even your most struggling learners!

We all know that test prep can be tough as many reading passages are, well, boring! Why not accomplish some test prep with your students and incorporate 5 standardized test-related questions ? You could focus on theme, structure, order of events, characterization, etc.!
Help students make inferences (acknowledging and hypothesizing about the impact of details that are not directly referenced or stated) as the scene moves along. Students can analyze the change in the setting, the little boy himself, the story the boy is telling, and specific phrases from the story.
What details in the story contribute to its eerie atmosphere or mood? Or what figurative language devices does Neil Gaiman use to create a sense of suspense in the story?
How does the author use ambiguity in the story? Is it effective or not? Explain.
What inferences can you make about the relationship between the narrator and the young boy?

click clack the rattle bag short stories and questions

This “Click Clack the Rattle Bag” Quiz Pack for middle and high school students uses the Common Core standards and contains questions and answers modeled after various state standardized tests! Make teaching this amazing short story by Neil Gaiman SIMPLE & EASY!

Why should we incorporate more short stories and activities in our teaching?

While I would never advocate replacing all novels with short stories and smaller texts, there is still something to be said about spending quality time with short stories and excerpts.

Including short stories and standards-based activities is an ideal option to improve reading comprehension and develop skills, especially in middle and high school English classes!

SHORT STORIES AND ACTIVITIES RESOURCES:

This Short Stories and Test Prep Questions ULTIMATE BUNDLE with Lessons, Quizzes, and Activities uses the Common Core standards with reading comprehension QUESTIONS and ANSWERS for 18 short stories such as “The Most Dangerous Game,” “The Monkey’s Paw,” “The Tell-Tale Heart,” “After Twenty Years,” “The Gift of the Magi,” “The Veldt,” “The Lottery,” “The Pedestrian,” etc. modeled after various state reading exams.

Make teaching short stories and activities SIMPLE & EASY!

Just PRINT & TEACH with engaging short stories and lessons!!

Need more fun ideas for teaching short stories and corresponding activities? Check out my store Kristin Menke-Integrated ELA Test Prep !

fun critical thinking questions with answers pdf for students

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85 Critical Thinking Worksheets That Are Fun For Kids

November 19, 2022
Math Worksheets

Mathematics is all about patterns and critical thinking . You may be surprised to find that at least one pattern exists in whatever the concept may be.

The pattern may repeat once or several times, in an alternate manner, or by skipping tens. There are many such examples of patterns.

Counting and Number Patterns

Counting is easy if the numbers in a set or pattern are only differentiated by 1. The challenge is when the patterns utilize more than one way in it to arrive at an answer.

Primarily, a counting box is used to learn all about the basic patterns. It has 10 vertical columns and 10 horizontal rows.

Along a row, the pattern is, 1 is to be added when moving from one number to another. For example, if you begin with 0, add 1, and the resulting number in the next box will be 1.

Similarly to that 1, add 1, and the resulting number in the next box will be 2. In this way, the pattern moves forward until the final box has the number 9

Along a column, the pattern is, 10 is to be added when moving from one number to another. For example, if you begin with 0, add 10, and the resulting number in the next box will be 10.

Similarly to that 10, add 10, and the resulting number in the next box will be 20. In this way, the pattern moves downwards until the final box has the number 90.

The end box number of each row or column differs. In the vertical column, the difference is 10, and the pattern goes 9, 19, 29……. In the horizontal row, the difference is 1, and the pattern goes 90, 91, 92…..

The patterns are not restricted to any specific numerical value or shape. They keep on changing, and so does their base pattern.

To solve any kind of pattern, irrespective of shape, all you have to find out is the foundational rule of the set, and the pattern will reveal itself before you in no time.

The main aim of utilizing patterns is it helps the student develop critical or lateral thinking. It expands the narrowed vision of students, and a much broader spectrum enables them to formulate solutions on their own in a unique way.

The below page mini-packet covers basic counting and number patterns. It uses puzzles to help students better understand numbers and their patterns.

Key concept: Counting and understanding number patterns are crucial concepts that all students need to master and can save them time as mathematics becomes more difficult.

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The Below worksheets introduce patterns. Students complete the patterns for each problem. The problems consist of numbers, objects, and one word problem.

Pattern Puzzles – Level 1

The below worksheets has students determine the missing values of three different puzzles. Students need to find the pattern and then calculate the missing amounts.

Key concept: Mathematics is filled with patterns. The better students are at seeing them the faster they get at solving problems.

Numerical Puzzles – Level 1

The below worksheets includes math puzzles.

Patterns and Puzzles (B) – Level 2

The below worksheets has three different puzzles for students to recognize patterns.

Key concept: Puzzle and Pattern problems help students think of alternative solutions and solve more complex problems.

Math Puzzles – Numbers Level 2

The below worksheets has students solve various puzzles. They either determine the missing values or find the number that does not belong in a group.

Key concept: Patterns and puzzles are a great alternative to helping students gain confidence in solving problems.

Adding and Subtracting Review All Levels

The below worksheet is designed to help students review addition and subtraction. Students add or subtract a certain number and follow the pattern until helping Action Joe escape.

Multiples / Multiplication Practice – All Levels

The below worksheet reviews multiples to help students with their multiplication. Students find the multiples from least to greatest in each maze to help Action Joe .

Multiplying and Dividing Review- All Levels

The below worksheet is designed to help students review multiplication and division. Students multiply and divide a certain number and follow the pattern until helping Action Joe find the treasure

Mixed Review – All Levels

The below worksheets is designed to help students with basic review. Vocabulary covered: least, greatest, multiples, divisible, prime numbers, perfect square, odd, and even. Another adventure for Action Joe .

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Algebraic Operations Puzzles

The various Algebraic Operations of Division, Multiplication, Addition, and Subtraction are part of the pattern formation. It is not so that only one type of operation is part of one pattern.

The problem may exhibit multiple operational incorporations in numerous patterns. The complexity only increases from here; there is no step back to the pattern we studied earlier.

It is also possible that patterns may not only run linearly. They may be backward and diagonally too, and this is precisely what patterns make the students comprehend that there is immense space for alternative solutions.

Inequality Puzzles

These are again a subpart of the Operational Puzzles. Instead of the usual arithmetic operations in equations and expressions, these have a greater than and lesser than symbols.

Although this is the case, the key is still the same to unlock them. Figure out the pattern, and you can understand how the expression has been created.

One clue is, there is one false expression between two true ones. So start by eliminating the false ones, and you will have the true ones appearing.

This maze worksheet reviews inequalities. Students find the true statements and follow them to help Turkey Eddie get to his feast.

Helpful hint: The maze might look big but if student’s think about it, certain problems can be eliminated because they are between two true statements.

Logical Puzzles (Mazes) – All Levels

The below worksheet has four different mazes to challenge your students.

Key concept: Puzzle and Pattern problems help students think of alternative solutions, especially working backwards. You might be surprised who finishes each maze first.

Input-Output Tables

In these types of tables, the pattern is to figure out the number of additions, how many times multiplication occurs, whether the denominator is greater than the numerator in divisions, and subtracting gives negative or positive integers.

If the given input values are – 45, 51, 62, and 75, and the output values of first and third are 47 and 64, then you can guess the rule to be ‘Add 2’. And so, the output values will be for the second and fourth will be 53 and 77.

These one page worksheets cover input-output tables. Students need to find the rules and complete the tables. Input-output tables help students recognize patterns and build a relationship between lines and equations. There is a different worksheet for each level.

Multiplication and Geometry Game

Activity excites students, and it is thus the best way to explain new and complex concepts. You can also teach patterns with the help of these Multiplication and Geometric Games.

A sheet containing many boxes, each with two statements, should be printed and cut into respective boxes. One statement is an expression with ‘I have,’ and another with ‘Who has.’ Both expressions are different and unrelated to each other

Best as a group activity, you should distribute these chits to all the students. Each student should then loudly read both the expressions with their headings of ‘Who has’ and ‘I have.’

The students must then figure out whether they have either of the statements read aloud by the said student. If they do, they should respond with the correct expression to the expressions in question.

These games will improve their hunger for competition, and a bonus will be their perfect grasp of the lesson. Also, they will understand some unconventional ways, where there is more than one answer to a question.

An Example from the Geometry Game: A square can be a rhombus, but a rhombus is not a square. These types of conclusions cannot be arrived upon by simply going through the lesson. The students need to use their critical thinking skills.

The below worksheet describes about the gam

Subtracting Fractions

There are normal fractions, and then there are mixed fractions that first need to be converted to normal functions to move forward with subtracting.

To do that, multiply the denominator with the left whole number and add to it the numerator value. The answer you get will be the normal numerator, and the denominator will remain the same.

If there are no mixed fractions in the expression to be solved, you can directly begin from the following step of multiplication.

For the subtracting part, cross multiply the denominators with the numerators of the opposite terms and with the denominators too. This will give a common denominator.

However, in the numerator, the multiplied answers are separated by the algebraic function: subtraction. Subtract the numerators, and there you have the final fraction answer.

The below maze worksheets have students answer subtracting fraction problems and then use the answers in the numerator or dinominator to move Mr. Bunny in the stated direction to find the missing egg. There is a different worksheet for each level.

Area Puzzles

Ever imagined measuring something without using a ruler? No? With this concept of Area Puzzles, you can measure the different lengths of the unnamed shape or quadrilateral using the given data itself.

The values of the areas given of the smaller boxes are nothing but the squares of their sides. This way, you will get the measurement of sides of the adjacent squares, and you can ultimately reach the box whose area actually needs to be calculated.

These puzzles also follow the principle of patterns and critical thinking.

The below worksheets is an area puzzle where students try to determine if the quadrilateral is a square or not. They need to use the given information to find the sides of the other smaller squares inside the shape and then use that information to determine the length and width of the larger quadrilateral.

Use the concepts of Coordinate Algebra in playing this game. All rules, points, coordinates must be adhered to when the game is in progress.

Who Done It?

Use the concepts of Time and Money to figure out the robbery. Carefully read the timings, money bills, and any other such data while processing the solution.

The below worksheet has students use their basic math skills to solve a robbery. They read the information and look at the pictures to figure out who committed the crime.

Who is Who?

This requires logic and reasoning. The students learn to differentiate between which are the factual statements and which are the false ones.

Critical thinking and pattern figuring are the way to go about this.

Who is Who? Soccer – Level 3

The below word problem worksheet has students put together information and solve simple problems to organize details about a soccer (football) team.

Math Vocabulary

To solve this, you will need to understand and learn different concepts’ definitions, key terms, and alternate names. Beginning with types of numbers, continuing with decimals, fractions, exponents, and towards the end, graphs, mid-point, etc.

One common misconception among the majority of the students is, they equalize Factors and Multiples. Let us give a once over to them.

Factors are exact divisible numbers to the one in question, without leaving any remainder. These are less in number compared to Multiples.

Multiples are the results of multiplying a number with another number. Both the two multiplying numbers are the factors of the result, which is the Multiple.

Multiples have factors. The reverse is also possible but rare in occurrence.

Example: 5 x 4 = 20

Here,

5 and 4 are factors of 20.

20 is the multiple of 5 and 4

The below worksheet helps students practice basic math vocabulary. It can be used as a single worksheet or separated into two smaller ones and used as warm ups.

Critical Thinking – Multiplication Level 1

The below worksheets is on multiplication. Students use two sets of 0-9 numbers to fill in the empty boxes. They look at each picture and use their basic multiplication skills to answer the number of each item.

Critical Thinking A – Level 2

The below worksheet is on math terminology. Students use two sets of 0-9 numbers to fill in the empty boxes. They need to use their basic math vocabulary and thinking process to answer the questions correctly.

Critical Thinking C – Level 2

The belo worksheet is on math terminology. Students use two sets of 0-9 numbers to fill in the empty boxes. They need to use their basic math vocabulary and thinking process to answer the questions correctly.

Critical Thinking D – Level 3

Critical thinking e – level 3.

Variable and Substitution Puzzles

Use the concepts of Variables and Substitutions as studied earlier, and solve the puzzles.

Variable Puzzles – Level 1

The below worksheets use puzzles to help kids practice their algebra skills. Students are given five variables (letters) and have to find what numbers they represent. They are given equations as clues and a grid to help solve the unknown variables. This can also be used to practice the process of elimination for test taking skills.

Substitution Puzzle – Level 2

The below worksheet has students determine the value of three shapes and then substitute the values into expressions. It also reviews the order of operations.

Mean, Median, Mode, and Range Puzzles

Use the concepts of Mean, Median, Mode, and Range to solve the respective puzzles. Apply practically in recognizing the patterns.

The below worksheet help students practice mean, median, mode, and range. Students need to calculate the missing cards based on the given clues.

Crossmath Puzzles

These refer to using the different Algebraic Operations in the combination of twos. As in a crossword puzzle, the more you solve the clues, the easier it is to find the remaining words; similar is the case with solving these crossmath puzzles.

Begin by using one-digit numbers in multiplication to similar numbers. Use your tables to try /the trial and error method and fill in the boxes.

Crossmath Puzzle – Level 1

The below worksheets is similar to a crossword puzzle. The goal is to fill in the empty spaces using the arithmetic to get the answers at the bottom and right column. Each puzzle has a set of numbers that can only be used once. Addition and Subtraction .

Help page for crossmath puzzle

Crossmath Puzzle – Level 2

Crossmath Puzzle – Level 3

The below worksheet is similar to a crossword puzzle. The goal is to fill in the empty spaces using the arithmetic to get the answers at the bottom and right column. Each puzzle has a set of numbers that can only be used once. Multiplication and Division .

Crossmath Puzzle – Level 4

Crossmath Puzzle – Level 5

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Enquiry Learning

This refers to understanding a concept based on one’s conclusions regarding the various algebraic expressions. There is no one true answer.

The possibilities are many, but you need to explain how and why you arrived at a particular conclusion for each word problem. Verbal Expressions are more prominently found, so understand and comprehend what the questioner is asking you.

Gather data, explore different possibilities. Finally, select the aptest one and suited to be the solution to the particular question.

The below worksheets has enquiry learning problems. Each question could have multiple solutions, but the students are expected to show how they came up with their conclusions.

Enquiry Learning – Probability

The below worksheet has three enquiry learning problems. Each probability question could have multiple solutions, but the students are expected to show how they came up with their conclusions.

Situations are unpredictable, and out of them, you need to make a good sample and best inferences by using critical thinking. Data is crucial to this.

The best output, along with the merits and demerits, gives a sample substance and the fuel to move it further. If you fail to think exponentially, meaning out of the ordinary, the chances of your solution matching with others increases, making your sample difficult to be accepted.

The below worksheet covers sampling. It includes word problems that ask students to examine samples, show whether or not it fairly represents the entire population, and think about how certain samples can produce better inferences.

Venn Diagrams

Repetition does not always work. Rather than writing stuff twice, you can find the similarities and dissimilarities among the data and create a diagram pointing out those with focus.

These diagrams are called ‘Venn Diagrams,’ and these are circular.

If there are three things in comparison and there is a resemblance, then the three shapes overlap each other. The likes are then mentioned in the overlapping part representing that the highlighted part depicts the qualities common to the three in comparison.

If there are only two comparable quantities, the method used is the same.

Differentials are written in the respective circles, parts that do not overlap with the adjacent circles.

The below worksheets introduces Venn diagrams. Students use Venn diagrams to show the relationship between two sets of information.

Critical Thinking Help Packets

Counting and number patterns- level 2.

The below worksheet covers basic counting and number patterns. It uses puzzles to help students better understand numbers and their patterns.

Download worksheet

Venn Diagrams – Level 1

The below worksheet introduces Venn Diagrams. Students learn to use pictures (circles) to help represent sets and show how they are related.

Critical thinking in mathematics, especially in Algebraic Concepts, is crucial to expand further your knowledge and understanding of all concepts relating to it.

If you do not stretch your mental capacity far wide and develop the skill of multilateral thinking, then the chances of excelling at Algebra lessen significantly.

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Worksheet library: critical thinking: grades 3-5.

Visit Education World's Worksheet Library for a wide variety of free printables for use across the curriculum and across the grades.

Quotes Solve the math problems to get the letters to a quote. (Grades 3-5)

Jokes Solve the math problems to get the letters to a joke. (Grades 3-5)

The Old House Use math to figure out how to fix the old house. (Grades 3-5)

Balance Algebra Use Algebra to balance the scales. (Grades 3-5)

Balance Benders Given some facts, which objects weight will even off the scales? (Grades 3-5)

Paper Folding Draw how a folded sheet of paper with holes punched in it will look when unfolded. (Grades 3-5)

Analogies With Shapes Which shape completes the analogy? (Grades 3-5)

Penguin Color the thermometer to show the freezing point, then complete the picture of the pengin. (Grades 3-5)

Name That City Read the story. Then make an inference based on the evidence in the story. (Grades 3-5)

Von Bayers Girlfriend Read the true story. Then make an inference based on the evidence in the story. (Grades 3-5)

Whale of a Good Time Read the story. Then make an inference based on the evidence in the story. (Grades 3-5)

Rhyme and Reason Can you figure out the subjects of these simple rhymes? (Grades 3-5)

Rhyme and Reason (#2) Can you figure out the subjects of these simple rhymes? (Grades 3-5)

Rhyme and Reason (#3) Can you figure out the subjects of these simple rhymes? (Grades 3-5)

Rhyme and Reason (#4) Can you figure out the subjects of these simple rhymes? (Grades 3-5)

Rhyme and Reason (#5) Can you figure out the subjects of these simple rhymes? (Grades 3-5)

Rhyme and Reason (#6) Can you figure out the subjects of these simple rhymes? (Grades 3-5)

Antarctica Find 8 errors in this brief article about Antarctica. (Grades 3-5)

The Mystery of the Loch Ness Monster Find 7 errors in this brief article about the Loch Ness monster. (Grades 3-5)

Big Sky Country A friendly letter about Montana helps reinforce letter-writing skills. (Grades 3-5)

Common Nouns Find and write six common nouns found in each picture. (Grades 3-5)

Math Analogies Can you correctly complete each of these math analogies? (Grades 3-5)

Math Analogies (#2) Can you correctly complete each of these math analogies? (Grades 3-5)

The Best Pancake Recipe Find the math answers in this story about Olgas sleepover party. (Grades 3-5)

The Color Spinner Who is most likely to win the Color Spinner game? (Grades 3-5)

Leafy Lengths Complete the graph to show the length of the leaves that Luis and Amy found. (Grades 3-5)

Allowance Graph Answer questions about a graph that show how much allowance five kids get. (Grades 3-5)

Line of Symmetry Which of the six shapes shown on this page are symmetrical? (Grades 3-5)

Find the Nickname These clues will help you figure out each kids nickname. (Grades 3-5)

Order of Age Use the clues to order three kids ages from youngest to oldest. (Grades 3-5)

Lots of Rocks Use the clues to figure out the locations of three rocks. (Grades 3-5)

Theyre in the Band Use the clues to figure out which instrument each kid plays. (Grades 3-5)

Novel Thinking Read the definition. Write the vocabulary word and its part of speech. (Grades 3-5)

Maniac Magee Answer questions with evidence in this excerpt from Maniac Magee by Jerry Spinelli. (Grades 3-5)

The Moon by Night Answer questions with evidence in this excerpt from The Moon by Night by Madeleine LEngle. (Grades 3-5)

Sideways Stories from Wayside School Answer questions about this excerpt from Sideways Stories from Wayside School by Louis Sachar. (Grades 3-5)

Pass the Salt Use evidence from this story to answer the questions about it. (Grades 3-5)

Science Detective: Cells Read the article. Then answer the True/False questions about it. (Grades 4-8)

Science Detective: Change of Phase Use evidence from this article about friction and states of matter to answer the questions. (Grades 4-7)

Scratch Your Brain Use addition and subtraction to figure out solutions to these brain benders. (Grades 3-5)

From One Word to the Next Change a letter in the previous word to make the word that completes each phrase. (Grades 3-5)

Root Words Complete this activity about words that have /capt/ or /tact/ as a root. (Grades 3-5)

Spelling Challenge Circle the word in each group that is correctly spelled. Yes, you can use your dictionary. (Grades 5-8)

Prefixes and Roots Complete this activity about words that have /phone/ as their root. (Grades 3-5)

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48 Critical Thinking Questions For Any Content Area

Critical thinking questions include, ‘Why is this important? What are the causes and effects of this? How do we know if this is true?”

What Are Critical Thinking Questions For Any Content Area?

by TeachThought Staff

Critical thinking is the heart and soul of learning, and–in our estimation anyway–ultimately more important than any one specific content area or subject matter.

It’s also an over-used and rather nebulous phrase — how do you teach someone to think? Of course, that’s the purpose of education, but how do you effectively optimize that concept into lasting knowledge and the ability to apply it broadly?

Looking for more resources to teach critical thinking? Check out our critical thinking curricula resources on TpT.

What Is Critical Thinking?

This question is what inspires the creation of seemingly endless learning taxonomies and teaching methods: our desire to pin down a clear definition of what it means to think critically and how to introduce that skill in the classroom.

This makes critical thinking questions–well, critical. As Terry Heick explains in What Does Critical Thinking Mean?:

“To think critically about something is to claim to first circle its meaning entirely—to walk all the way around it so that you understand it in a way that’s uniquely you. The thinker works with their own thinking tools–schema. Background knowledge. Sense of identity. Meaning Making is a process as unique to that thinker as their own thumbprint. There is no template.

After circling the meaning of whatever you’re thinking critically about—navigation necessarily done with bravado and purpose—the thinker can then analyze the thing. In thinking critically, the thinker has to see its parts, its form, its function, and its context.

After this kind of survey and analysis you can come to evaluate it–bring to bear your own distinctive cognition on the thing so that you can point out flaws, underscore bias, emphasize merit—to get inside the mind of the author, designer, creator, or clockmaker and critique his work.”

A Cheat Sheet For Critical Thinking

In short, critical thinking is more than understanding something — it involves evaluation, critiquing, and a depth of knowledge that surpasses the subject itself and expands outward. It requires problem-solving, creativity, rationalization, and a refusal to accept things at face value.

It’s a willingness and ability to question everything.

The Ultimate Cheat Sheet For Digital Thinking by Global Digital Citizen Foundation is an excellent starting point for the ‘how’ behind teaching critical thinking by outlining which questions to ask.

It offers 48 critical thinking questions useful for any content area or even grade level with a little re-working/re-wording. Enjoy the list!

48 Critical Thinking Questions For Any Content Area

ultimate cheatsheet for critical thinking

See Also: 28 Critical Thinking Question Stems & Response Cards

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Best fun critical thinking questions with answers

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Critical thinking is an essential skill that allows individuals to analyze, evaluate, and interpret information in a logical and objective manner. It enables us to think outside the box, make informed decisions, and solve problems creatively. Engaging in critical thinking exercises helps stimulate our brains, expand our knowledge, and improve our problem-solving abilities. One way to enhance critical thinking skills is through fun and thought-provoking questions.

In this article, we have compiled a list of fun critical thinking questions with answers that will challenge your reasoning and ignite your imagination. Whether you are looking for icebreaker activities, conversation starters, or brain teasers to entertain friends and family, these questions are perfect for all occasions.

So, get ready to put your thinking cap on and enjoy these exciting critical thinking questions!

See these fun critical thinking questions with answers

What can you break, even if you never pick it up or touch it?
What has keys but can’t open locks?
What has a heart that doesn’t beat?
If you have me, you want to share me. If you share me, you no longer have me. What am I?
What goes up but never comes down?
What is always in front of you but can’t be seen?
What comes once in a minute, twice in a moment, but never in a thousand years?
What has a thumb and four fingers but is not alive?
What can you hold in your right hand but never in your left hand?
What has a face that doesn’t frown, a heart that doesn’t beat, and a back that doesn’t hurt?
What has a ring but no finger?
What can you catch but not throw?
What gets bigger the more you take away?
What can you hear but not touch or see?
What belongs to you but is used more by others?
What has a neck but no head?
What has a bottom at the top?
What gets wetter the more it dries?
What has an eye but can’t see?
What has a mouth but can’t eat?

These fun critical thinking questions are just the tip of the iceberg. By engaging in activities that challenge our thinking, we can improve our problem-solving skills and cultivate a more analytical mindset. So, the next time you want to stimulate your brain or spark an interesting conversation, give these questions a try!

best critical thinking questions answers

115 Critical Thinking Questions For Adults and Students

By: Author Tom Stevenson

Posted on Published: November 9, 2021 - Last updated: August 19, 2023

To learn how this content was created please read our Editorial Guidelines .

Critical thinking questions are a great way to help you learn and get to the heart of many matters.

These fun critical thinking questions are what you should be asking if you want to learn more and challenge your own beliefs.

Questioning what you’ve read, what you’ve learnt and your own preconceptions is a useful way to remove your own ignorance on many topics.

As a child, we asked questions about critical thinking all the time. It’s how we learn right and wrong and a variety of other things. Curiosity and questioning what we know are some of the best ways to improve your knowledge.

Whether you want to use these questions with your students or to learn more yourself, they’ll help you develop a framework to learn more about almost anything.

Critical thinking questions examples.

Critical thinking questions are easy to spot. They’re questions that are worded so you can take a more in-depth look at things.

They’re similar in nature to open-ended questions , in that it’s expected the person who’s being questioned will provide a substantive answer rather than a short one.

Here are a few examples so you get the idea:

How do you know this?
Why does it matter?
What are the reasons for _____?

Critical Thinking Questions Starting With ‘What’

1. What do you think you would have done if you were the person in that position?

critical thinking questions person in that position

2. What did you think they meant when they said…?

3. What did you assume about them in the beginning that you were wrong about?

4. What do you think it meant when this happened…?

5. What did the evidence say about…?

6. What do you think would have happened if…?

7. What are your conclusions about…?

8. What do you think would have been a better ending to…?

9. What could have been a big twist in the story?

10. What do you think would have happened if…?

Questions For Critical Thinking Starting With ‘When’

27. When do you think that this became a problem?

28. When will you change your mind about…?

29. When do you think you will be ready to…?

30. When will you be able to tell if _ worked?

31. When is ___ ever acceptable?

32. When will be the right time to stop…?

33. When is the best time to start…?

34. When do you think the situation changed with…?

35. When will ___ ever happen?

36. When do you think you knew in the movie what the ending was going to be?

37. When will be the best time to have another think about…?

38. When shall we revisit…?

39. When did you realise that ___ hadn’t worked?

critical thinking questions realised it hadn't worked

You might also like: Thought provoking questions

Critical Thinking Questions Starting With ‘How’

40. How do you feel about…?

41. How do you think _ could have been handled better?

42. How would you have responded to…?

43. How did you come to that conclusion about…?

44. How does doing ___ change…?

45. How would you feel if…?

46. How did you come to deciding…?

47. How do you think ___ might hurt..?

48. How else would you handle this in the future?

49. How do you think they ought to have responded to…?

50. How do you think you will feel when…?

51. How did this benefit you?

52. How would ___ benefit others?

critical thinking questions benefit others

Next: Mind blowing questions

53. How is this different from other situations?

54. How would you advise them to handle it in the future?

55. How do you think they will react when they find out…?

Critical Thinking Questions Starting With ‘Who’

56. Who will be affected when this happens?

57. Who is the person that you would call on for…?

58. Who do you think will be most impacted by…?

59. Who caused the problem in ___ this situation?

60. Who wrote…?

61. Who do you think is most likely to…?

62. Who do you think will most benefit from…?

63. Who do you think was the problem in ___ situation?

64. Who caused the most harm in…?

65. Who is responsible for…?

critical thinking questions responsible for

You might also like: Yes or no questions

66. Who do you think is the most crucial person for…?

67. Who would be the best person to call on for this problem?

68. Who can you count on …?

69. Who do you think would be best off staying out of…?

70. Who is the person you are most nervous about telling…?

71. Who was the happiest when they found out that…?

72. Who was the most important character in this story?

73. Who had the strongest argument for…?

74. Who do you feel was wrong in that situation?

75. Who would be the first person that you would tell about…?

Critical Thinking Questions Starting With ‘Why’

76. Why do you need to…?

77. Why do you think they chose to…?

78. Why do you think that ___ happened?

critical thinking questions why did it happen

Next: Hypothetical questions

79. Why is it important to…?

80. Why do you think ___ is necessary?

81. Why do you think that they said?

82. Why do you think the author decided to add…?

83. Why is it a problem when…?

84. Why do we need to do…?

85. Why are you so…?

86. Why does this need to stop?

87. Why do you need to improve…?

88. Why do you think I am bringing this up…

89. Why do you think that ___ became a problem?

90. Why do you think it wasn’t rectified?

Critical Thinking Questions Starting With ‘Where’

91. Where has this happened before?

critical thinking questions where has it happened before

You might also like: Unanswerable questions

92. Where do you think we would be if…?

93. Where did the story begin to alter?

94. Where can we give our attention to…?

95. Where can you get more information about…?

96. Where do we need to improve?

97. Where would we find the solution for….?

98. Where did they find the solution?

99. Where do you think that ___ got complicated?

100. Where could we ask for help with…?

101. Where would you have done things differently?

102. Where would you seek answers to these problems?

103. Where do you think would have been the best place to stop?

104. Where would you advise we focus next time we…?

105. Where do you think it went wrong?

Critical Thinking Questions For Interviews

106. Tell me about a time you had to use your initiative to solve a problem

107. How would you handle a situation when you’ve noticed a superior makes an error?

108. What would you do if a colleague came to you with an unusual suggestion to improve the business?

109. Have you ever anticipated potential problems and stopped them before they became an issue?

110. How quickly do you make decisions?

111. How do you handle disagreements between colleagues?

112. Have you ever convinced managers or your superiors to take your approach on solving a problem?

113. How would you solve a disagreement between a customer and a colleague?

114. What would you do if a customer came to with an issue while you were talking to a colleague/superior?

115. What would you do if you had a deadline approaching you knew you wouldn’t be able to meet?

Looking For More Questions?

Existential Questions – Questions that will make you think about life, the universe and many other deep topics.

Trick Questions – If you want people to start thinking but in a fun way, these questions are perfect!

240 Philosophical Questions for Deep Critical Thinking & Debate

statue of ancient philosopher thinking about philosophical questions

Philosophical questions are an effective tool to stimulate and develop critical thought. They examine profound matters like free will and human nature; the source and value of happiness; morality and ethics; love, logic, and knowledge; religion, death, and the meaning of life.

Although such questions can open a “rabbit hole” that leads to endless and seemingly unanswerable questions, a list of philosophical questions to ask about life—like the ones provided below—can be used as a springboard for critical thinking.

Such questions help us evaluate arguments, explore foreign ideas, identify potential biases, and think critically about our own beliefs and presuppositions.

We are preparing our our children to enter a society full of questions … and questionable ideas.

Consequently, it is our responsibility to train them to think critically and, above all, seek truth when asking the deep questions that arise in their own hearts.

First, let’s take a closer look at what a philosophy question is. Then I’ll provide some examples to help encourage deep thinking.

What is a Philosophical Question OR TOPIC?

A philosophical question is open-ended. Since philosophy itself means “love of wisdom,” it logically follows that a philosophical question is one that pursues a deep understanding of the subject examined.

The answer to this type of question isn’t necessarily an easy one—nor is it always black or white. It requires thoughtful reflection.

The deeper the reasoning behind the answer the better.

Bear in mind there’s no such thing as a dumb philosophical question . However, don’t be surprised if the way questions are answered borders on the brink of absurdity at times.

But the goal is to inspire thought .

So … even if your students gives nonsensical responses, if they’re willing to explain how they came to their answer, count it as a win.

(Even giving an incomplete answer is better than not pondering the question at all.)

A good example of a philosophical question is one of the three overarching “pillars” of philosophy.

The 3 Basic But Big Questions of Philosophy Deal with Existence

The fundamental questions of philosophy deal with existence and fall into three main categories::

Where did we come from?
Why are we here and how should we live?
Is there hope for our future and life after death?

How we answer those questions determines what we will value and how we will behave.

With that in mind, it’s clear just how important it is to train our children to ask meaningful questions and seek truthful answers.

The study of philosophy can help us do that.

PDF Download of 240 Philosophical Questions

240 Philosophical Questions for Deep Critical Thinking

GET ALL 240 QUESTIONS IN AN INSTANT-DOWNLOAD EBOOK!

Includes strategies for using philosophical questions as debate topics.

It is natural to be inquisitive. Let’s steward our students’ curious natures well!

I’ve gathered 240 philosophy questions to help you (and your students) think through tough philosophical topics together.

It’s tempting to look at these questions as a mere academic exercise.

But philosophical ideas have shaped human history from ancient times until today — for better or for worse .

Look at them, instead, as a means of preparing your students to face (and combat) the deceptive ideas they will soon encounter.

Questions of Free Will and Human Nature

It's human nature to live according to the clock. We only have so much time on Earth.

Are we really free?

The question of free will versus determinism has been debated by great thinkers for centuries.

Some contend that we have complete freedom of choice.

Others believe that humans have no free will and cannot be held morally responsible for their actions (determinism).They argue that the choices we make stem exclusively from the nature we are born with and all the influences that surround us.

The Bible teaches that we have free will, and we’re responsible for our actions. As Deuteronomy 30:19 explains:

“… I have set before you life and death, blessings and curses. Now choose life, so that you and your children may live …”

Here are some questions about will and humanity:

Are humans innately good or evil?
Can humans change their behavior if given enough time?
Do humans need God to exist?
What happens when we die?
Does consciousness continue after physical death?
Why does suffering happen?
Should we try to prevent bad events from happening? If so, then how would we go about doing that?
What makes human life so valuable?
What makes us human?
Why does it matter if we’re alive?
Is there anything wrong with being selfish?
Do humans need other people in order to live?
Can animals feel pain? If so, why don’t they try to avoid hurting each other?
Are children born good or evil?
Is it okay to lie to protect yourself?
What is beauty?
Do all people deserve respect?
Did you exist before you were born?
Where do emotions come from?
Can we choose our emotions or do they just happen?
At what age are children held accountable for their actions? How do you determine that?
Where does self-worth come from?
How do you determine one’s self-worth?
Is one human life worth more than another?
Is ignorance really bliss?
What is the goal of humanity?
Can predestination and free will coexist?

Philosophical Questions About Happiness

The philosopher Aristotle held the view that, “Happiness is the meaning and the purpose of life, the whole aim and end of human existence.”

Yet the very definition of happiness is as diverse as the people who seek it. Some seek it in relationships, others in work, hobbies, or pleasure.

One school of thought says finding happiness requires a life in which every aspect contributes toward personal fulfillment.

Another believes that happiness is “happenstance”—an emotion based on positive circumstances.

What do you think?

Here are some questions to ponder about happiness:

How much should we care about making ourselves happy?

What does it mean to be happy?
Can I be happy when faced with suffering?
Is happiness universal or a matter of perspective?
How much should we care about making ourselves happy?
Is it possible to feel happy and sad at the same time?
Is it really necessary to pursue happiness?
Are we happier now as a society than in times past? Why or why not?
Does anyone else’s happiness affect my own?
If someone has less material wealth than me, does this automatically make him unhappy?
What brings true happiness?
Can happiness be measured or quantified, like money and power?
Are certain types of experiences inherently “happier” than others?
Is it always best to seek out pleasure over avoiding pain?
Is happiness just the product of chemical reactions in the brain?

Questions Regarding Morals and Ethics

Questions of morals and ethics are important to examine.

Questions of morals and ethics are important to explore if you wish to develop critical thinking skills.

Morality and ethics both relate to the distinction between good and bad or right and wrong. However, morality is usually thought of as personal and normative, while ethics is the standards of good and bad distinguished by a particular community or social setting.

Because the seriousness of the two topics can elicit emotional responses, if we’re not careful, debates on ethics and morality can get heated quickly.

A good moral or ethical argument takes the whole picture into account.

For instance, how would you answer the question, “ Is killing always wrong? ”

Our first instinct may be a resounding Yes!

But looking at the big picture, we might ask: What if it occurs in self-defense? What about soldiers? Are they held to the same ethical standard civilians are?

These are the types of philosophical questions we encounter in this category.

Here are some additional examples:

Is it possible to make moral judgments without religion?

Is morality relative or absolute?
Where do morals come from?
Is it possible to make moral judgments without religion?
Is killing justified under certain conditions?
What makes something immoral?
How do you define “good” and “evil”?
Why do most people think that lying is bad?
Should all actions have equal consequences?
Does every human life count equally?
Is it ever justified to hurt others?
Is it fair to punish criminals with death?
Does morality come from within or outside ourselves?
Is stealing ever permissible?
Is it ever permissible to deceive others?
Should we judge acts based on their outcomes alone?
Should we always follow the rules even if doing so causes harm?
Is slavery ever ethically defensible?
Is dishonesty always wrong?
Would you kill one person in order to save 1,000?
Are lies permissible if they protect someone’s feelings?
What defines a person?
Are we obligated to help others?
Is it wrong to kill animals?
Are humans replaceable?
What is virtue?

Love is an abstract concept defined in a number of different ways. It’s described as:

a state of mind
a relationship
or a desire.

You’ll find a biblical definition of love in 1 Corinthians 13:4-8:

“Love is patient and kind; love does not envy or boast; it is not arrogant or rude. It does not insist on its own way; it is not irritable or resentful; it does not rejoice at wrongdoing, but rejoices with the truth. Love bears all things, believes all things, hopes all things, endures all things. Love never ends.…”

Here’s a collection of philosophical questions about love:

Which is more important: love or money? Why?
Is there such thing as true love? If yes, where does it come from?
Do all human beings want to be loved?
Can anyone ever really understand another’s feelings?
Are children born with an innate love for their parents?
Are some relationships better than others?
Can life without love exist?
What makes someone fall in love?
Why do people get married?
Is there a difference between love and lust?
Is marriage necessary?
Does love last forever?
Is it okay to love yourself?
Is love natural or a choice to be made?
Where do we find love?

Hard Questions Concerning Death

Have you heard the cliché: “The only certainty in life is death and taxes”?

Death truly is a certainty of life.

While some people choose to face the reality of death head-on, others pretend like it doesn’t exist.

Perhaps it’s the finality of death that sparks fear.

Regardless of how we feel, our time on earth will end at some point in the future.

How should that impact how we live today?

Discussing death can be healthy when done in the right manner.

How would you like to be remembered after you die?

Here are some questions about death we can use to explore the topic, provoke thought, and potentially positively affect how we live:

Why do people fear death?
Can we know for certain if there is life after death?
How would you like to be remembered after you die?
What happens to the body after you die?
Does “good death” exist?
What would happen if we lived forever?
Should we try to prolong our lives at any cost?
Could immortality be possible?
Is euthanasia wrong in all circumstances?
Is death actually the beginning?
Why is it acceptable to kill insects?
Should terminally ill patients be able to choose death?

Questions with Respect to Universal Human Rights

Man ponders whether universal human rights exist.

Universal human rights are those rights which apply equally to everyone regardless of race, religion, gender, or creed.

They include freedom of speech , equality before law , right to justice , and more.

The philosophy behind human rights is based upon the idea that humans deserve respect and dignity, and—ultimately—the right to life.

They’re largely considered universal because they are natural, belonging to all members of humanity simply by virtue of being human.

Some philosophers argue that such rights can’t be taken away, while others claim they are conditional.

Here are a few questions to help us think critically about human rights:

What makes something a human right?
Do you believe human rights even exist?
Are human rights actually universal?
Are humans rights and entitlement the same thing?
Can torture be justified?
Is liberty a human right?
Is personal autonomy a right?
Do governments have the authority to regulate what people do?
Does democracy guarantee individual liberty?
How much control should individuals have over their own bodies?
If someone commits murder, do they still have the right to life?
Who has the ultimate responsibility for protecting human rights?
Has modern technology made us more or less humane?
Is education a human right for all people?
Is war ever justifiable?
Is due process a universal right no matter the crime?
Is capital punishment ever appropriate?
Are there any downsides to universal human rights?
Is free speech a universal right?

Philosophical Questions About Politics, Government, and Society

This category contains some of the hardest philosophical questions out there. Most of us have strong beliefs about politics, government, and society that make it hard to form an unbiased opinion.

Besides political topics, questions in this category also address social issues , social construct , culture , power , and influence .

We can go so far as to question who gets what— when, where, and how.

If you wish to argue successfully—no matter what side of an issue you align with—it is paramount to understand the opposing viewpoint.

Let’s look at a few questions:

What makes a country democratic?
What responsibilities does a government have to its constituents?
Do democracies always make better decisions than dictatorships?
What constitutes good governance?
Is rebellion against government ever justified?
Is socialism fair? What is “fair”?
If you rob from the rich and give to the poor, is it wrong?
Are laws always good?
Is taxation justified?
What is the ideal government? Why?
Should the will of the people always be followed?
What role do political parties play?
Who defines corruption?
How do I know whether my views are correct?
Is voting compulsory?
Is there such a thing as too much freedom?
Is bribery always bad?
Are police officers obligated to protect criminals?
Should citizens obey unjust laws?
Who decides which laws apply to whom?
Where do we draw the line between criminal behavior and civil disobedience?
Does the state have the moral duty to provide healthcare for its citizens?
Is wealth redistribution morally correct?
Should college be free for all? What about grade school or high school?
Are freedom and liberty the same thing?
What makes someone free?
What makes a crime a crime?
Is it right to govern the number of children families can have to control the world’s population?

Deep Questions to Make You Think

Deep philosophical questions are designed to help you think critically and reflect on the subject at hand.

They are meant to challenge your beliefs so that you may stand more firmly in them , knowing why you believe what you do.

Here are some examples:

What is reality?
What are the limits of science?
Where did all matter come from?
Can I trust my senses?
Is there an innnate moral code?
Does time exist objectively?
Who created God?
Is there a soul?
Are perceptions real?
Is “fair” the same for everyone? Who determines whether or not something is “fair”?
What is time?
What makes you … you?
What is truth?
Is truth reality?
What gives life meaning?
What determines success vs. failure?
Why do bad things happen to good people?
How do I know what’s true?
Should we judge others by their actions?
What’s the purpose of life?
Where do ideas come from?
What is justice?
What is evil?
What makes someone “good” or “bad”?
Can something be true without evidence?
Is fate real?
At what point does consciousness begin?
Can time be altered?
Is there a cause for every effect?

Easy and Funny Questions for Conversation Starters

Some philosophy questions are easy, fun, or even funny! These make the best conversation starters.

Not all philosophy discussion topics have to be as serious as “What is the meaning of life?”

Learning should be fun and engaging, so don’t shy away from humor when asking deep questions or coming up with unorthodox answers.

Sometimes the most amusing questions lead to the most profound realizations.

Here’s a list of somewhat random philosophical questions to start fun conversations with kids, teens, and older students:

If two people understand things differently, who is right?

Is time travel possible? Why or why not?
Do memories still exist if you forget them?
Are animals freer than man?
Are twins unique?
Are animals like people?
Do trees feel pain?
How do you know you’re not dreaming right now?
Are insects conscious of life?
What makes something humorous to some and not to others?
If you save time on something, what happens to that time?
Why do we talk to ourselves?
If you try to fail and do, did you actually succeed?
Can 2+2 ever be something other than 4?

For more ways to engage students in the study of philosophy, try these fun and creative philosophy activities .

Epistemology Questions

Epistemology is concerned with knowledge. It asks questions like::

How does knowledge work?
Why do we need it?
What kind of things count as knowledge?

Epistemologists study these kinds of questions because they’re interested in understanding how humans acquire knowledge.

They also investigate how to differentiate between opinion and justified belief .

As such, epistemological questions analyze which types of evidence can be trusted as reliable sources of information and why.

Needless to say, this category can contain some pretty interesting philosophical questions:

What is the role of reason in determining what’s true?

How do we determine if something is certain?
How do you know if you know something?
Does anyone ever truly learn anything?
Who decides what counts as true knowledge?
Who determines the difference between fact and fiction?
What is the relationship between facts and opinions?
What is the source of human knowledge?
What is knowledge?
What is the nature of certainty?
What is the basis of our confidence in claims made by other people?
What is the role of reason in determining what’s true?
What is the relation between logic and reasoning?
What is the connection between language and thought?
What is the distinction between perception and imagination?
What is intuition?
What is the function of intuition?
What are thoughts?
What is the purpose of thinking?
If two people understand things differently, who is right?
If we had 1000 years to learn, could we know everything?
Is there an end of knowledge?
Is everything subjective?

Logic and the Universe

Some of the hardest philosophical questions involve logic and how the universe began.

The historical discipline of logic largely began with Thales , known as the “Father of Western Philosophy.”

Before this point in history, questions of existence were largely “explained” with Greek mythology.

As it stands today, logic can be described as the discipline of distinguishing good vs bad reasoning.

But who defines “good” and “bad”?

It’s important to note that even the best logical conclusions can be false.

Logic doesn’t equal truth.

( Investigate the difference between logical thinking and critical thinking here if you’re interested).

You’ll notice many questions in this category address our origins and creation:

Can order come from chaos?
Can something be created from nothing?
Where did matter come from?
Is everything relative?
Is there only one universe? How do we know?
Is there such thing as absolute truth?
Are there different levels of existence?
Do we live forever?
Was the Big Bang a real event?
Is space finite?
Is time eternal?
Is logic a created concept?
What time is it really?
Is the mind the same as the brain?
What are numbers?
Does the universe end?
Is there such a thing as perfection?
Does sound exist without hearing?
Are people in a different timezone in the past (or future)?
Where does fear come from?
Does pain exist in itself or just our perception of it?
What is hope?
Could there be a parallel universe?

Philosophical Questions About Religion

Maybe some of the toughest questions are those of religion. Religion for many is the driving force in their lives (and for good reason).

Religious views affect how we raise our children, interact with others, make decisions, and so much more.

As such, questioning religious principles can be tricky. Some parents go so far as to encourage their kids to not question at all.

Others choose a different route, knowing their children will soon enter a world that will challenge them to question what they believe.

Encouraging teens to question their beliefs—in a structured setting with the Word of God in hand—can prepare them to “make a defense” to those who ask about the hope that is within them (1 Peter 3:15).

Here are some questions about religion:

Does God exist?
Does God’s existence depend on our belief in him?
Can love exist without God?
What constitutes religion?
Are miracles real?
Is religion compatible with science?
Why does faith matter?
Who decides which religions are right?
What makes a person a Christian?
Should I follow my beliefs blindly?
Is God a created being?
Can morality exist without religion?
Is there a higher power?

Unanswerable Philosophical Questions

Let’s talk about some of the challenges that arise when we delve into the world of ideas.

Since philosophical thought lives largely in grey territory, it deals with questions that can’t be answered with the usual “yes or no,” “this or that” definitive response.

And as our children search for answers to these philosophical questions, they will encounter deceptive lies disguised as logic.

Many college professors of philosophy today will tell you that life’s biggest questions remain unanswered.

Yet those who possess a biblical worldview have a much different perspective.

Even in a lost, confusing world, the Bible is a compass that always points true North. It declares truth in matters the world deems unanswerable.

That’s why it is so important to teach our children how to think and how to reason from a biblical perspective.

Philosophy and Critical Thinking Go Hand in Hand

Critical thinking involves asking questions, analyzing arguments, evaluating evidence, and making decisions based on those evaluations.

It requires us to use logic, reasoning skills, critical analysis, and judgment.

Sound familiar?

Critical thinking is an essential skill that allows us to make decisions and solve problems effectively.

And while it may not seem so at first glance, it is a skill that enables us to defend our beliefs effectively when challenged.

That’s why we focus so heavily on critical thinking from a biblical worldview in the resources we offer at Homeschool Adventure .

If you’re looking for a way to help your students develop critical thinking from a biblical worldview as they explore the history of ideas, check out Philosophy Adventure :

will your children recognize truth?

Philosophy Adventure teaches students 6th-12th grade how to write skillfully , think critically , and speak clearly as they explore the history of ideas .

It was written to bring history alive! Instead of memorizing facts, students “travel back in time” to walk alongside ancient philosophers.

All the while, they will be challenged to examine what they believe about the world around them, and why they believe it .

By the end of the year, students will have written their very own book of philosophy!

Tips for Using These Questions as Philosophical Debate Topics

Philosophical questions about life are naturally thought provoking.

When used properly, even controversial philosophy topics can be effective springboards for critical thinking—a skill that will benefit your teen for life!

Questions can spark wonderful, stimulating debate among older students, especially those in upper middle through high school.

A family discussing a philosophical debate topic.

And philosophical debates can be fun but also challenging, providing the perfect opportunity to practice critical thinking.

If you’ve never tried debating in your homeschool, you can use some of these philosophical questions to start.

A quick note:

Not all questions are practical for satisfying philosophical discussions.

The purpose of debate in the homeschool setting is to practice and improve critical thinking, active listening, argument formation, and even teamwork.

Its purpose is not to waste time on frivolous arguing.

Those of us who believe that the Bible is the Word of God know that absolute truth exists. Consequently, questions to which Scripture provides clear answers may not be the best choice for learning how to debate .

Likewise, you may want to avoid questions whose answers would have to be based solely on speculation—with no practical way to confirm facts or conclusions.

However, keeping all of that in mind, it can be immensely productive for older, more mature students to try to debate a stance they personally disagree with.

Doing so can help them better understand their opponent … and equip them to effectively counter opposing views they may face in “real life.”

Only you know whether your students are ready for such a task, so use discernment.

Since the list of questions we provided is pretty extensive, here’s an abbreviated list of questions that would make great philosophical debate topics :

Does anyone else’s happiness affect my own?
Is socialism fair? What is “fair’?

How to Debate Philosophy

When you debate a philosophical question, follow the same general outline as any other debate process.

An at-home, sibling-to-sibling or parent-child debate may proceed as follows:

Assign the debate topic, first and second positions (for or against the question), and allow time for students to brainstorm ideas.
Encourage students to organize their ideas into simple arguments or points.
Practice structuring those ideas into a speech with an introduction, rebuttal (for those arguing in the second position), points to make, and a conclusion.
Designate a neutral third party to declare a “winner.”
Start the debate.

Depending on your schedule, this entire process can be done in a single day—or stretched over the course of a week (or even a month).

How to Handle Different Age Groups

Simply adjust how deeply you go into each step, depending on the ages of your students.

For younger middle school students, consider keeping the debate more like a simple discussion and less of an emphasis on structure and speeches.

However, you may want to encourage high school students to organize well-developed arguments and rebuttals.

Philosophical questions about life are naturally thought-provoking.

We actually have even more thought-provoking questions here .

When used properly, even controversial philosophy topics can be effective springboards for critical thinking — a skill that will benefit your teen for life!

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Jordan Mitchell

Equip students to identify deceptive lies disguised as logic, get 25% off for the next 20 minutes only.

240 Philosophical Questions contains 60+ pages filled with open-ended questions that inspire thought and reflection. Includes built-in tips for discussion and ways to use questions as debate topics.

7 Puzzles to Challenge Your Critical Thinking

Can you spot the connections and sort these items.

Posted March 5, 2015 | Reviewed by Ekua Hagan

The theme of this post is critical thinking—and the kinds of puzzles that can be constructed around it. This term is used frequently in psychology and education . There are various definitions, but the one that best suits our purpose and which is, in the end, perhaps the best, is the ability to comprehend the logical connections among ideas, words, phrases, and concepts . In the relevant scientific literature, of course, the term is used much more broadly as a framework for understanding human cognition . But in my opinion, the best way to understand things is to construct puzzles to illustrate their basic essence.

Critical thinking involves skill at recognizing a pattern in given information and especially recognizing how the information is connected to the real world. Here are a couple of very simple examples. First, consider the five words below:

Cruise ship
Walking on foot
Automobile (not a race car)

Now, put them in order from the slowest to the fastest, when they are going at maximum speed. The solution, of course, is: 4-2-5-1-3.

As with all such puzzles, there might be slightly different solutions—one could claim that some automobiles go faster than cruise ships. This “indeterminacy” characterizes this kind of thinking. However, some puzzles are straightforward. For instance, what do the following five things have in common?

The answer? These are all words referring to shades of blue.

The seven puzzles below are to the ones above, though hopefully more challenging. Some involve knowledge of facts, but critical thinking is still involved in such cases because the organization of the facts according to some principle is always involved—for example, a puzzle may ask you to put five items in order of their dates of invention.

The following tongue-in-cheek definition of critical thinking by Richard W. Paul, a leading expert on critical thinking theory, says it all: “Critical thinking is thinking about your thinking while you’re thinking in order to make your thinking better.”

I. What do the following 5 things have in common?

Orange juice

II. Put the following buildings or structures in order of height, from the shortest to the tallest.

Typical camping tent

III. What do the following animals have in common?

IV. Put the following inventions in order from earliest to most recent.

V. What feature do the following words have in common?

Imagination

VI. Put these bodies of water in order in terms of volume, from smallest to largest .

VII. What do the following landmasses have in common?

I. They are all drinkable liquids. II. 5-1-4-3-2 III. They all have a tail. They are also all quadrupeds. IV. To the best of my knowledge: 5-4-3-1-2 V. They start with a vowel: a, e, i, o, u VI. 4-2-1-5-3 VII. They are all peninsulas.

Marcel Danesi, Ph.D. , is a professor of semiotics and anthropology at Victoria College, University of Toronto. His books include The Puzzle Instinct and The Total Brain Workout .

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5 Critical Thinking Activities That Get Students Up and Moving

More movement means better learning.

Students engaged in critical thinking activities

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

Four Corners

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

Question ideas:

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

Gallery Walk

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

Gallery ideas:

Political cartoons

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

Station ideas:

Types of rocks
Story elements
Literary genres

Silent Sticky-Note Storm

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

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

Mingle, Pair, Share

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

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

Looking for more critical thinking activities and ideas?

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

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5 Critical Thinking Activities That Get Students Up and Moving

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10 Tips for Teaching Kids To Be Awesome Critical Thinkers

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Critical Thinking Worksheets

A Total Of 15

Connect The Dots

Count The Squares

Proving Your Belief

What You Learned

Choose A Prompt

Narrative Parallels

Real-Life Applications

Dissecting A Print Ad

A Philosophical Inquiry

Beyond The Surface

Simplify The Problem

Explain Your Reasoning

Looking For Fallacies

About these 15 worksheets.

Critical thinking is the ability to analyze, evaluate, and synthesize information, ideas, and arguments in a thoughtful and systematic manner. These worksheets provide exercises, questions, and prompts that encourage learners to engage in higher-order thinking and develop their abilities to assess, reason, and make well-informed decisions.

Critical thinking worksheets are like tools for your brain! They help you practice thinking in different ways and finding answers to tough questions. They are pages filled with fun activities and exercises that make your brain work a little harder. These worksheets help you learn how to think about things from different angles, ask questions, and find the best answers.

When you learn to think in different ways, school becomes more fun. You start seeing connections between things you learn, and you become a super thinker! It’s like being a detective, always searching for answers and clues.

Types of Exercises

Comparing and Contrasting

These exercises will have you look at two things and find out how they’re the same or different. For example, you might get pictures of a cat and a dog. You’ll write down how they are alike (like both have tails) and how they’re different (like dogs usually bark, and cats meow).

Cause and Effect

These activities make you think about what might happen because of something else. Imagine if you saw a picture of a melted ice cream cone on the sidewalk. The worksheet might ask, “Why did the ice cream melt?” You’d think about the reasons, like maybe it was a hot day.

These exercises will ask you to put things in order. Let’s say you get pictures showing a seed, a young plant, and a big tree. Your job would be to put them in the right order, from the seed growing up to the tree.

Predictions

With these, you’ll guess what might happen next. Maybe there’s a story about a boy who’s holding an umbrella while looking at dark clouds. The worksheet might ask, “What will he do next?” And you’d guess, “He’ll open the umbrella because it might rain.”

Problem and Solution

Here, you’ll read about a problem and think of ways to solve it. Like, if there’s a story about a girl who keeps losing her pencils, you might suggest she gets a pencil case.

Riddles are fun questions or puzzles that make you think hard. An example of a riddle is, “What comes down but never goes up?” The answer? Rain!

Grouping and Categorizing

In these activities, you’ll put things into groups based on how they’re alike. For example, you might get pictures of a car, a bicycle, a fish, and a boat. You’d group the car and bicycle together because they’re ways to travel on land. The fish and boat can be grouped as things related to water.

Making Connections

This helps you link what you already know to new things. If you read a story about a girl who’s sad because her balloon flew away, you might remember a time you felt sad and understand how she feels.

Ask Questions

Some worksheets will have a story or picture, and then you’ll come up with questions about it. Like, if there’s a picture of a forest, you might ask, “What animals live there?” or “Why are forests important?”

How to Help Foster Student Critical Thinking Skills

Improving critical thinking skills in students is a fundamental role of educators, as these skills equip students to analyze, evaluate, and synthesize information in a reasoned manner. To begin with, teachers should cultivate a classroom environment that values questions over answers.

Encouraging students to ask “why” and “how” helps them delve deeper into topics and challenges their preconceived beliefs. Incorporating problem-based learning into the curriculum is another effective approach. By presenting students with real-world problems, they learn to apply their knowledge, analyze situations, and come up with solutions.

Regularly engaging students in debates or discussions on diverse topics can also sharpen their ability to think on their feet, consider different viewpoints, and defend their perspectives with evidence. Furthermore, teachers should emphasize the importance of reflection. After tasks or discussions, providing opportunities for students to reflect on their thinking process can foster self-awareness of their cognitive habits.

Assigning projects that require evaluating information from various sources also helps. In a digital age where misinformation is rampant, teaching students to discern credible from non-credible sources is crucial.

Promoting metacognition-thinking about one’s thinking—can be transformative. By making students conscious of their thought processes and guiding them in recognizing biases, assumptions, or logical fallacies, educators empower them to become more discerning and independent thinkers. In essence, fostering critical thinking is about providing students with tools to think clearly and rationally, equipping them for challenges both inside and outside the classroom.

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Critical Thinking: Basic Questions & Answers

In this interview for Think magazine (April ’’92), Richard Paul provides a quick overview of critical thinking and the issues surrounding it: defining it, common mistakes in assessing it, its relation to communication skills, self-esteem, collaborative learning, motivation, curiosity, job skills for the future, national standards, and assessment strategies. Critical thinking is essential to effective learning and productive living. Would you share your definition of critical thinking? First, since critical thinking can be defined in a number of different ways consistent with each other, we should not put a lot of weight on any one definition. Definitions are at best scaffolding for the mind. With this qualification in mind, here is a bit of scaffolding: critical thinking is thinking about your thinking while you’re thinking in order to make your thinking better. Two things are crucial: critical thinking is not just thinking, but thinking which entails self-improvement this improvement comes from skill in using standards by which one appropriately assesses thinking. To put it briefly, it is self-improvement (in thinking) through standards (that assess thinking).


Could you give me an example? Certainly, one of the most important distinctions that teachers need to routinely make, and which takes disciplined thinking to make, is that between reasoning and subjective reaction. ") ), systematically misleading the 150,000 or so teachers who read the publication. Could this possibly be a rare mistake, not representative of teacher knowledge? I don't think so. Let me suggest a way in which you could begin to test my contention. If you are familiar with any thinking skills programs, ask someone knowledgeable about it the "Where's the beef?" question. Namely, "What intellectual standards does the program articulate and teach?" I think you will first find that the person is puzzled about what you mean. And then when you explain what you mean, I think you will find that the person is not able to articulate any such standards. Thinking skills programs without intellectual standards are tailor-made for mis-instruction. For example, one of the major programs asks teachers to encourage students to make inferences and use analogies, but is silent about how to teach students to assess the inferences they make and the strengths and weaknesses of the analogies they use. This misses the point. The idea is not to help students to make more inferences but to make sound ones, not to help students to come up with more analogies but with more useful and insightful ones. What is the solution to this problem? How, as a practical matter, can we solve it? Well, not with more gimmicks or quick fixes. Not with more fluff for teachers. Only with quality long-term staff development that helps the teachers, over an extended period of time, over years not months, to work on their own thinking and come to terms with what intellectual standards are, why they are essential, and how to teach for them. The State Department in Hawaii has just such a long-term, quality, critical thinking program (see " "). So that's one model your readers might look at. In addition, the National Council for Excellence in Critical Thinking Instruction is focused precisely on the articulation of standards for thinking. I am hopeful that eventually, through efforts such as these, we can move from the superficial to the substantial in fostering quality student thinking. The present level of instruction for thinking is very low indeed. But there are many areas of concern in instruction, not just one, not just critical thinking, but communication skills, problem solving, creative thinking, collaborative learning, self-esteem, and so forth. How are districts to deal with the full array of needs? How are they to do all of these rather than simply one, no matter how important that one may be? This is the key. Everything essential to education supports everything else essential to education. It is only when good things in education are viewed superficially and wrongly that they seem disconnected, a bunch of separate goals, a conglomeration of separate problems, like so many bee-bees in a bag. In fact, any well-conceived program in critical thinking requires the integration of all of the skills and abilities you mentioned above. Hence, critical thinking is not a set of skills separable from excellence in communication, problem solving, creative thinking, or collaborative learning, nor is it indifferent to one's sense of self-worth. Could you explain briefly why this is so? Consider critical thinking first. We think critically when we have at least one problem to solve. One is not doing good critical thinking, therefore, if one is not solving any problems. If there is no problem there is no point in thinking critically. The "opposite" is also true. Uncritical problem solving is unintelligible. There is no way to solve problems effectively unless one thinks critically about the nature of the problems and of how to go about solving them. Thinking our way through a problem to a solution, then, is critical thinking, not something else. Furthermore, critical thinking, because it involves our working out afresh our own thinking on a subject, and because our own thinking is always a unique product of our self-structured experience, ideas, and reasoning, is intrinsically a new "creation", a new "making", a new set of cognitive and affective structures of some kind. All thinking, in short, is a creation of the mind's work, and when it is disciplined so as to be well-integrated into our experience, it is a new creation precisely because of the inevitable novelty of that integration. And when it helps us to solve problems that we could not solve before, it is surely properly called "creative". How do communication skills fit in? Some communication is surface communication, trivial communication--surface and trivial communication don't really require education. All of us can engage in small talk, can share gossip. And we don't require any intricate skills to do that fairly well. Where communication becomes part of our educational goal is in reading, writing, speaking and listening. These are the four modalities of communication which are essential to education and each of them is a mode of reasoning. Each of them involves problems. Each of them is shot through with critical thinking needs. Take the apparently simple matter of reading a book worth reading. The author has developed her thinking in the book, has taken some ideas and in some way represented those ideas in extended form. Our job as a reader is to translate the meaning of the author into meanings that we can understand. And self esteem? How does it fit in? Healthy self-esteem emerges from a justified sense of self-worth, just as self-worth emerges from competence, ability, and genuine success. If one simply feels good about oneself for no good reason, then one is either arrogant (which is surely not desirable) or, alternatively, has a dangerous sense of misplaced confidence. Teenagers, for example, sometimes think so well of themselves that they operate under the illusion that they can safely drive while drunk or safely take drugs. They often feel much too highly of their own competence and powers and are much too unaware of their limitations. To accurately sort out genuine self-worth from a false sense of self-esteem requires, yes you guessed it, critical thinking. And finally, what about collaborative learning? How does it fit in? Collaborative learning is desirable only if grounded in disciplined critical thinking. Without critical thinking, collaborative learning is likely to become collaborative mis-learning. It is collective bad thinking in which the bad thinking being shared becomes validated. Remember, gossip is a form of collaborative learning; peer group indoctrination is a form of collaborative learning; mass hysteria is a form of speed collaborative learning (mass learning of a most undesirable kind). We learn prejudices collaboratively, social hates and fears collaboratively, stereotypes and narrowness of mind, collaboratively. If we don’t put disciplined critical thinking into the heart and soul of the collaboration, we get the mode of collaboration which is antithetical to education, knowledge, and insight. One important aim of schooling should be to create a climate that evokes children’s sense of wonder and inspires their imagination to soar. What can teachers do to "kindle" this spark and keep it alive in education? First of all, we kill the child's curiosity, her desire to question deeply, by superficial didactic instruction. Young children continually ask why. Why this and why that? And why this other thing? But we soon shut that curiosity down with glib answers, answers to fend off rather than to respond to the logic of the question. In every field of knowledge, every answer generates more questions, so that the more we know the more we recognize we don't know. It is only people who have little knowledge who take their knowledge to be complete and entire. If we thought deeply about almost any of the answers which we glibly give to children, we would recognize that we don't really have a satisfactory answer to most of their questions. Many of our answers are no more than a repetition of what we as children heard from adults. We pass on the misconceptions of our parents and those of their parents. We say what we heard, not what we know. We rarely join the quest with our children. We rarely admit our ignorance, even to ourselves. Why does rain fall from the sky? Why is snow cold? What is electricity and how does it go through the wire? Why are people bad? Why does evil exist? Why is there war? Why did my dog have to die? Why do flowers bloom? Do we really have good answers to these questions? How does curiosity fit in with critical thinking? To flourish, curiosity must evolve into disciplined inquiry and reflection. Left to itself it will soar like a kite without a tail, that is, right into the ground! Intellectual curiosity is an important trait of mind, but it requires a family of other traits to fulfill it. It requires intellectual humility, intellectual courage, intellectual integrity, intellectual perseverance, and faith in reason. After all, intellectual curiosity is not a thing in itself — valuable in itself and for itself. It is valuable because it can lead to knowledge, understanding, and insight; because it can help broaden, deepen, sharpen our minds, making us better, more humane, more richly endowed persons. It is important for our students to be productive members of the work-force. How can schools better prepare students to meet these challenges? The fundamental characteristic of the world students now enter is ever-accelerating change; a world in which information is multiplying even as it is swiftly becoming obsolete and out of date; a world in which ideas are continually restructured, retested, and rethought; where one cannot survive with simply one way of thinking; where one must continually adapt one's thinking to the thinking of others; where one must respect the need for accuracy and precision and meticulousness; a world in which job skills must continually be upgraded and perfected — even transformed. We have never had to face such a world before. Education has never before had to prepare students for such dynamic flux, unpredictability, and complexity for such ferment, tumult, and disarray. National standards will result in national accountability. What is your vision for the future? Most of the national assessment we have done thus far is based on lower-order learning and thinking. It has focused on what might be called surface knowledge. It has rewarded the kind of thinking that lends itself to multiple choice machine-graded assessment. We now recognize that the assessment of the future must focus on higher – not lower – order thinking; that it must assess more reasoning than recall; that it must assess authentic performances, students engaged in bona fide intellectual work. by Richard Paul.}

Critical thinking definition

Critical thinking, as described by Oxford Languages, is the objective analysis and evaluation of an issue in order to form a judgement.

Active and skillful approach, evaluation, assessment, synthesis, and/or evaluation of information obtained from, or made by, observation, knowledge, reflection, acumen or conversation, as a guide to belief and action, requires the critical thinking process, which is why it's often used in education and academics.

Some even may view it as a backbone of modern thought.

However, it's a skill, and skills must be trained and encouraged to be used at its full potential.

People turn up to various approaches in improving their critical thinking, like:

Developing technical and problem-solving skills
Engaging in more active listening
Actively questioning their assumptions and beliefs
Seeking out more diversity of thought
Opening up their curiosity in an intellectual way etc.

Is critical thinking useful in writing?

Critical thinking can help in planning your paper and making it more concise, but it's not obvious at first. We carefully pinpointed some the questions you should ask yourself when boosting critical thinking in writing:

What information should be included?
Which information resources should the author look to?
What degree of technical knowledge should the report assume its audience has?
What is the most effective way to show information?
How should the report be organized?
How should it be designed?
What tone and level of language difficulty should the document have?

Usage of critical thinking comes down not only to the outline of your paper, it also begs the question: How can we use critical thinking solving problems in our writing's topic?

Let's say, you have a Powerpoint on how critical thinking can reduce poverty in the United States. You'll primarily have to define critical thinking for the viewers, as well as use a lot of critical thinking questions and synonyms to get them to be familiar with your methods and start the thinking process behind it.

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Critical Thinking Worksheet Answers
150 Fun Critical Thinking Questions For Kids, Teens, & Adults
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Critical thinking questions on Chapter 11
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Critical thinking questions of "Great Expectations"
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PDF 81 Fresh & Fun Critical-Thinking Activities
This arrangement will help you and your students more clearly understand and identify the specific critical-thinking skills they are using. For each thinking skill in this book, there are two kinds of activities: (1) those that you, as the teacher, will lead, and (2) student reproducibles for indepen-dent work.
85 Fun Critical Thinking Questions for Kids & Teens
Humor is a natural icebreaker that can make critical thinking questions more lighthearted and enjoyable. Of course, most younger kids just like to be silly, so playing upon that can keep them active and engaged. With that said, here are some great questions to get you started: 1. Someone gives you a penguin.
PDF THE CRITICAL THINKING
It's thinking on purpose! Critical thinking involves mindful communication, problem-solving, and a freedom from bias or. About This Workbook. egocentric tendency. You can apply critical thinking to any kind of subject, problem, or situation you choose. The activity pages in the Critical Thinking Workbook are meant to be shared and explored.
150 Fun Critical Thinking Questions For Kids, Teens, & Adults
Younger kids need more concrete questions. These critical thinking questions will help them use reasoning and think deeply, even when they are small. 1. How do you know if something was a good decision? 2. How are these two things similar? 3. What are the differences between _______ and _________? 4.
19 Short Stories and Questions For Critical Thinking
This flexible resource features critical thinking questions and answers as well as writing and reading activities for students to explore Hurst's heartbreaking story. 15. "The Veldt" This science fiction story by Ray Bradbury was first published as "The World the Children Made" and it is quite fitting as a title!
10 Great Critical Thinking Activities That Engage Your Learners
Other Critical Thinking Activities. Jigsaw—Developing Community and Disseminating Knowledge: Learners take on the role of "experts" or "specialists" of a particular topic. Then a panel of experts is assembled to get the larger picture. K-W-L Charts—Assessing What We Know/What We Still Want to Learn: Charts to document "What I Know ...
85 Critical Thinking Worksheets That Are Fun For Kids
Download Answer. Critical Thinking - Multiplication Level 1. The below worksheets is on multiplication. Students use two sets of 0-9 numbers to. fill in the empty boxes. They look at each picture and use their basic multiplication skills to answer the number of each item. Download. Download Worksheet.
Worksheet Library: Critical Thinking: Grades 3-5
Scratch Your Brain. Use addition and subtraction to figure out solutions to these brain benders. (Grades 3-5) From One Word to the Next. Change a letter in the previous word to make the word that completes each phrase. (Grades 3-5) Root Words. Complete this activity about words that have /capt/ or /tact/ as a root.
48 Critical Thinking Questions For Any Content Area
The Ultimate Cheat Sheet For Digital Thinking by Global Digital Citizen Foundation is an excellent starting point for the 'how' behind teaching critical thinking by outlining which questions to ask. It offers 48 critical thinking questions useful for any content area or even grade level with a little re-working/re-wording. Enjoy the list!
Best fun critical thinking questions with answers
These fun critical thinking questions are just the tip of the iceberg. By engaging in activities that challenge our thinking, we can improve our problem-solving skills and cultivate a more analytical mindset. So, the next time you want to stimulate your brain or spark an interesting conversation, give these questions a try!
Critical Thinking Questions: The Big List for Your Classroom
In an age of "fake news" claims and constant argument about pretty much any issue, critical thinking skills are key. Teach your students that it's vital to ask questions about everything, but that it's also important to ask the right sorts of questions. Students can use these critical thinking questions with fiction or nonfiction texts ...
PDF Aspiring Thinker's Guide to Critical Thinking
Provides grading rubrics and outlines five levels of close reading and substantive writing. #563m. "Aspiring Thinker's Guide to Critical Thinking" Mini-Guide Price List: (+ shipping and handling) Item #554m. 1-24 copies $6.00 each 25-199 copies $5.00 each 200-499 copies $4.00 each 500+ copies $3.50 each.
115 Critical Thinking Questions For Adults and Students
Critical Thinking Questions Examples . Critical thinking questions are easy to spot. They're questions that are worded so you can take a more in-depth look at things. They're similar in nature to open-ended questions, in that it's expected the person who's being questioned will provide a substantive answer rather than a short one.
240 Philosophical Questions for Deep Critical Thinking & Debate
240 Philosophical Questions for Deep Critical Thinking & Debate. Philosophical questions are an effective tool to stimulate and develop critical thought. They examine profound matters like free will and human nature; the source and value of happiness; morality and ethics; love, logic, and knowledge; religion, death, and the meaning of life.
7 Puzzles to Challenge Your Critical Thinking
First, consider the five words below: Cruise ship. Bicycle. Airplane. Walking on foot. Automobile (not a race car) Now, put them in order from the slowest to the fastest, when they are going at ...
81 Fun Critical Thinking Activities PDF
81 Fun Critical Thinking Activities PDF - Free download as PDF File (.pdf), Text File (.txt) or read online for free.
Critical Thinking Activities That Get Students Moving
Check out these critical thinking activities, adapted from Critical Thinking in the Classroom , a book with over 100 practical tools and strategies for teaching critical thinking in K-12 classrooms. Four Corners. In this activity, students move to a corner of the classroom based on their responses to a question with four answer choices.
Critical Thinking Worksheets
About These 15 Worksheets. Critical thinking is the ability to analyze, evaluate, and synthesize information, ideas, and arguments in a thoughtful and systematic manner. These worksheets provide exercises, questions, and prompts that encourage learners to engage in higher-order thinking and develop their abilities to assess, reason, and make ...
PDF The Test of Critical Thinking
Student Instructions. Today, you are going to take a test called The Test of Critical Thinking. How well you do on this test will not affect your grade in this class. During the next 45 minutes, you will read some short stories. After you read each story carefully, you will answer some questions.
PDF Critical Thinking Questions
Create critical thinking questions or prompts Focus on a topic and create a question or prompt for each level of critical thinking. See table on back 6. Creation 5. Evaluation 4. Analysis 3. Application 2. Comprehension 1. Knowledge Tips 1. Avoid questions or prompts that have an easy one-dimensional answer. (for ex. Yes or no answers) 2.
Critical Thinking: Basic Questions & Answers
Two things are crucial: 1) critical thinking is not just thinking, but thinking which entails self-improvement. 2) this improvement comes from skill in using standards by which one appropriately assesses thinking. To put it briefly, it is self-improvement (in thinking) through standards (that assess thinking).
Critical thinking puzzles for adults (with answers)
2 The aMAZEing PuzzleBox. 3 Eight critical thinking puzzles - with answers. 3.1 Puzzle 1 - Letter puzzles. 3.2 Puzzle 2 - Commonalities and differences. 3.3 Puzzle 3 - Falling on his feet. 3.4 Puzzle 4 - Walk this way. 3.5 Puzzle 5 - Shapes and symbols. 3.6 Puzzle 6 - Three hard options.
Using Critical Thinking in Essays and other Assignments
Critical thinking, as described by Oxford Languages, is the objective analysis and evaluation of an issue in order to form a judgement. Active and skillful approach, evaluation, assessment, synthesis, and/or evaluation of information obtained from, or made by, observation, knowledge, reflection, acumen or conversation, as a guide to belief and action, requires the critical thinking process ...