critical thinking grade 11

Critical Thinking Exercise : Question Answers and Grammar

Share this article, critical thinking, ways with words, a. the words in the crossword puzzle are from the text. find them from the text to solve the puzzle based on the meaning clues given below., 1. unquestionable, impossible to doubt, 2. never done or known before, 3. emergence or origination, 4. obviously or clearly, 5. impossible to achieve or overcome, 6. moved with a violent, irregular action, 7. appropriate or suitable, 8. force back, 9. conservative, 10. up to now, b. find the words from the text that mean the following..

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Comprehension

Answer these questions., a. what’s the difference between the body and the soul, b. what do you understand by the psychologists’ saying that there is no such thing as mind, c. how can a mental activity be reduced to a physical activity, d. how are mind and body related, e. what is the relation between mind and memory does memory survive a person’s death, f. how is our power on the earth’s surface entirely dependent upon the sun, a. do you believe that soul really exists write your arguments in support of your answer., b. if you want to change your body, you first have to change your mind. discuss., write critically on the given topics., a. the existence of god, a. rewrite the following sentences using ‘used to’. you can make an affirmative/ negative statement or a question., a. i/live in a flat when i was a child., b. she/love eating chocolate but now she hates it., c. he/go to fishing in the summer, d. my sister/play tennis when she was at school., e. he/play football every weekend, f. my grandfather/speak five languages., g. i/not hate school from the beginning., h. you/live in kathmandu, i. he/play dandibiyo when he was a small child., j. she/wear a frock when she was small but nowadays she wears jeans., b. write a short paragraph describing your past habits., don't miss our nepali guide.

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11 Activities That Promote Critical Thinking In The Class

Ignite your child’s curiosity with our exclusive “Learning Adventures Activity Workbook for Kids” a perfect blend of education and adventure!

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

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

52 Critical Thinking Flashcards for Problem Solving

What is Critical Thinking?

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

Importance of Acquiring Critical Thinking Skills

Critical thinking skills cultivate habits of mind such as strategic thinking, skepticism, discerning fallacy from the facts, asking good questions and probing deep into the issues to find the truth. Acquiring critical thinking skills was never as valuable as it is today because of the prevalence of the modern knowledge economy. Today, information and technology are the driving forces behind the global economy. To keep pace with ever-changing technology and new inventions, one has to be flexible enough to embrace changes swiftly.

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

Benefits of Critical Thinking Skills in Education

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

It allows a student to decipher problems and think through the situations in a disciplined and systematic manner
Through a critical thinking ability, a student can comprehend the logical correlation between distinct ideas
The student is able to rethink and re-justify his beliefs and ideas based on facts and figures
Critical thinking skills make the students curious about things around them
A student who is a critical thinker is creative and always strives to come up with out of the box solutions to intricate problems

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

Critical thinking skills assist in the enhanced student learning experience in the classroom and prepares the students for lifelong learning and success
The critical thinking process is the foundation of new discoveries and inventions in the world of science and technology
The ability to think critically allows the students to think intellectually and enhances their presentation skills, hence they can convey their ideas and thoughts in a logical and convincing manner
Critical thinking skills make students a terrific communicator because they have logical reasons behind their ideas

Critical Thinking Lessons and Activities

11 Activities that Promote Critical Thinking in the Class

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

1. Worst Case Scenario

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

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

2. If You Build It

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

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

4. Keeping it Real

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

5. Save the Egg

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

6. Start a Debate

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

7. Create and Invent

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

8. Select from Alternatives

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

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

9. Reading and Critiquing

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

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

10. Think Pair Share

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

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

11. Big Paper – Silent Conversation

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

Finally, for students with critical thinking, you can go to GS-JJ.co m to customize exclusive rewards, which not only enlivens the classroom, but also promotes the development and training of students for critical thinking.

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Thanks for the great article! Especially with the post-pandemic learning gap, these critical thinking skills are essential! It’s also important to teach them a growth mindset. If you are interested in that, please check out The Teachers’ Blog!

85 Fun Critical Thinking Questions for Kids & Teens

students laughing as they answer critical thinking questions

Have you ever thought about using fun questions to practice critical thinking?

Students may need a little guidance to think their way through questions that lack straightforward answers.

But it is that process that is important!

How the Right Questions Encourage Critical Thinking

Every parent knows how natural it is for children to ask questions.

It should be encouraged. After all, asking questions helps with critical thinking.

As they grow older, however, training them to answer questions can be equally beneficial.

Posing questions that encourage kids to analyze, compare, and evaluate information can help them develop their ability to think critically about tough topics in the future.

Of course, critical thinking questions for kids need to be age-appropriate—even better if you can mix a little fun into it!

That’s what I hope to help you with today. I’ve organized the questions below into three different ages groups:

Upper elementary
Middle school
High school

20 Questions: Exercises in Critical Thinking

Get a Question-Based Critical Thinking Exercise—Free!

Introduce critical thinking gently & easily with thought-provoking exercises.

Upper Elementary

Students in upper elementary grades can be reluctant to put themselves out there, especially with answers that seem weird.

In some cases, such hesitancy is actually fear of differing from their peers (and a barrier to critical thinking ).

But that’s exactly why it’s important to practice answering ambiguous questions.

We want our children to stand firm for their beliefs—not cave to peer pressure.

Additionally, students may feel uneasy about answering serious questions, uncertain of tackling “big” problems.

However, with careful use of creative questions for kids, it’s possible to engage even the most reluctant children in this age group.

The idea is to simply get them interested in the conversation and questions asked.

If you have an especially reserved student, try starting with the funny critical thinking questions.

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. You can’t sell it or give it away. What do you do with it?

2. What would it be like if people could fly?

3. If animals could talk, what question would you ask?

4. If you were ice cream, what kind would you be and why?

5. Do you want to travel back in time? If yes, how far back would you go? If no, why not?

6. What could you invent that would help your family?

7. If you could stay up all night, what would you do?

8. What does the man on the moon do during the day?

9. What makes something weird or normal?

10. Can you describe the tastes “salty” and “sweet” without using those words?

11. What does it feel like to ride a rollercoaster?

12. What makes a joke funny?

13. What two items would you take if you knew you would be stranded on an island and why?

14. Do you have a favorite way of laughing?

15. What noise makes you cringe and cover your ears? Why?

16. If you could be the parent for the day, what would you do?

17. If you could jump into your favorite movie and change the outcome, which one would you pick and why?

18. If you could be invisible for a day, what would you do?

19. What makes a day “perfect”?

20. If you owned a store, what kind of products would you sell?

21. If your parents were your age, would you be friends with them?

22. Would you still like your favorite food if it tasted the same as always, but now had an awful smell?

23. What would you do if you forgot to put your shoes on before leaving home?

24. Who would you be if you were a cartoon character?

25. How many hot dogs do you think you could eat in one sitting?

26. If you could breathe under water, what would you explore?

27. At what age do you think you stop being a kid?

28. If you had springs in your legs, what would you be able to do?

29. Can you describe the color blue to someone if they’re blind?

Middle School

At this point, students start to acquire more complex skills and are able to form their own conclusions based on the information they’re given.

However, we can’t expect deep philosophical debates with 12 and 13 year olds.

That said, as parent-teachers, we can certainly begin using more challenging questions to help them examine and rationalize their thought processes.

Browse the fun critical thinking questions below for students in this age range.

You might be surprised to see how receptive middle school kids can be to such thought-provoking (yet still fun) questions .

30. What would happen if it really did rain cats and dogs?

31. What does it mean to be lucky?

32. If you woke up in the middle of a dream, where would you be?

33. Is it ever okay to lie? Why or why not?

34. If you were solely responsible for creating laws, what one law would you make?

35. What makes a person a good friend?

36. What do you think is the most important skill you can take into adulthood?

37. If you had to give up lunch or dinner, which would you choose? Why?

38. How much money would you need to be considered rich?

39. If you knew you wouldn’t get caught, would you cheat on a test?

40. If you could live anywhere in the world, where would that be?

41. What is your greatest strength? How is that an asset?

42. If you had an opportunity to visit the International Space Station, would you do it?

43. Is it better to keep the peace or speak your mind?

44. Imagine yourself as your favorite animal. How would you spend your day?

45. Would you be friends with someone who didn’t have the same values as you?

46. How much screen time do you think is too much?

47. Can you describe your favorite color without naming it?

48. If you suddenly became blind, would you see things differently?

49. Would you ever go skydiving?

50. Describe the time you were the happiest in your life. Why did this make you happy?

51. If you had a million dollars, what would you do?

52. If you had to move to a new city, would you change how you present yourself to others?

53. What do you need to do in order to be famous?

54. If you could rewrite the ending of your favorite book or movie, what changes would you make?

55. How would you tackle a huge goal?

56. How would you sell ice to an eskimo in Alaska successfully?

57. What makes you unique?

High School

Critical thinking takes on an entirely different role once students reach high school.

At this age, they have a greater sense of right and wrong (and what makes things so) as well as a better understanding of the world’s challenges.

Guiding teens to delve deeper and contemplate such things is an important part of developing their reasoning and critical thinking skills.

Whether it’s fun questions about hypothetical superpowers or tough critical thinking questions about life, older teens typically have what it takes to think their way to a logical conclusion .

Of course, use your discernment as you choose discussion topics, but here are some questions to help get you started:

58. How can you avoid [common problem] in the future?

59. Do you think it’s okay to take a life in order to save 5, 10, 20 or more people?

60. If you could go back and give your younger self advice, what would it be?

61. Is it better to give or receive a gift?

62. How important is it to be financially secure? Why?

63. If it was up to you, what one rule would you change in your family?

64. What would you do if a group of friends wanted to do something that you thought was a bad idea?

65. How do you know that something is a fact rather than an opinion?

66. What would it take to get you to change your mind?

67. What’s the most important thing in your life?

68. If money were of no concern, what job would you choose and why?

69. How do you know if you’re happy?

70. Do you think euthanasia is moral?

71. What is something you can do today that you weren’t able to do a year ago?

72. Is social media a good thing or not?

73. Is it right to keep animals in a zoo?

74. How does your attitude affect your abilities?

75. What would you do if you found out a friend was doing something dangerous?

76. If you could have any superpower, what would it be? Why?

77. What will life on Earth look like in 50 years?

78. Which is more important, ending world hunger or global warming?

79. Is it a good idea to lower the voting age to 16? Why or why not?

80. If the electrical power went out today, how would you cook if using wood wasn’t an option?

81. If you could magically transport yourself to any other place, where would that be and why?

82. When should teenagers be able to stay out all night?

83. Does the number zero actually exist?

84. What defines a generous person?

85. Does an influential person influence everyone?

Feel free to print out these fun critical thinking questions and incorporate them into your homeschool week!

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Jordan Mitchell

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Helping Students Hone Their Critical Thinking Skills

Used consistently, these strategies can help middle and high school teachers guide students to improve much-needed skills.

Middle school students involved in a classroom discussion

Critical thinking skills are important in every discipline, at and beyond school. From managing money to choosing which candidates to vote for in elections to making difficult career choices, students need to be prepared to take in, synthesize, and act on new information in a world that is constantly changing.

While critical thinking might seem like an abstract idea that is tough to directly instruct, there are many engaging ways to help students strengthen these skills through active learning.

Make Time for Metacognitive Reflection

Create space for students to both reflect on their ideas and discuss the power of doing so. Show students how they can push back on their own thinking to analyze and question their assumptions. Students might ask themselves, “Why is this the best answer? What information supports my answer? What might someone with a counterargument say?”

Through this reflection, students and teachers (who can model reflecting on their own thinking) gain deeper understandings of their ideas and do a better job articulating their beliefs. In a world that is go-go-go, it is important to help students understand that it is OK to take a breath and think about their ideas before putting them out into the world. And taking time for reflection helps us more thoughtfully consider others’ ideas, too.

Teach Reasoning Skills

Reasoning skills are another key component of critical thinking, involving the abilities to think logically, evaluate evidence, identify assumptions, and analyze arguments. Students who learn how to use reasoning skills will be better equipped to make informed decisions, form and defend opinions, and solve problems.

One way to teach reasoning is to use problem-solving activities that require students to apply their skills to practical contexts. For example, give students a real problem to solve, and ask them to use reasoning skills to develop a solution. They can then present their solution and defend their reasoning to the class and engage in discussion about whether and how their thinking changed when listening to peers’ perspectives.

A great example I have seen involved students identifying an underutilized part of their school and creating a presentation about one way to redesign it. This project allowed students to feel a sense of connection to the problem and come up with creative solutions that could help others at school. For more examples, you might visit PBS’s Design Squad , a resource that brings to life real-world problem-solving.

Ask Open-Ended Questions

Moving beyond the repetition of facts, critical thinking requires students to take positions and explain their beliefs through research, evidence, and explanations of credibility.

When we pose open-ended questions, we create space for classroom discourse inclusive of diverse, perhaps opposing, ideas—grounds for rich exchanges that support deep thinking and analysis.

For example, “How would you approach the problem?” and “Where might you look to find resources to address this issue?” are two open-ended questions that position students to think less about the “right” answer and more about the variety of solutions that might already exist.

Journaling, whether digitally or physically in a notebook, is another great way to have students answer these open-ended prompts—giving them time to think and organize their thoughts before contributing to a conversation, which can ensure that more voices are heard.

Once students process in their journal, small group or whole class conversations help bring their ideas to life. Discovering similarities between answers helps reveal to students that they are not alone, which can encourage future participation in constructive civil discourse.

Teach Information Literacy

Education has moved far past the idea of “Be careful of what is on Wikipedia, because it might not be true.” With AI innovations making their way into classrooms, teachers know that informed readers must question everything.

Understanding what is and is not a reliable source and knowing how to vet information are important skills for students to build and utilize when making informed decisions. You might start by introducing the idea of bias: Articles, ads, memes, videos, and every other form of media can push an agenda that students may not see on the surface. Discuss credibility, subjectivity, and objectivity, and look at examples and nonexamples of trusted information to prepare students to be well-informed members of a democracy.

One of my favorite lessons is about the Pacific Northwest tree octopus . This project asks students to explore what appears to be a very real website that provides information on this supposedly endangered animal. It is a wonderful, albeit over-the-top, example of how something might look official even when untrue, revealing that we need critical thinking to break down “facts” and determine the validity of the information we consume.

A fun extension is to have students come up with their own website or newsletter about something going on in school that is untrue. Perhaps a change in dress code that requires everyone to wear their clothes inside out or a change to the lunch menu that will require students to eat brussels sprouts every day.

Giving students the ability to create their own falsified information can help them better identify it in other contexts. Understanding that information can be “too good to be true” can help them identify future falsehoods.

Provide Diverse Perspectives

Consider how to keep the classroom from becoming an echo chamber. If students come from the same community, they may have similar perspectives. And those who have differing perspectives may not feel comfortable sharing them in the face of an opposing majority.

To support varying viewpoints, bring diverse voices into the classroom as much as possible, especially when discussing current events. Use primary sources: videos from YouTube, essays and articles written by people who experienced current events firsthand, documentaries that dive deeply into topics that require some nuance, and any other resources that provide a varied look at topics.

I like to use the Smithsonian “OurStory” page , which shares a wide variety of stories from people in the United States. The page on Japanese American internment camps is very powerful because of its first-person perspectives.

Practice Makes Perfect

To make the above strategies and thinking routines a consistent part of your classroom, spread them out—and build upon them—over the course of the school year. You might challenge students with information and/or examples that require them to use their critical thinking skills; work these skills explicitly into lessons, projects, rubrics, and self-assessments; or have students practice identifying misinformation or unsupported arguments.

Critical thinking is not learned in isolation. It needs to be explored in English language arts, social studies, science, physical education, math. Every discipline requires students to take a careful look at something and find the best solution. Often, these skills are taken for granted, viewed as a by-product of a good education, but true critical thinking doesn’t just happen. It requires consistency and commitment.

In a moment when information and misinformation abound, and students must parse reams of information, it is imperative that we support and model critical thinking in the classroom to support the development of well-informed citizens.

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Building critical thinking skills in grade 11 students.

Critical thinking is a disciplined process of observing, actively analyzing, evaluating, synthesizing information and facts and intellectually reasoning, reflecting, and making informed decisions. Learners of the best international schools must know the real world practical application of concepts learnt instead of just remembering the information. It is for this that it is imperative for them to be active learners and think critically. A critical thinker will actively reason and question ideas and beliefs as opposed to just accepting them.

Learners in grade 11 at Aditya Birla world academy come from curriculums like ICSE, CBSE, and IGCSE. The CBSE/ICSE offers a relatively theoretical model of education well suited for learners preparing for college entrance exams in India whereas the A levels and IB curriculum consists of a range of subjects including a global context of knowledge which encourages inquiry, research, and application-based learning and is accepted by universities around the world.

At Aditya Birla World Academy , we encourage students to ask why? and how? rather than what? Learners should understand the reason behind a conclusion or an argument and have an attitude to question such arguments. For eg. understanding the definition of a phenomenon in science, knowing a theorem or a property in math, or a fact in social sciences is not enough. Their curiosity to learn new information is nurtured by asking the cause, the effect, and the application of the concepts. Best international schools would encourage their learners to seek evidence, make reasoned judgements and be open to new ideas.

In today’s world, there is easy access to various unverified information. About the new information that the students are exposed to, they should have a healthy questioning attitude and not blindly believe everything everyone tells. Learners in the best international schools are encouraged to participate in discussions and inquire proactively where they come across different perspectives and get introduced to new information, and may also face disagreements which will give them an opportunity to develop communication skills. When faced with new convincing evidence, they should also be open to admitting that their opinions and ideas are not correct.

Aditya Birla world academy being among the best international schools in Mumbai, we strive to make the teaching learning process engaging by involving activities that enhance critical thinking, exploration and research skills. At grade 11, we strive to make learners confident individuals who can appreciate the subject and are encouraged to explore more in their area of interest. To enhance critical thinking skills among our grade 11 learners, we try to get students actively involved in justifying mathematical curiosities, raise vital questions while problem solving and present challenges within the reach of students. While solving problems, learners are encouraged to gather and assess information, formulate them clearly and precisely and use ideas to interpret the information insightfully. Problem solving in math becomes much more interesting with the use of hands-on learning techniques, use of technology, graphical soft wares, animations etc. After the learners arrive at the well-reasoned conclusion, they test them against relevant criteria, check their implications and practical consequences and finally interpret their results and findings and communicate effectively.

Best international schools not only promote acquisition of knowledge but lay emphasis on deeper understanding, importance of international mindedness and skill development through a variety of research based activities, case studies, global studies and encourage spirit of inquiry. Improved critical thinking skills will prepare them for the future- they will have sound thinking about their courses and projects at university. Learners will possess better analytical, strategic problem solving and decision making skills in their further studies and workplace.

How does art class help with students' creative thinking? Find the best international schools supporting creative thinking.

https://www.adityabirlaworldacademy.com/blog/how-does-art-class-help-with-students-creative-thinking-find-the-best-international-schools-supporting-creative-thinking

How to impart leadership skills in school children? Find the best IB schools in Mumbai.

https://www.adityabirlaworldacademy.com/blog/how-to-impart-leadership-skills-in-school-children-find-the-best-ib-schools-in-mumbai

10 life skills to equip your child with. The best schools in Mumbai offer holistic learning.

https://www.adityabirlaworldacademy.com/blog/10-life-skills-to-equip-your-child-with-the-best-schools-in-mumbai-offer-holistic-learning

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Developing Students' Critical Thinking Skills Through Whole-Class Dialogue

Resources & Preparation
Instructional Plan
Related Resources

Students take positions all the time. They defend their love of a television show or character with evidence or support that justifies their position. However, students may struggle to think critically about the books they've read and take a position about events from those books. In this lesson, students either listen to the instructor read a book aloud or read the book silently. (The book used in this lesson is My Freedom Trip by Frances Park and Ginger Park.) After reading, students answer an open-ended question about an issue that could have multiple perspectives. Students take positions, then identify reasons to support their positions. They then evaluate the reasons and draw their own conclusions. The lesson may be followed by additional whole-class discussion sessions that place emphasis on dialogue, eventually transferring more and more responsibility to the students for their learning.

From Theory to Practice

Dialogical-Thinking Reading Lessons (D-TRLs), in which students articulate their thoughts in response to literature through dialogue, go beyond the question-and-answer and recitation methods that usually deal only with literal thinking.
Students develop critical thinking as they learn to justify their reasons for a certain position on a story-specific issue.
The basic format of a D-TRL provides practice with identifying and evaluating reasons as well as drawing conclusions. As more responsibility for the elements of the D-TRL is transferred to students, they receive additional practice in formulating hypotheses and identifying central themes and issues
When students have opportunities to pose questions, they assume more responsibility for determining what needs to be understood and for directing their own learning processes.
Literature discussions based on student-posed questions address an array of reading, writing, and oral language core curriculum objectives.
When student questioning reigns in literature discussions, students generate many questions, help one another clarify questions, listen carefully to their peers, engage in critical thinking, and appreciate the opportunity to reflect on their own questions.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

My Freedom Trip by Frances Park and Ginger Park (Boyds Mills Press, 1998)
Chart paper, board, or overhead

Central Question Chart

Preparation

1.	You may want to provide your students with some background information about the situation between North and South Korea before and during the Korean War. This background information may help students better understand and relate to the young girl in the story. The following webpages may be useful for background information: . Offers a historical overview, information about Korean culture, and photos . Quick Find links offer an overview, facts, quotes, and more
2.	Depending on text availability and whether students will be reading silently or whether you will be reading the book aloud, have one copy of per student or one copy for the class.
3.	Make a on chart paper, the board, or overhead that includes the central question, two possible positions, and room for supporting reasons. Include two columns for evaluating the supporting reasons.

Student Objectives

Students will

Develop and demonstrate critical thinking skills as they take positions in response to a question, consider other viewpoints, identify reasons in support of their positions, evaluate supporting reasons for truth and acceptability, and draw final conclusions based on discussion
Take responsibility for their own learning and for evaluating their own thoughts
Participate as knowledgeable, reflective, creative, and critical persons in respectful dialogue with one another

Instruction and Activities

Before reading (15 minutes) Open the lesson with an informal discussion of what students already know about the Korean War. Tell them that they will be reading and discussing a book about one girl's experience during that war. Can they make predictions about the book based on its title and cover and what they already know about the war? Let students know that after reading the book, they're going to be asked a question that will take the whole class to answer-and everyone's answer could be different. What will be important is whether they can provide acceptable reasons to support their answers. Reading phase (about 15 minutes, depending on the length of the text and the reading comprehension method you use) Depending on your students' needs and the availability of book copies, you can read the book to your students using the guided reading approach, have the students partner/group read, or have the students read silently. The important thing to consider when conducting the reading phase is to make sure students understand the text entirely. This will allow them to fully participate in the discussion phase to follow.

With the guided reading approach, intermittent discussion should take place. The discussion breaks should be informal and focus on sharing an understanding of what is happening in the text.
If you use another approach, check in with the individuals or groups to ensure understanding by asking questions during or after the reading. Keep the questions focused for now on students' comprehension of the book, making sure everyone understands the basic story well enough to be able to participate in the discussion phase to follow.

Discussion phase (30 to 60 minutes, depending on class size) There are four basic components to this part of the lesson:

Posing a central question and possible answers
Identifying reasons to support the possible answers
Evaluating the truth and acceptability of the supporting reasons
Drawing final conclusions on the merit of the possible answers

As students become familiar with the critical-thinking process, these components can be modified to give students greater responsibility for their learning. (See Modifications for examples.) Before proceeding with the discussion, make sure to establish a few guidelines with the students. These guidelines can include

Listening carefully to other students' questions, opinions, and reasons and responding to them in a helpful manner
Respecting everyone's questions and everyone's responses
Agreeing or disagreeing, but giving reasons to support your opinion
Respecting everyone's opportunity to speak and waiting your turn

Central question. At this point, introduce a question that will be of interest to students and in response to which they will each have to take a position. The question should be thought-provoking, the answer to which can be debated. A sample question for this book (as listed on the Central Question Chart ) is, "Why did Mr. Han try to convince the soldier to let Soo go across the river instead of himself?" Once you have a question, you should offer two hypotheses (or positions) as answers to it. Record the two positions on chart paper, the board, or overhead. Sample positions are listed on the Central Question Chart. (Until students have practiced the subsequent processes of identifying and evaluating reasons, it is important to limit the position options for now to two.) Once the two positions are listed, ask each student to decide which position he or she thinks best answers the central question and to be prepared to explain why. Let students know that they can change their positions after the discussion. Identifying reasons . Have students explore each position by identifying supporting reasons for it. Talk to a student who supports the first position, for example. Ask the student why he or she believes it's correct. How about a student who supports the second position? Get the students to begin talking to each other, with you acting as facilitator between them. This may be a good time to abandon a rule of raising hands; instead, let students dialogue freely but respectfully. As they cite reasons, encourage them to use examples from the text, from their own background knowledge of not only the Korean War but any experiences they have had that help them understand the text, and from what they feel makes sense. Record all reasons on the chart underneath their respective positions, even those that make little sense or seem wrong. (In the course of the discussion, students will be evaluating the truth and acceptability of the reasons. If you filter out reasons according to your judgment, it will deny students the opportunity to evaluate their own thinking.) Evaluating reasons. After all the reasons are listed (and perhaps even as they are being listed), students should decide whether they are completely true, completely false, or are true or false depending on certain factors. As the facilitator, put each reason before the group for discussion and let students decide amongst themselves the truth and acceptability of each reason. For each reason, ask students the following kinds of questions (and eventually encourage them to ask each other and themselves): What makes this reason true? Or what makes it false? Are there times that it could be true, but other times when it could be false? What examples can you give from the book to support a reason as acceptable? Does it make sense? Why or why not? Should we accept this as a supporting reason for the position? Throughout this discussion, you may need to question the students or rephrase their ideas to help them formulate their thoughts. However, be sure not to put words in students' mouths. As students discuss the reasons, record their decisions about the reasons in the truth column of the chart. You can use a 'T' for true, 'F' for false, and 'D' for depends. For the 'T' and 'D' reasons, mark what makes them acceptable: 'TXT' for text support, 'BK' for background knowledge support, and 'LOG' for logical support. Students themselves may not know at first that an acceptable reason is based on text, background knowledge, or logic (i.e., what seems to make sense), but they should be able to decide if it's acceptable or not. As you classify the reasons, help them to understand why you are categorizing them as you are-that their discussion is leading you to figure out the kind of support each reason is based upon. Guide them in this thought process until they are able to tell you what justifies the reasons. Drawing conclusions. After all reasons have been evaluated, give students the opportunity to say what their positions are based on the discussion. Has anyone changed his or her mind? For those who are sticking with their original positions, do they feel more strongly about them now? Also, give students the option to say they have not made up their minds (for the ability to withhold judgment is central to critical thinking). Another way to end the lesson could be to have the students write their conclusions and justify their reasons in a journal entry or a more formal writing assignment. Modifications After a few lessons with the same book or subsequent readings, students will have had practice identifying and evaluating reasons for positions you hypothesize. Next, allow them to generate several positions of their own to new central questions. This will help them to develop hypothesizing skills. After practice at hypothesizing, move on to allowing them to generate their own central questions. You will have to determine their readiness for identifying central themes and issues, but also, you can expect by this time for students to help guide each other in this process. Another modification as students become more and more responsible for their own learning may include switching to peer discussion groups, which then report their results in writing or to the class.

My Freedom Trip does not have a great deal of factual information, so creating a K-W-L chart may help lead the class into a research project as an extension of the book. Ask the students what they already know about Korea and the issues that arose around the Korean War. Use the W column in the K-W-L as a springboard for research. As examples, students could research why the soldiers divided the country of Korea or why North Korea was oppressed while South Korea was "the freedom land." Since My Freedom Trip has a theme of bravery and not giving up, ask each student to write a personal narrative about a time when he or she was faced with a tough situation, but stuck it out. Remind students that their stories do not have to be of the same magnitude and that we all face challenges, big and small. You may want to take these pieces through the entire writing process to publication. Invite people who have lived through challenging situations to speak to the class about their ordeals. Send a letter to parents and community members to see if they would like to share their experiences. Students can respond to guest speakers' experiences through discussion afterward or in journal entries.

Student Assessment / Reflections

Observe the following in students:

Do they participate in the discussion before the book is read, as well as during the reading (whether using the guided reading approach or other method)?
Do they offer reasons for their positions that can be verified by the text, background knowledge, or logic?
Do they rightfully evaluate and dismiss reasons that are not acceptable or valid?
Do they participate fully in the discussion, giving due regard for differing opinions and viewpoints?

Provide students with an opportunity to demonstrate their critical thinking skills with the following assessment:

Have students read a new text or read it aloud to the entire class
Present students with a central question and two positions
Have students, on an individual basis, provide support for both positions and evaluate each as they did in the lessons
Have students give a written response regarding one of the positions
Evaluate the written response the same way as the journal entry (see below)

Evaluate student journal entries on the following (minimum) criteria:

Do the students justify their conclusions using reasons supported by the text, background knowledge, or logic?
Do the students' writing responses reflect your expectations for them?
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Kindergarten K

Unit 16: Critical Thinking Complete Exercises

By Suraj Chaudhary

August 3, 2023

Unit 16: Critical Thinking Complete Solution

This article has all the exercises of unit 16 of class 11’s English, Critical Thinking (What Is The Soul?)

Ways with words

A. the words in the crossword puzzle are from the text. find them from the text to solve the puzzle based on the meaning clues given below..

unquestionable, impossible to doubt → indubitable
never done or known before → unprecedented
emergence or origination emanation
obviously or clearly evidently
impossible to achieve or overcome → insuperable
moved with a violent, irregular action → agitated
appropriate or suitable → apt
force back → repel
conservative → orthodox
up to now → hitherto

B. Find the words from the text that mean the following.

a. misleading or illusionary ( deceptive ) b. in a natural state; not yet processed or refined ( crude ) c. a mystical horse like animal with a single straight horn projecting from its forehead ( unicorn ) d. never dying or decaying ( immortal ) e. come to an end; stop ( cease ) f. to activate or put into motion ( actuate )

Comprehension

Answer these questions..

a. What’s the difference between the body and the soul? → The body exists in time and space whereas the soul exists in time only. In simple words, the body is a visible entity whereas the soul is not visible.

b. What do you understand by the psychologists’ saying that there is no such thing as mind? → Psychologists believe that there is no existence of the mind as they study mental processes and human behaviors by observing, interpreting, and recording how people relate to one another and the environment.

c. How can a mental activity be reduced to physical activity? → Mental activity can be reduced to physical activity by saying the mind is just an emotion of the body which is really an elaborate scientific construction.

d. How are mind and body related? → Mind and body are related as they are merely convenient ways of collecting and organizing events inside a man’s head into two groups according to causal relations.

e. What is the relation between mind and memory? Does memory survive a person’s death? → Memory is the most essential characteristic of the mind. No, memory doesn’t survive a person’s death because it is connected with a certain kind of brain structure that decays at death. Thus, memory also dies.

f. How is our power on the earth’s surface entirely dependent upon the sun? → Our power on the earth’s surface is entirely dependent upon the sun as it warms our seas, regulates our weather patterns, and gives energy to the growing green plants that provide the food and oxygen for life on Earth.

Critical Thinking

a. Do you believe that soul really exists? Write your arguments in support of your answer. → I believe that souls do exist. Have you ever imagined your own death? Have you ever thought that what happens after the incident that the world calls death? Could you ever convince yourself that your existence on this planet earth would be finished once you die? I couldn’t ever convince myself with the fact that I’ll be finished once I die. Death would cause the degradation of my physical body but it’s just unimaginable that I will too get over once the death occurs. This “I” is nothing but the soul. I know that the science that we’re familiar with hasn’t proved the existence of souls yet. But we shouldn’t be hopeless. The boundary of science is expanding day by day. Even the fans and lights that we use every day were once unimaginable but we know that today they exist. There are new fields added to science every day. Some of the fields that have tried to progress in this topic are metaphysics, parapsychology, etc. As far as ancient science is concerned, it had proved the existence of the soul long ago. It also developed methods by which one can experience one’s soul. But anyway, I hope that there would be a day when modern science will too prove the existence of the soul.

b. If you want to change your body, you first have to change your mind. Discuss. → I support the statement that “If you want to change your body, you first have to change your mind.” Psychologists say our “self-talk” or “internal dialogue” can make or break a fitness routine. The problem is that many people simply aren’t aware of how destructive their thoughts are. The thing that precedes our behavior is a thought, and we sometimes aren’t good at getting in touch with our thoughts. Let me take my fitness example. The first step in charting the right course to fitness is to recognize how my thoughts are undermining my exercise plans. The second step is to challenge the negative thinking – and there’s certainly no shortage of that when it comes to exercise. It can be tough for beginners to master the skills necessary to adhere to an exercise plan, but give it time. If I could stick it out for six months, it starts to become a part of who I am versus what I do. Plus, I’ll probably see some positive results that can motivate me to keep at it. Among them: better muscle tone, feeling stronger and more fit, weight loss, improved mood, and better sleep.

Write critically on the given topics.

A. the existence of god.

Answer: The existence of God is foundational to the study of theology. The Bible does not seek to prove God’s existence but rather takes it for granted. Scripture expresses a strong doctrine of a natural revelation: the existence and attributes of God are evident from the creation itself, even though sinful human beings suppress and distort their natural knowledge of God. The dominant question in the Old and New Testaments is not whether God is, but rather who God is. Philosophers both Christian and non-Christian have offered a wide range of arguments for God’s existence, and the discipline of natural theology (what can be known or proven about God from nature alone) is flourishing today. Some philosophers, however, have proposed that belief in God is rationally justified even without theistic arguments or evidence. Meanwhile, professing atheists have offered arguments against God’s existence; the most popular is the argument from evil, which contends that the existence and extent of evil in the world gives us good reason not to believe in God. In response, Christian thinkers have developed various theodicies, which seek to explain why God is morally justified in permitting the evils we observe. If theology is the study of God and his works, then the existence of God is as foundational to theology as the existence of rocks is to geology. Two basic questions have been raised regarding belief in God’s existence: (1) Is it true? (2) Is it rationally justified (and if so, on what grounds)? The second is distinct from the first because a belief can be true without being rationally justified (e.g., someone might irrationally believe that he’ll die on a Thursday, a belief that turns out by chance to be true). Philosophers have grappled with both questions for millennia. In this essay, we will consider what the Bible says in answer to these questions, before sampling the answers of some influential Christian thinkers.

A. Rewrite the following sentences using ‘used to’. You can make an affirmative/ negative statement or a question.

a. I/live in a flat when I was a child. → I used to live in a flat when I was a child.

b. She/love eating chocolate but now she hates it. → She used to love eating chocolate but now she hates it.

c. He/go to fishing in the summer? → Did he use to go fishing in the summer?

d. My sister/play tennis when she was at school. → My sister used to play tennis when she was at school.

e. He/play football every weekend? → Did he use to play football every weekend?

f. My grandfather/speak five languages. → My grandfather used to speak five languages.

g. I/not hate school from the beginning. → I did not use to hate school from the beginning.

h. You/live in Kathmandu? → Did he use to live in Kathmandu?

i. He/play Dandibiyo when he was a small child. → He used to play Dandibiyo when he was a small child.

j. She/wear a frock when she was small but nowadays she wears jeans. → She used to wear a frock when she was small but nowadays she wears jeans.

B. Write a short paragraph describing your past habits.

→ For five years, I lived with my uncle. I used to begin my regular tasks in the mornings at my uncle’s home. Despite having a full-time job at home, I used to strive for first place in my class. My instructors utilized locally accessible materials to make their lessons successful, despite the fact that my school lacked enough resources. They’d cheer us up in class by being nice. Project work was assigned by our English instructor. It proved to be very beneficial to our academic endeavors.

If you have any confusion, feel free to drop a comment down below. In the meantime, you can read these articles.

CS50: How To Study At Harvard For FREE (and get a free certificate)
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How To Stop Ads On YouTube and Other Websites
How To Use Microsoft Office Apps For FREE (even offline)
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Suraj Chaudhary is a writer, developer, founder, and a constant learner. He shares lessons and resources for living a fuller life every week. On this blog, he shares helpful guides and helpful articles that help his 70,000+ monthly readers find answers, solve problems, and meet their curious needs.

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A Detailed Lesson Plan in English Grade XI - Critical Thinking

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Critical Thinking: Where to Begin

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If you are new to critical thinking or wish to deepen your conception of it, we recommend you review the content below and bookmark this page for future reference.

Our Conception of Critical Thinking...

"Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness..."

"Critical thinking is self-guided, self-disciplined thinking which attempts to reason at the highest level of quality in a fairminded way. People who think critically attempt, with consistent and conscious effort, to live rationally, reasonably, and empathically. They are keenly aware of the inherently flawed nature of human thinking when left unchecked. They strive to diminish the power of their egocentric and sociocentric tendencies. They use the intellectual tools that critical thinking offers – concepts and principles that enable them to analyze, assess, and improve thinking. They work diligently to develop the intellectual virtues of intellectual integrity, intellectual humility, intellectual civility, intellectual empathy, intellectual sense of justice and confidence in reason. They realize that no matter how skilled they are as thinkers, they can always improve their reasoning abilities and they will at times fall prey to mistakes in reasoning, human irrationality, prejudices, biases, distortions, uncritically accepted social rules and taboos, self-interest, and vested interest.

They strive to improve the world in whatever ways they can and contribute to a more rational, civilized society. At the same time, they recognize the complexities often inherent in doing so. They strive never to think simplistically about complicated issues and always to consider the rights and needs of relevant others. They recognize the complexities in developing as thinkers, and commit themselves to life-long practice toward self-improvement. They embody the Socratic principle: The unexamined life is not worth living , because they realize that many unexamined lives together result in an uncritical, unjust, dangerous world."

Why Critical Thinking?

The Problem:

Everyone thinks; it is our nature to do so. But much of our thinking, left to itself, is biased, distorted, partial, uninformed, or down-right prejudiced. Yet the quality of our lives and that of what we produce, make, or build depends precisely on the quality of our thought. Shoddy thinking is costly, both in money and in quality of life. Excellence in thought, however, must be systematically cultivated.

A Brief Definition:

Critical thinking is the art of analyzing and evaluating thinking with a view to improving it. The Result:

A well-cultivated critical thinker:

raises vital questions and problems, formulating them clearly and precisely;
gathers and assesses relevant information, using abstract ideas to interpret it effectively;
comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards;
thinks openmindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and
communicates effectively with others in figuring out solutions to complex problems.

Critical thinking is, in short, self-directed, self-disciplined, self-monitored, and self-corrective thinking. It requires rigorous standards of excellence and mindful command of their use. It entails effective communication and problem-solving abilities, and a commitment to overcoming our native egocentrism and sociocentrism. Read more about our concept of critical thinking .

The Essential Dimensions of Critical Thinking

Our conception of critical thinking is based on the substantive approach developed by Dr. Richard Paul and his colleagues at the Center and Foundation for Critical Thinking over multiple decades. It is relevant to every subject, discipline, and profession, and to reasoning through the problems of everyday life. It entails five essential dimensions of critical thinking:

At the left is an overview of the first three dimensions. In sum, the elements or structures of thought enable us to "take our thinking apart" and analyze it. The intellectual standards are used to assess and evaluate the elements. The intellectual traits are dispositions of mind embodied by the fairminded critical thinker. To cultivate the mind, we need command of these essential dimensions, and we need to consistently apply them as we think through the many problems and issues in our lives.

The Elements of Reasoning and Intellectual Standards

To learn more about the elements of thought and how to apply the intellectual standards, check out our interactive model. Simply click on the link below, scroll to the bottom of the page, and explore the model with your mouse.

Why the Analysis of Thinking Is Important If you want to think well, you must understand at least the rudiments of thought, the most basic structures out of which all thinking is made. You must learn how to take thinking apart. Analyzing the Logic of a Subject When we understand the elements of reasoning, we realize that all subjects, all disciplines, have a fundamental logic defined by the structures of thought embedded within them. Therefore, to lay bare a subject’s most fundamental logic, we should begin with these questions:

Going Deeper...

The Critical Thinking Bookstore

Our online bookstore houses numerous books and teacher's manuals , Thinker's Guides , videos , and other educational materials .

Learn From Our Fellows and Scholars

Watch our Event Calendar , which provides an overview of all upcoming conferences and academies hosted by the Foundation for Critical Thinking. Clicking an entry on the Event Calendar will bring up that event's details, and the option to register. For those interested in online learning, the Foundation offers accredited online courses in critical thinking for both educators and the general public, as well as an online test for evaluating basic comprehension of critical thinking concepts . We are in the process of developing more online learning tools and tests to offer the community.

Utilizing this Website

This website contains large amounts research and an online library of articles , both of which are freely available to the public. We also invite you to become a member of the Critical Thinking Community , where you will gain access to more tools and materials. If you cannot locate a resource on a specific topic or concept, try searching for it using our Search Tool . The Search Tool is at the upper-right of every page on the website.

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5 Critical Thinking Skills Every Kid Needs To Learn (And How To Teach Them)

Teach them to thoughtfully question the world around them.

Examples of critical thinking skills like correlation tick-tac-Toe, which teaches analysis skills and debates which teach evaluation skills.

Little kids love to ask questions. “Why is the sky blue?” “Where does the sun go at night?” Their innate curiosity helps them learn more about the world, and it’s key to their development. As they grow older, it’s important to encourage them to keep asking questions and to teach them the right kinds of questions to ask. We call these “critical thinking skills,” and they help kids become thoughtful adults who are able to make informed decisions as they grow older.

What is critical thinking?

Critical thinking allows us to examine a subject and develop an informed opinion about it. First, we need to be able to simply understand the information, then we build on that by analyzing, comparing, evaluating, reflecting, and more. Critical thinking is about asking questions, then looking closely at the answers to form conclusions that are backed by provable facts, not just “gut feelings” and opinion.

Critical thinkers tend to question everything, and that can drive teachers and parents a little crazy. The temptation to reply, “Because I said so!” is strong, but when you can, try to provide the reasons behind your answers. We want to raise children who take an active role in the world around them and who nurture curiosity throughout their entire lives.

Key Critical Thinking Skills

So, what are critical thinking skills? There’s no official list, but many people use Bloom’s Taxonomy to help lay out the skills kids should develop as they grow up.

A diagram showing Bloom's Taxonomy (Critical Thinking Skills)

Source: Vanderbilt University

Bloom’s Taxonomy is laid out as a pyramid, with foundational skills at the bottom providing a base for more advanced skills higher up. The lowest phase, “Remember,” doesn’t require much critical thinking. These are the skills kids use when they memorize math facts or world capitals or practice their spelling words. Critical thinking doesn’t begin to creep in until the next steps.

Understanding requires more than memorization. It’s the difference between a child reciting by rote “one times four is four, two times four is eight, three times four is twelve,” versus recognizing that multiplication is the same as adding a number to itself a certain number of times. Schools focus more these days on understanding concepts than they used to; pure memorization has its place, but when a student understands the concept behind something, they can then move on to the next phase.

Application opens up whole worlds to students. Once you realize you can use a concept you’ve already mastered and apply it to other examples, you’ve expanded your learning exponentially. It’s easy to see this in math or science, but it works in all subjects. Kids may memorize sight words to speed up their reading mastery, but it’s learning to apply phonics and other reading skills that allows them to tackle any new word that comes their way.

Analysis is the real leap into advanced critical thinking for most kids. When we analyze something, we don’t take it at face value. Analysis requires us to find facts that stand up to inquiry, even if we don’t like what those facts might mean. We put aside personal feelings or beliefs and explore, examine, research, compare and contrast, draw correlations, organize, experiment, and so much more. We learn to identify primary sources for information, and check into the validity of those sources. Analysis is a skill successful adults must use every day, so it’s something we must help kids learn as early as possible.

Almost at the top of Bloom’s pyramid, evaluation skills let us synthesize all the information we’ve learned, understood, applied, and analyzed, and to use it to support our opinions and decisions. Now we can reflect on the data we’ve gathered and use it to make choices, cast votes, or offer informed opinions. We can evaluate the statements of others too, using these same skills. True evaluation requires us to put aside our own biases and accept that there may be other valid points of view, even if we don’t necessarily agree with them.

In the final phase, we use every one of those previous skills to create something new. This could be a proposal, an essay, a theory, a plan—anything a person assembles that’s unique.

Note: Bloom’s original taxonomy included “synthesis” as opposed to “create,” and it was located between “apply” and “evaluate.” When you synthesize, you put various parts of different ideas together to form a new whole. In 2001, a group of cognitive psychologists removed that term from the taxonomy , replacing it with “create,” but it’s part of the same concept.

How To Teach Critical Thinking

Using critical thinking in your own life is vital, but passing it along to the next generation is just as important. Be sure to focus on analyzing and evaluating, two multifaceted sets of skills that take lots and lots of practice. Start with these 10 Tips for Teaching Kids To Be Awesome Critical Thinkers . Then try these critical thinking activities and games. Finally, try to incorporate some of these 100+ Critical Thinking Questions for Students into your lessons. They’ll help your students develop the skills they need to navigate a world full of conflicting facts and provocative opinions.

One of These Things Is Not Like the Other

This classic Sesame Street activity is terrific for introducing the ideas of classifying, sorting, and finding relationships. All you need are several different objects (or pictures of objects). Lay them out in front of students, and ask them to decide which one doesn’t belong to the group. Let them be creative: The answer they come up with might not be the one you envisioned, and that’s OK!

The Answer Is …

Post an “answer” and ask kids to come up with the question. For instance, if you’re reading the book Charlotte’s Web , the answer might be “Templeton.” Students could say, “Who helped save Wilbur even though he didn’t really like him?” or “What’s the name of the rat that lived in the barn?” Backwards thinking encourages creativity and requires a good understanding of the subject matter.

Forced Analogies

Practice making connections and seeing relationships with this fun game. Kids write four random words in the corners of a Frayer Model and one more in the middle. The challenge? To link the center word to one of the others by making an analogy. The more far out the analogies, the better!

Learn more: Forced Analogies at The Owl Teacher

Primary Sources

Tired of hearing “I found it on Wikipedia!” when you ask kids where they got their answer? It’s time to take a closer look at primary sources. Show students how to follow a fact back to its original source, whether online or in print. We’ve got 10 terrific American history–based primary source activities to try here.

Science Experiments

Hands-on science experiments and STEM challenges are a surefire way to engage students, and they involve all sorts of critical thinking skills. We’ve got hundreds of experiment ideas for all ages on our STEM pages , starting with 50 Stem Activities To Help Kids Think Outside the Box .

Not the Answer

Multiple-choice questions can be a great way to work on critical thinking. Turn the questions into discussions, asking kids to eliminate wrong answers one by one. This gives them practice analyzing and evaluating, allowing them to make considered choices.

Learn more: Teaching in the Fast Lane

Correlation Tic-Tac-Toe

Two 3 by 3 grids of pictures showing mountains, islands, and other landforms, with Xs drawn in each grid to form tic-tac-toe lines.

Here’s a fun way to work on correlation, which is a part of analysis. Show kids a 3 x 3 grid with nine pictures, and ask them to find a way to link three in a row together to get tic-tac-toe. For instance, in the pictures above, you might link together the cracked ground, the landslide, and the tsunami as things that might happen after an earthquake. Take things a step further and discuss the fact that there are other ways those things might have happened (a landslide can be caused by heavy rain, for instance), so correlation doesn’t necessarily prove causation.

Learn more: Critical Thinking Tic-Tac-Toe at The Owl Teacher

Inventions That Changed the World

Explore the chain of cause and effect with this fun thought exercise. Start it off by asking one student to name an invention they believe changed the world. Each student then follows by explaining an effect that invention had on the world and their own lives. Challenge each student to come up with something different.

Learn more: Teaching With a Mountain View

Critical Thinking Games

Pile of board games that encourage critical thinking skills

There are so many board games that help kids learn to question, analyze, examine, make judgments, and more. In fact, pretty much any game that doesn’t leave things entirely up to chance (Sorry, Candy Land) requires players to use critical thinking skills. See one teacher’s favorites at the link below.

Learn more: Miss DeCarbo

This is one of those classic critical thinking activities that really prepares kids for the real world. Assign a topic (or let them choose one). Then give kids time to do some research to find good sources that support their point of view. Finally, let the debate begin! Check out 100 Middle School Debate Topics , 100 High School Debate Topics , and 60 Funny Debate Topics for Kids of All Ages .

How do you teach critical thinking skills in your classroom? Come share your ideas and ask for advice in the WeAreTeachers HELPLINE group on Facebook .

Plus, check out 38 simple ways to integrate social-emotional learning throughout the day ..

Get ideas and activities for teaching kids to use critical thinking skills to thoughtfully question the world and sort out fact from opinion.

100+ Critical Thinking Questions for Students To Ask About Anything

Critical thinkers question everything. Continue Reading

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What is Critical Thinking?

Critical Thinking Definition

September 2, 2005, by The Critical Thinking Co. Staff

The Critical Thinking Co.™ "Critical thinking is the identification and evaluation of evidence to guide decision making. A critical thinker uses broad in-depth analysis of evidence to make decisions and communicate their beliefs clearly and accurately."

Other Definitions of Critical Thinking: Robert H. Ennis , Author of The Cornell Critical Thinking Tests "Critical thinking is reasonable, reflective thinking that is focused on deciding what to believe and do."

A SUPER-STREAMLINED CONCEPTION OF CRITICAL THINKING Robert H. Ennis, 6/20/02

Assuming that critical thinking is reasonable reflective thinking focused on deciding what to believe or do, a critical thinker:

1. Is open-minded and mindful of alternatives 2. Tries to be well-informed 3. Judges well the credibility of sources 4. Identifies conclusions, reasons, and assumptions 5. Judges well the quality of an argument, including the acceptability of its reasons, assumptions, and evidence 6. Can well develop and defend a reasonable position 7. Asks appropriate clarifying questions 8. Formulates plausible hypotheses; plans experiments well 9. Defines terms in a way appropriate for the context 10. Draws conclusions when warranted, but with caution 11. Integrates all items in this list when deciding what to believe or do

Critical Thinkers are disposed to:

1. Care that their beliefs be true, and that their decisions be justified; that is, care to "get it right" to the extent possible. This includes the dispositions to

a. Seek alternative hypotheses, explanations, conclusions, plans, sources, etc., and be open to them b. Endorse a position to the extent that, but only to the extent that, it is justified by the information that is available c. Be well informed d. Consider seriously other points of view than their own

2. Care to present a position honestly and clearly, theirs as well as others'. This includes the dispositions to

a. Be clear about the intended meaning of what is said, written, or otherwise communicated, seeking as much precision as the situation requires b. Determine, and maintain focus on, the conclusion or question c. Seek and offer reasons d. Take into account the total situation e. Be reflectively aware of their own basic beliefs

3. Care about the dignity and worth of every person (a correlative disposition). This includes the dispositions to

a. Discover and listen to others' view and reasons b. Avoid intimidating or confusing others with their critical thinking prowess, taking into account others' feelings and level of understanding c. Be concerned about others' welfare

Critical Thinking Abilities:

Ideal critical thinkers have the ability to (The first three items involve elementary clarification.)

1. Focus on a question

a. Identify or formulate a question b. Identify or formulate criteria for judging possible answers c. Keep the situation in mind

2. Analyze arguments

a. Identify conclusions b. Identify stated reasons c. Identify unstated reasons d. Identify and handle irrelevance e. See the structure of an argument f. Summarize

3. Ask and answer questions of clarification and/or challenge, such as,

a. Why? b. What is your main point? c. What do you mean by…? d. What would be an example? e. What would not be an example (though close to being one)? f. How does that apply to this case (describe a case, which might well appear to be a counter example)? g. What difference does it make? h. What are the facts? i. Is this what you are saying: ____________? j. Would you say some more about that?

(The next two involve the basis for the decision.)

4. Judge the credibility of a source. Major criteria (but not necessary conditions):

a. Expertise b. Lack of conflict of interest c. Agreement among sources d. Reputation e. Use of established procedures f. Known risk to reputation g. Ability to give reasons h. Careful habits

5. Observe, and judge observation reports. Major criteria (but not necessary conditions, except for the first):

a. Minimal inferring involved b. Short time interval between observation and report c. Report by the observer, rather than someone else (that is, the report is not hearsay) d. Provision of records. e. Corroboration f. Possibility of corroboration g. Good access h. Competent employment of technology, if technology is useful i. Satisfaction by observer (and reporter, if a different person) of the credibility criteria in Ability # 4 above.

(The next three involve inference.)

6. Deduce, and judge deduction

a. Class logic b. Conditional logic c. Interpretation of logical terminology in statements, including (1) Negation and double negation (2) Necessary and sufficient condition language (3) Such words as "only", "if and only if", "or", "some", "unless", "not both".

7. Induce, and judge induction

a. To generalizations. Broad considerations: (1) Typicality of data, including sampling where appropriate (2) Breadth of coverage (3) Acceptability of evidence b. To explanatory conclusions (including hypotheses) (1) Major types of explanatory conclusions and hypotheses: (a) Causal claims (b) Claims about the beliefs and attitudes of people (c) Interpretation of authors’ intended meanings (d) Historical claims that certain things happened (including criminal accusations) (e) Reported definitions (f) Claims that some proposition is an unstated reason that the person actually used (2) Characteristic investigative activities (a) Designing experiments, including planning to control variables (b) Seeking evidence and counter-evidence (c) Seeking other possible explanations (3) Criteria, the first five being essential, the sixth being desirable (a) The proposed conclusion would explain the evidence (b) The proposed conclusion is consistent with all known facts (c) Competitive alternative explanations are inconsistent with facts (d) The evidence on which the hypothesis depends is acceptable. (e) A legitimate effort should have been made to uncover counter-evidence (f) The proposed conclusion seems plausible

8. Make and judge value judgments: Important factors:

a. Background facts b. Consequences of accepting or rejecting the judgment c. Prima facie application of acceptable principles d. Alternatives e. Balancing, weighing, deciding

(The next two abilities involve advanced clarification.)

9. Define terms and judge definitions. Three dimensions are form, strategy, and content.

a. Form. Some useful forms are: (1) Synonym (2) Classification (3) Range (4) Equivalent expression (5) Operational (6) Example and non-example b. Definitional strategy (1) Acts (a) Report a meaning (b) Stipulate a meaning (c) Express a position on an issue (including "programmatic" and "persuasive" definitions) (2) Identifying and handling equivocation c. Content of the definition

10. Attribute unstated assumptions (an ability that belongs under both clarification and, in a way, inference)

(The next two abilities involve supposition and integration.)

11. Consider and reason from premises, reasons, assumptions, positions, and other propositions with which they disagree or about which they are in doubt -- without letting the disagreement or doubt interfere with their thinking ("suppositional thinking")

12. Integrate the other abilities and dispositions in making and defending a decision

(The first twelve abilities are constitutive abilities. The next three are auxiliary critical thinking abilities: Having them, though very helpful in various ways, is not constitutive of being a critical thinker.)

13. Proceed in an orderly manner appropriate to the situation. For example:

a. Follow problem solving steps b. Monitor one's own thinking (that is, engage in metacognition) c. Employ a reasonable critical thinking checklist

14. Be sensitive to the feelings, level of knowledge, and degree of sophistication of others

15. Employ appropriate rhetorical strategies in discussion and presentation (orally and in writing), including employing and reacting to "fallacy" labels in an appropriate manner.

Examples of fallacy labels are "circularity," "bandwagon," "post hoc," "equivocation," "non sequitur," and "straw person."

Dewey, John Critical thinking is "active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends (Dewey 1933: 118)."

Glaser (1) an attitude of being disposed to consider in a thoughtful way the problems and subjects that come within the range of one's experiences, (2) knowledge of the methods of logical inquiry and reasoning, and (3) some skill in applying those methods. Critical thinking calls for a persistent effort to examine any belief or supposed form of knowledge in the light of the evidence that supports it and the further conclusions to which it tends. (Glaser 1941, pp. 5-6).

Abilities include: "(a) to recognize problems, (b) to find workable means for meeting those problems, (c) to gather and marshal pertinent information, (d) to recognize unstated assumptions and values, (e) to comprehend and use language with accuracy, clarity and discrimination, (f) to interpret data, (g) to appraise evidence and evaluate statements, (h) to recognize the existence of logical relationships between propositions, (i) to draw warranted conclusions and generalizations, (j) to put to test the generalizations and conclusions at which one arrives, (k) to reconstruct one's patterns of beliefs on the basis of wider experience; and (l) to render accurate judgments about specific things and qualities in everyday life." (p.6)

MCC General Education Initiatives "Critical thinking includes the ability to respond to material by distinguishing between facts and opinions or personal feelings, judgments and inferences, inductive and deductive arguments, and the objective and subjective. It also includes the ability to generate questions, construct, and recognize the structure of arguments, and adequately support arguments; define, analyze, and devise solutions for problems and issues; sort, organize, classify, correlate, and analyze materials and data; integrate information and see relationships; evaluate information, materials, and data by drawing inferences, arriving at reasonable and informed conclusions, applying understanding and knowledge to new and different problems, developing rational and reasonable interpretations, suspending beliefs and remaining open to new information, methods, cultural systems, values and beliefs and by assimilating information."

Nickerson, Perkins and Smith (1985) "The ability to judge the plausibility of specific assertions, to weigh evidence, to assess the logical soundness of inferences, to construct counter-arguments and alternative hypotheses."

Moore and Parker , Critical Thinking Critical Thinking is "the careful, deliberate determination of whether we should accept, reject, or suspend judgment about a claim, and the degree of confidence with which we accept or reject it."

Delphi Report "We understand critical thinking to be purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological, or contextual considerations upon which that judgment is based. CT is essential as a tool of inquiry. As such, CT is a liberating force in education and a powerful resource in one's personal and civic life. While not synonymous with good thinking, CT is a pervasive and self-rectifying human phenomenon. The ideal critical thinker is habitually inquisitive, well-informed, trustful of reason, open-minded, flexible, fair-minded in evaluation, honest in facing personal biases, prudent in making judgments, willing to reconsider, clear about issues, orderly in complex matters, diligent in seeking relevant information, reasonable in the selection of criteria, focused in inquiry, and persistent in seeking results which are as precise as the subject and the circumstances of inquiry permit. Thus, educating good critical thinkers means working toward this ideal. It combines developing CT skills with nurturing those dispositions which consistently yield useful insights and which are the basis of a rational and democratic society."

A little reformatting helps make this definition more comprehensible:

We understand critical thinking to be purposeful, self-regulatory judgment which results in

interpretation

as well as explanation of the

methodological
criteriological

considerations upon which that judgment is based.

Francis Bacon (1605) "For myself, I found that I was fitted for nothing so well as for the study of Truth; as having a mind nimble and versatile enough to catch the resemblances of things … and at the same time steady enough to fix and distinguish their subtler differences; as being gifted by nature with desire to seek, patience to doubt, fondness to meditate, slowness to assert, readiness to consider, carefulness to dispose and set in order; and as being a man that neither affects what is new nor admires what is old, and that hates every kind of imposture."

A shorter version is "the art of being right."

Or, more prosaically: critical thinking is "the skillful application of a repertoire of validated general techniques for deciding the level of confidence you should have in a proposition in the light of the available evidence."

HELPFUL REFERENCE: http://plato.stanford.edu/entries/logic-informal/

The SR Zone

Class 11 english unit 16 critical thinking exercise, grammar notes.

This article is about Class 11 English Unit 16 Exercise Notes. The title of this unit is 'Critical Thinking'. Summary, questions answers solution and grammar of this chapter is discussed here.

For complete notes of Class 11 English Book, go to this link - Class 11 English Guide & Notes.

Unit 16 Critical Thinking Exercise

The existence of the soul is a crucial philosophical question. No matter how many times "religions" claim it to exist, how can we be sure? A slew of recent scientific studies has shed light on this age-old spiritual curiosity.

The concept of a soul is intertwined with our outlook on the future and our faith in life after death. Despite claims to the contrary, it is dependent on the physical body to be the ultimate principle by which we think and feel.

Many people just assume it's there without doing any research or thinking about it. Birth and death are mysterious phenomena that play with our consciousness during sleep and even everyday mental functions like imagination and memory point to a life force called the lantal that is separate from our physical bodies. So, there must be something spiritual like the soul which controls the emotional functions of our body.

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Bhanu khatiwada- welcome to my blog.

Complete Solutions of Compulsory English NEB Grade 11 and 12 in an easy language and exam-oriented format.

Unit 16: Critical Thinking (Grade 11 Compulsory English Grammar Solutions)- New Course

A. The words in the crossword puzzle are from the text. Find them from the text to solve the puzzle based on the meaning clues given below.

1.unquestionable, impossible to doubt -

2. never done or known before-

4. obviously or clearly-

6. moved with a violent, irregular action-

9. conservative-

3. emergence or origination-

5. impossible to achieve or overcome-

7. appropriate or suitable-

8. force back-

10. up to now-

B. Find the words from the text that mean the following. The first letter is given.

a. misleading or illusionary (d…………)

b. in a natural state; not yet processed or refined (c………….)

c. a mystical horse-like animal with a single straight horn projecting from its forehead (u………) unicorn

d. never dying or decaying ( i……….)

e. come to an end; stop (c………..)

f. to activate or put into motion (a…………)

Answer Key:

a. deceptive b. crude c. unicorn d. immortal e. cease f. actuate

We use used to + infinitive to talk about a past situation that no longer exists now. It tells us that there was a repeated action or state in the past which has now changed.

Structures:

Affirmative: Sub+used to+v1+obj

My sister used to be a good singer when she was a high school student

An example for a state: “He used to live in London” (but he doesn’t now)

Negative: sub+didn't use to+v1+obj

He didn't use to live with her.

Wh-questions: wh words+did+sub+use to+v1+obj

What did you use to do in Kathmandu?

Yes/no Question: Auxiliary (did) + sub+use to+v1+obj

a. I/live in a flat when I was a child.

b. She/love eating chocolate but now she hates it.

c. He/go to fishing in the summer?

d. My sister/play tennis when she was at school.

e. He/play football every weekend?

f. My grandfather/speak five languages.

g. I/not hate school from the beginning.

h. You/live in Kathmandu?

i. He/play Dandibiyo when he was a small child.

a. I used to live in a flat when I was a child.

b. She used to love eating chocolate but now she hates it.

c. Did he use to go to fishing in the summer?

d. My sister used to play tennis when she was at school.

e. Did he use to play football every weekend?

f. My grandfather used to speak five languages.

g. I didn't use to hate school from the beginning.

h. Did you use to live in Kathmandu?

i. He used to play Dandibiyo when he was a small child.

j. She used to wear a frock when she was small but nowadays she wears jeans.

Comparing past and present habits

A. Study the following.

A: Did you use to watch cartoons when you were a small child?

B: Yes, I used to watch Tom and Jerry, but nowadays I watch TV serials.

B. Work in pairs. Ask and answer about your past and present habits based on the following actions.

swimming

playing the guitar

visiting relatives

going fishing

playing Kapardi

drawing pictures

listening to music

having long hair

going to the cinema

sleeping earlier

A Respectable Woman by Kate Chopin (Summary and Analysis)- NEB Grade 12 (New Course) English

The Awakening Age by Ben Okri (Symbols, Themes, Imagery, Summary, Analysis and Interpretation)- NEB Grade 12- English

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Unit 16 : Critical Thinking Full Exercise
Critical Thinking - What is the Soul? : Full exercise and solution. Completely covered notes with all question answer and grammar solved.
11 Activities That Promote Critical Thinking In The Class
Discover 11 activities that promote critical thinking in the classroom! These interactive exercises will challenge your students to think creatively, problem-solve, and develop their analytical skills. Whether you're a teacher, parent, or education enthusiast, click now to learn how to foster critical thinking and engage your learners.
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Building critical thinking skills in grade 11 students. Critical thinking is a disciplined process of observing, actively analyzing, evaluating, synthesizing information and facts and intellectually reasoning, reflecting, and making informed decisions.
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6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
Unit 16: Critical Thinking Complete Exercises
This is the only article you will need to do all the exercises of class 11's English, Critical Thinking (What Is The Soul?). Read on!
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Critical thinking is the art of analyzing and evaluating thinking with a view to improving it. A well-cultivated critical thinker: communicates effectively with others in figuring out solutions to complex problems. Critical thinking is, in short, self-directed, self-disciplined, self-monitored, and self-corrective thinking.
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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.
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This document contains a daily lesson log from Ms. Jeralyn B. Patay's 11th grade English class. The objectives of the lesson were to understand the relationship between a written text and its context, and write a 1000-word critique of a selected text based on its claims, context, and properties. Students discussed critical reading as looking for ways of thinking and practiced techniques like ...
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Critical thinking is the identification and evaluation of evidence to guide decision making. A critical thinker uses broad in-depth analysis of evidence to make decisions and communicate his/her beliefs clearly and accurately. ... 5th Grade (Ages 10-11) 6th Grade (Ages 11-12) 7th Grade (Ages 12-13) 8th Grade (Ages 13-14) 9th Grade (Ages 14-15 ...
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Class 11 English Unit 16 Critical Thinking Exercise, Grammar Notes
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Unit 16: Critical Thinking (Grade 11 Compulsory English ...
Unit 16: Critical Thinking (Grade 11 Compulsory English Grammar Solutions)- New Course. - June 01, 2021. A. The words in the crossword puzzle are from the text. Find them from the text to solve the puzzle based on the meaning clues given below. Down.
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Part 1 _2TRENDS NETWORKS AND CRITICAL THINKING IN THE 21ST CENTURY (Grade 11) - Free download as PDF File (.pdf), Text File (.txt) or read online for free. This document discusses trends and fads, providing definitions and examples. A trend is defined as a pattern or idea that gains increasing influence over a longer period of time due to sustained demand. Trends are rooted in culture and show ...

Critical Thinking Exercise : Question Answers and Grammar

Comprehension

11 Activities That Promote Critical Thinking In The Class

Importance of Acquiring Critical Thinking Skills

11 Activities that Promote Critical Thinking in the Class

1. Worst Case Scenario

2. If You Build It

4. Keeping it Real

5. Save the Egg

6. Start a Debate

7. Create and Invent

8. Select from Alternatives

9. Reading and Critiquing

10. Think Pair Share

11. Big Paper – Silent Conversation

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85 Fun Critical Thinking Questions for Kids & Teens

How the Right Questions Encourage Critical Thinking

Get a Question-Based Critical Thinking Exercise—Free!

Upper Elementary

Middle School

High School

will your children recognize truth?

Jordan Mitchell

Helping Students Hone Their Critical Thinking Skills

Make Time for Metacognitive Reflection

Teach Reasoning Skills

Ask Open-Ended Questions

Teach Information Literacy

Provide Diverse Perspectives

Practice Makes Perfect

Building critical thinking skills in grade 11 students.

Neelam Mishra

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Developing Students' Critical Thinking Skills Through Whole-Class Dialogue

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Unit 16: Critical Thinking Complete Exercises

Ways with words

B. Find the words from the text that mean the following.

Comprehension

Critical Thinking

Write critically on the given topics.

A. Rewrite the following sentences using ‘used to’. You can make an affirmative/ negative statement or a question.

B. Write a short paragraph describing your past habits.

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A Detailed Lesson Plan in English Grade XI - Critical Thinking

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