critical thinking critical reflection and developing thinking

Critical Thinking and Reflective Thinking

Critical and Reflective Thinking encompasses a set of abilities that students use to examine their own thinking and that of others. This involves making judgments based on reasoning, where students consider options, analyze options using specific criteria, and draw conclusions.

People who think critically and reflectively are analytical and investigative, willing to question and challenge their own thoughts, ideas, and assumptions and challenge those of others. They reflect on the information they receive through observation, experience, and other forms of communication to solve problems, design products, understand events, and address issues. A critical thinker uses their ideas, experiences, and reflections to set goals, make judgments, and refine their thinking.

• Back to Thinking

• Connections
• Illustrations

Analyzing and critiquing

Students learn to analyze and make judgments about a work, a position, a process, a performance, or another product or act. They reflect to consider purpose and perspectives, pinpoint evidence, use explicit or implicit criteria, make defensible judgments or assessments, and draw conclusions. Students have opportunities for analysis and critique through engagement in formal tasks, informal tasks, and ongoing activities.

Questioning and investigating

Students learn to engage in inquiry when they identify and investigate questions, challenges, key issues, or problematic situations in their studies, lives, and communities and in the media. They develop and refine questions; create and carry out plans; gather, interpret, and synthesize information and evidence; and reflect to draw reasoned conclusions. Critical thinking activities may focus on one part of the process, such as questioning, and reach a simple conclusion, while others may involve more complex inquiry requiring extensive thought and reflection.

Designing and developing

Students think critically to develop ideas. Their ideas may lead to the designing of products or methods or the development of performances and representations in response to problems, events, issues, and needs. They work with clear purpose and consider the potential uses or audiences of their work. They explore possibilities, develop and reflect on processes, monitor progress, and adjust procedures in light of criteria and feedback.

Reflecting and assessing

Students apply critical, metacognitive, and reflective thinking in given situations, and relate this thinking to other experiences, using this process to identify ways to improve or adapt their approach to learning. They reflect on and assess their experiences, thinking, learning processes, work, and progress in relation to their purposes. Students give, receive, and act on feedback and set goals individually and collaboratively. They determine the extent to which they have met their goals and can set new ones.

I can explore.

I can explore materials and actions. I can show whether I like something or not.

I can use evidence to make simple judgments.

I can ask questions, make predictions, and use my senses to gather information. I can explore with a purpose in mind and use what I learn. I can tell or show others something about my thinking. I can contribute to and use simple criteria. I can find some evidence and make judgments. I can reflect on my work and experiences and tell others about something I learned.

I can ask questions and consider options. I can use my observations, experience, and imagination to draw conclusions and make judgments.

I can ask open-ended questions, explore, and gather information. I experiment purposefully to develop options. I can contribute to and use criteria. I use observation, experience, and imagination to draw conclusions, make judgments, and ask new questions. I can describe my thinking and how it is changing. I can establish goals individually and with others. I can connect my learning with my experiences, efforts, and goals. I give and receive constructive feedback.

I can gather and combine new evidence with what I already know to develop reasoned conclusions, judgments, or plans.

I can use what I know and observe to identify problems and ask questions. I explore and engage with materials and sources. I can develop or adapt criteria, check information, assess my thinking, and develop reasoned conclusions, judgments, or plans. I consider more than one way to proceed and make choices based on my reasoning and what I am trying to do. I can assess my own efforts and experiences and identify new goals. I give, receive, and act on constructive feedback.

I can evaluate and use well-chosen evidence to develop interpretations; identify alternatives, perspectives, and implications; and make judgments. I can examine and adjust my thinking.

I can ask questions and offer judgments, conclusions, and interpretations supported by evidence I or others have gathered. I am flexible and open-minded; I can explain more than one perspective and consider implications. I can gather, select, evaluate, and synthesize information. I consider alternative approaches and make strategic choices. I take risks and recognize that I may not be immediately successful. I examine my thinking, seek feedback, reassess my work, and adjust. I represent my learning and my goals and connect these with my previous experiences. I accept constructive feedback and use it to move forward.

I can examine evidence from various perspectives to analyze and make well-supported judgments about and interpretations of complex issues.

I can determine my own framework and criteria for tasks that involve critical thinking. I can compile evidence and draw reasoned conclusions. I consider perspectives that do not fit with my understandings. I am open-minded and patient, taking the time to explore, discover, and understand. I make choices that will help me create my intended impact on an audience or situation. I can place my work and that of others in a broader context. I can connect the results of my inquiries and analyses with action. I can articulate a keen awareness of my strengths, my aspirations and how my experiences and contexts affect my frameworks and criteria. I can offer detailed analysis, using specific terminology, of my progress, work, and goals.

The Core Competencies relate to each other and with every aspect of learning.

Connections among Core Competencies

The Core Competencies are interrelated and interdependent. Taken together, the competencies are foundational to every aspect of learning. Communicating is intertwined with the other Core Competencies.

Critical and Reflective Thinking is one of the Thinking Core Competency’s two interrelated sub-competencies, Creative Thinking and Critical and Reflective Thinking.

Critical and Reflective Thinking and Creative Thinking overlap. For example:

• Students use creative thinking to generate new ideas when solving problems and addressing constraints that arise as they question and investigate, and design and develop
• Students use critical thinking to analyze and reflect on creative ideas to determine whether they have value and should be developed, engaging in ongoing reflection as they develop their creative ideas

Communication

Critical and Reflective Thinking is closely related to the two Communication sub-competencies: Communicating and Collaborating. For example:

• Students apply critical thinking to acquire and interpret information, and to make choices about how to communicate their ideas
• Students often collaborate as they work in groups to analyze and critique, and design and develop

Personal and Social

Critical and Reflective Thinking is closely related to the three Personal and Social sub-competencies, Personal Awareness and Responsibility, Social Awareness and Responsibility, and Positive Personal and Cultural Identity. For example:

• Students think critically to determine their personal and social responsibilities
• Students apply their personal awareness as they reflect on their efforts and goals

Connections with areas of learning

Critical and Reflective Thinking is embedded within the curricular competencies of the concept-based, competency-driven curriculum. Curricular competencies are focused on the “doing” within the area of learning and include skills, processes, and habits of mind required by the discipline. For example, the Critical and Reflective Thinking sub-competency can be seen in the sample inquiry questions that elaborate on the following Big Ideas in Science:

• Light and sound can be produced and their properties can be changed: How can you explore the properties of light and sound? What discoveries did you make? (Science 1)
• Matter has mass, takes up space, and can change phase: How can you explore the phases of matter? How does matter change phases? How does heating and cooling affect phase changes? (Science 4)
• Elements consist of one type of atom, and compounds consist of atoms of different elements chemically combined: What are the similarities and differences elements and compounds? How can you investigate the properties of elements and compounds? (Science 7)
• The formation of the universe can be explained by the big bang theory: How could you model the formation of the universe? (Science 10)

Critical Thinking vs. Reflective Thinking

What's the difference.

Critical thinking and reflective thinking are both important cognitive processes that involve analyzing and evaluating information. However, critical thinking tends to focus more on questioning and challenging assumptions, beliefs, and arguments, while reflective thinking involves looking back on past experiences and considering how they have shaped one's beliefs and actions. Critical thinking is often used to solve problems and make decisions, while reflective thinking is more about self-awareness and personal growth. Both types of thinking are essential for developing a deeper understanding of complex issues and making informed choices.

Further Detail

Introduction.

Critical thinking and reflective thinking are two important cognitive processes that play a crucial role in problem-solving, decision-making, and learning. While they share some similarities, they also have distinct attributes that set them apart. In this article, we will explore the key characteristics of critical thinking and reflective thinking, and discuss how they differ in their approaches and outcomes.

Critical Thinking

Critical thinking is a systematic way of thinking that involves analyzing and evaluating information, arguments, and evidence in order to make informed decisions or judgments. It requires individuals to question assumptions, consider multiple perspectives, and apply logical reasoning to arrive at well-reasoned conclusions. Critical thinking is often associated with skills such as analysis, evaluation, interpretation, and inference.

• Critical thinking involves being open-minded and willing to consider alternative viewpoints.
• It requires individuals to be skeptical and not accept information at face value.
• Critical thinking involves asking probing questions to clarify and deepen understanding.
• It focuses on evidence-based reasoning and logical thinking.
• Critical thinking is essential for problem-solving and decision-making in complex situations.

Reflective Thinking

Reflective thinking, on the other hand, is a process of introspection and self-examination that involves looking back on past experiences, actions, or decisions in order to learn from them and improve future outcomes. It requires individuals to engage in self-awareness, self-assessment, and self-regulation to gain insights into their thoughts, feelings, and behaviors. Reflective thinking is often associated with skills such as self-reflection, self-awareness, self-evaluation, and self-improvement.

• Reflective thinking involves examining one's own beliefs, values, and assumptions.
• It requires individuals to consider how their actions and decisions impact themselves and others.
• Reflective thinking involves identifying strengths and weaknesses in one's thinking and behavior.
• It focuses on personal growth, learning, and development.
• Reflective thinking is essential for self-improvement and continuous learning.

While critical thinking and reflective thinking share the common goal of improving cognitive processes and decision-making, they differ in their approaches and outcomes. Critical thinking is more focused on analyzing and evaluating external information and arguments, while reflective thinking is more focused on examining internal thoughts and experiences. Critical thinking emphasizes logical reasoning and evidence-based thinking, while reflective thinking emphasizes self-awareness and personal growth.

Both critical thinking and reflective thinking are essential skills that can complement each other in the learning process. Critical thinking can help individuals make informed decisions based on evidence and reasoning, while reflective thinking can help individuals gain insights into their own thoughts and behaviors to improve their decision-making processes. By combining critical thinking and reflective thinking, individuals can enhance their problem-solving abilities and make more effective decisions in various contexts.

In conclusion, critical thinking and reflective thinking are two important cognitive processes that play a crucial role in problem-solving, decision-making, and learning. While critical thinking focuses on analyzing and evaluating external information and arguments, reflective thinking focuses on examining internal thoughts and experiences. Both critical thinking and reflective thinking are essential skills that can complement each other in the learning process and help individuals improve their decision-making processes. By developing both critical thinking and reflective thinking skills, individuals can enhance their cognitive abilities and make more informed and effective decisions in various contexts.

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How to Develop Critical Thinking in Psychology 

• by Psychologs Magazine News
• December 2, 2024
• 13 minutes read

Critical thinking is one of the most significant components of psychology since it allows for argument evaluation and accurate data processing, which leads to reliable conclusions. In today’s society, this vital skill is highly valued; thus, there is a great demand for it in the fields of education and health, in addition to the commercial sector. This article provides an overview of comprehensive techniques for developing critical thinking abilities. Findings from related essential psychological research and conceptual frameworks support these. 

Cognitive Strategies in Critical Thinking 

1. active reading and listening .

Active engagement with information is essential to engage in critical thinking. The acts of active reading include asking questions about the text, connecting it to what is known, and critically evaluating arguments that the author has offered. Similar to active listening in which there is full attention, comprehension and response to the speaker, content attention allows critical thinkers to be attentive to biases, inconsistencies, and gaps in logic. 

2. Analysis and Evaluation 

One also has to break up information, which is complex, and make assessments of parts’  relevance. For instance, in research, psychologists often study research findings by critically appraising methodologies, sample size, and statistical significance. All this analysis ensures that there are no assumptions but actual sound evidence for decision-making .

3. Inference and Deduction 

Drawing logical conclusions from data is one of the fundamental parts of critical thinking. For example, while in therapy, psychologists will infer possible causes of their client’s behaviour by symptoms, environmental factors, and personal history. Interpretation and prediction of outcomes increase with more practice of inference and deduction. 

4. Problem Solving 

Puzzles, brain teasers, and strategy games are excellent problem-solving activities that significantly enhance analytical and creative thinking. Activities require the identification of patterns, consideration of choices, and implementation of viable solutions—skills that transfer directly to real-world applications.

Read More: Thinking and Problem-Solving

Metacognitive Strategies for Critical Thinking 

1. self-reflection .

Critical thinkers generally reflect on thought processes, biases, and assumptions. The reflection helps to expose the possible blind spots and enables a person to fine-tune their perspective. For example, psychologists conducting research generally reflect on their methodology so that it is objective and valid. 

Read More: The Psychology of Self-Perception

2. Self-Questioning 

It simply means that asking questions such as “What is the central argument?” or “What are the weaknesses of this perspective?” leads to more depth of understanding. Thus, it develops the habit of questioning other things, making a person get out of surface-level thinking and start finding more perspectives. 

3. Self-Regulation 

Cognitive regulation of controlling and monitoring processes, for example: attentional control and emotional responses, of critical thinking. A case study is a debate; the person can present arguments on logic rather than becoming defensive by controlling emotions. 

Environmental and Social Strategies 

• Perspectives Multiple : Exposure to other views, lifestyles, and experiences broadens knowledge and questions beliefs. For example, group discussions in psychology classes expose the students to different interpretations of a single theory, thereby helping them think critically. 
• Cooperative Learning : Debates, case studies, or problem-solving from peers help develop critical thinking. The opportunity to share ideas, learn from fellow human beings, and being able to sharpen one’s rationale is offered by working collectively with fellow students. 
• Feedback and Reflection : Giving people feedback improves their critical thinking abilities. Feedback allows one to reflect on the same, hence gaining insight into his or her weaknesses and how to work on the same.

Read More: Individual vs. Group Brainstorming: Which One Yields Better Ideas?

Training and Educational Techniques 

• Courses in Critical Thinking : These are the skills that would be obtained after taking courses related to the elements of logic, philosophy, and science inquiry. In most aspects, what most courses focus on in critical thinking includes analyzing argumentation, evaluating evidence, and making rational conclusions. 
• Case Studies and Scenarios : Real-life or hypothetical case studies are a good example of the practice of critical thinking. Students in psychology class, who learn case histories, are, therefore able to apply theory to practical application thus solving problems. 
• Journal of Reflection : Keeping a journal of thoughts, reflections, and insights develops self-awareness and critical analysis. One can see how much his intellectual growth has been since he started writing in a journal. 

Neuroscientific Techniques 

• Neuroplasticity: Engaging in activities that promote neural plasticity promotes critical thinking. These activities stimulate parts of the brain that are linked to attention, memory, and reasoning.
• Near-Infrared Spectroscopy (NIRS): This portable, non-invasive technique monitors the change in blood oxygenation and serves to be useful in the investigation of critical thinking in a natural environment.
• Electroencephalography (EEG): EEG measures electrical activity in the brain, thus providing timely insight into neural responses in tasks involved in critical thinking such as evaluating assumptions or judging evidence.
• Transcranial Magnetic Stimulation (TMS): TMS temporarily activates parts of the brain to determine their role in reasoning and decision-making and therefore provides experimental insight into critical thinking processes.
• Functional Magnetic Resonance Imaging (fMRI): fMRI measures the blood flow changes that can help to determine which parts of the brain could be involved with tasks such as reasoning, decision-making, and problem-solving, for example, in the case of prefrontal cortex.
• Cognitive Load Measurement: This method measures mental effort by combining brain activity with physiological data while performing tasks that require critical thinking. Training on attention, working memory, and executive function promotes cognitive flexibility and problem-solving. For instance, one can be helped by brain training apps.

Read More: Recognizing and Overcoming the Overthinking Trap

Theoretical Grounding of Critical Thinking 

Cognitive theories .

Cognitive theories of thought are concerned with mental processes and structures that enable a person to analyze, evaluate, and make decisions. These explain how the brain processes, organizes, and uses information to solve problems and reach conclusions. The most critical cognitive theories and concepts include the following:

1. Bloom’s Taxonomy of Cognitive Domains 

The cognitive domain is defined by Benjamin Bloom as six levels that are progressively more complex. Benjamin Bloom categorized cognitive objectives into six levels:  knowledge, comprehension, application, analysis, synthesis, and evaluation. Critical thinking involves higher-order thinking such as analysis and evaluation. Bloom’s Taxonomy is given to critical thinking as a higher-level cognitive activity,  especially when one analyses, synthesizes and evaluates information. 

2. Piaget’s Cognitive Development Theory 

Jean Piaget believed that there is a progression through four stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational. It emerges during the formal operational stage, at which one is capable of abstract reasoning and the critical analysis of complicated concepts. In the formal operational stage(12+ years), one is more critical of the situation. The one who can think hypothetically, assess evidence, and provide an independent judgment is usually found in this stage.

2. Vygotsky’s Sociocultural Theory 

He thus mentioned the social interaction and cultural context of developing critical thinking. According to him, learning occurs in the “zone of proximal development,” which means that guidance through other people brings out higher-order thinking.

3. Information Processing Theory 

This theory describes how critical thinking works about processing information in phases: attention, encoding, storage, and retrieval. The process of knowing how the mind operates about processing information aids in identifying the areas and enhancement of developing critical thinking skills. 

4. Cognitive Load Theory

The theory was by John Sweller, explaining how the brain processes information under three types of cognitive load:

• Intrinsic Load: The complexity of the task.
• Extraneous Load: Irrelevant factors that make learning harder.
• Germane Load: Effort dedicated to processing and understanding information.

This theory defines the interplay between working memory and task complexity and their implications for critical thinking capabilities. It requires managing cognitive load effectively to focus on germane processes, such as evaluating arguments or solving problems. Some studies argue that critical thinking is cognitively demanding and, therefore, students have difficulty in the argumentation process because of cognitive overload. Others believe that critical thinking is biologically primary and cannot be taught but instead is the product of having sufficient knowledge in a given area that is held in long-term memory.

5. Metacognition

Metacognition is “thinking about thinking” and includes awareness and regulation of one’s cognitive processes. It has two components:

• Metacognition Knowledge: Knowing your cognitive strengths and weaknesses.
• Metacognition Regulation: Planning, monitoring, and evaluating cognitive tasks.

Metacognition is at the core of critical thinking since it enables the individual to monitor his or her reasoning, improve strategies, and adjust to new challenges.

6. Dual Process Theory

This theory sets out the existence of two forms of thinking:

• System 1 (Fast Thinking): Automatic, intuitive, and emotional.
• System 2 (Slow Thinking): Deliberate, logical, and analytical.

Human beings use critical thinking reflective and logical processes of trying to solve problems and review evidence-and is primarily a System 2 process.

7. Information Processing Theory

This theory describes how critical thinking works about processing information in phases: attention, encoding, storage, and retrieval. The process of knowing how the mind operates about processing information aids in identifying the areas and enhancement of developing critical thinking skills. The process of critical thinking comprises the following processes:

• Paying attention to relevant information
• Organizing knowledge in terms of schemas
• Reasoning for inferring

A good critical thinker manages information to come up with good conclusions effectively

8. Cognitive Flexibility Theory

This theory, by Spiro and colleagues, suggests that one has to adapt his or her thinking to the context and perspective. It calls for flexibility to view matters from multiple angles, re-evaluate knowledge, and then apply it to new contexts.

These cognitive theories are described as those underlying critical thinking and, thereby, tend to focus on higher-order thinking, self-regulation, and adaptability as contributing factors to this central skill.

Read More: The Approach Of Cognitive Psychology And Its Role In Mental Health

Theories of Critical Thinking 

• Richard Paul’s Theory of Critical Thinking : Richard Paul defined it as the process of analyzing, evaluating, and creating arguments. He said challenging assumptions and finding bias were part of this ability. This framework provides intellectual standards such as clarity, accuracy, precision, and relevance as well as elements of reasoning such as purpose, questions, and evidence. 
• Bloom’s Taxonomy : Benjamin Bloom categorized cognitive objectives into six levels: knowledge, comprehension, application, analysis, synthesis, and evaluation. Critical thinking involves higher-order thinking like analysis and evaluation. 
• Halpern’s Theory of Critical Thinking : According to Diane Halpern, critical thinking is keen, logical, and creative thinking. In her model, it demands examination of the evidence, reliance on cognitive bias, and an open-minded attitude.
• Reflective Judgment Model : This model outlines stages of reasoning from reliance on personal beliefs (pre-reflective)  to critical analysis of evidence (reflective thinking). 

Theories Associated with Education

1. constructivist theory.

The constructivist theory proposed by Jerome Bruner has problems with active learning and critical thinking. In this theory, the learners develop knowledge while interacting with the materials and through questioning and solving the problems.

2. Experiential Learning Theory

According to David Kolb, the learners develop critical thinking using direct experience and reflection. Other activities that help include internships and role-plays, in which theoretical concepts are transferred to practical actions. Kolb’s model focuses on what is learned from experience with application and reflection for critical judgment.

3. Social Constructivist Theory

According to Vygotsky and Barbara Rogoff, it needs to be developed by interacting with others and through other social means. Group activities encourage people to think and argue more critically. He emphasizes the need to have social interaction and collaborative learning to enhance critical thinking among learners. In Vygotsky’s Sociocultural Theory, he thus mentioned the social interaction and cultural context of developing critical thinking. According to him, learning occurs in the “zone of proximal development,” which means that guidance through other people brings out higher-order thinking.

4. Multiple Intelligences Theory Howard Gardner

Howard Gardner’s, Multiple Intelligences Theory, proposed that a person’s intelligence could not be solely based on one singular general ability but rather a combination of many distinct unique intelligences. This theory explains the vast differences in how people perceive and apply information; it significantly influences their styles of it. Among the eight intelligences are linguistic-verbal, body-kinesthetic, musical, logical-mathematical, interpersonal, intrapersonal, naturalistic, and visual-spatial.

According to Howard Gardner’s Theory of Multiple Intelligences, individual differences in it are based on strengths. For instance, a linguistic thinker is very good at articulating concepts and making sense, but a logical-mathematical thinker makes conclusions on the data by reasoning. Original, pattern-based solutions come from musical intelligence, and spatial thinkers envision and solve problems from all possible angles. According to him, it is a product of the way people process information with their various intelligences.

Read More: A Guide to Using Cognition for Effective Learning

Philosophical Theories 

• Socrates founded systematic critical evaluation with his method of questioning the assumptions and engaging in dialogue. It was first developed in Ancient Greece by Socrates, who questioned authority and emphasized the role of evidence and rational analysis in living a meaningful life.
• Plato recorded Socratic dialogues, like the moral dilemma of escaping prison, which underscored reason and not blind obedience.
• Socratic Method: A cooperative method of argumentation that scrutinizes assumptions, tests beliefs, and depends on evidence to reach sound conclusions. This method, designed by Socrates, actually throws a series of deeply penetrating questions that challenge the very presupposition and thought, that remains the very basis of teaching, both in psychology and philosophy.
• Aristotle Founded the syllogisms or the base of deductive reasoning and inductive reasoning. He insisted that sound judgment and knowledge must be based on systematic inquiry and rational thought.
• Rationalism (René Descartes): Rene Was an advocate for scepticism and methodical doubt as means of discovering truth. Descartes’ famous dictum, “Cogito, ergo sum” (I think, therefore I am), points out the necessity of reasoning and it to know the existence.
• Empiricism (John Locke): Locke postulated that knowledge comes from sensory experience and that it involves the evaluation of empirical evidence.
• Pragmatism (John Dewey): He coined the term “critical thinking” in How We Think, associating it with intellectual inquiry and rational critique. According to him, Pragmatism emphasizes practical problem-solving and reflective thinking. Dewey thought that education should foster inquiry and critical reflection because these are skills necessary for democratic action.
• Kant’s Theory of Critical Thinking: Immanuel Kant said that it should be judged and integrated in opposition to established beliefs. His theories make independent thinking vital.

Read More: Cognitive Distortions 101: The Hidden Link Between Cognitive Distortions, Anxiety, and Depression

Practical Tips to Enhance Critical Thinking 

• Challenge Assumptions : Routinely question your beliefs and consider other possible explanations. 
• Seek Alternative Perspectives : Consult with others or material that may counter your thought. 
• Analyzing Information : Consider sources in terms of credibility, relevance, and consistency. 
• Reflection of Practice : Reflect on the decisions and identify areas of improvement. 
• Problem-Solving : Engage in activities that require both analytical and creative thinking. 
• Curiosity in Practice : Explore unknown subjects and ask questions to enhance knowledge. 
• Mindful Listening: Listen attentively to people to understand other people’s perspectives. 
• Write and Journal : One writes down ideas in the head to understand, think through,  and hone them to perfection. 
• Learn from Mistakes : Consider past mistakes to determine what went wrong and how to fix them. 
• Read Widely : To broaden your perspective on the world, expose yourself to a variety of genres, cultures, and topics. 

Conclusion 

This process of cognition, metacognition, and practical strategies is very elaborated. Along with theoretical insights combined with the process of active learning, it would help one analyze the information, evaluate the arguments, and make an informed decision. This would help people grow lifelong skills in critical thinking and tackle complex challenges effectively. 

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• LibGuides: Psychology: Critical Thinking . (n.d.). https://libguides.vcc.ca/c.php?g=409119&p=3024984
• Martins, J. (2024, August 30). How to Develop Critical Thinking Skills in 7 Steps with Examples [2024] • Asana. Asana . https://asana.com/resources/critical-thinking-skills
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Development of Critical Thinking and Reflection

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Part of the book series: Advances in Intelligent Systems and Computing ((AISC,volume 917))

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The present paper gives the overview of the basic principles and strategies for development of students’ critical thinking and reflection. Ideas of contemporary teaching and methodology for development of critical thinking and reflection presented in the article are implemented in teacher training programs at the Estonian Centre for Engineering Pedagogy, Tallinn University of Technology. Analysis of the qualitative research carried out among the students is introduced. Students evaluated strategies implemented in teaching with the aim of developing and supporting students’ critical thinking, reflection and metacognition.

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Implementation of Critical Reflection Analysis in Teaching and Learning Focused on Developing Critical Thinking Skills

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Rüütmann, T. (2019). Development of Critical Thinking and Reflection. In: Auer, M., Tsiatsos, T. (eds) The Challenges of the Digital Transformation in Education. ICL 2018. Advances in Intelligent Systems and Computing, vol 917. Springer, Cham. https://doi.org/10.1007/978-3-030-11935-5_85

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Teach Critical Thinking with These Action Writing Strategies: Part One

AI-powered writing threatens the status quo of classrooms. And while AI literacy supersedes digital literacy, teachers and students are scrambling to learn how to use AI the right way, leaving writing teachers in despair. In fact, many educators believe that AI is short-circuiting writing exercises intended to teach critical thinking. In this blog entry, we’ll explore the first three of five research-based action writing strategies that flip the tables on AI-powered, short-circuited critical thinking and writing. Check them out and start incorporating them into your lesson plan today!

1. Collaborative Writing Workshops

“Let’s get into a circle for group share,” I often told my third, fifth, and sixth grade students. Whether you call it a Writing Circle, the Writer’s Conference, or something else, this collaboration and conversation are vital to learning. That’s why strategies like Peer Tutoring ( 0.66 effect size ), Cooperative Learning ( effect size 0.53 ) are effective. What’s more, having Classroom Discussions ( effect size of 0.82 ) about student writing are so powerful when working to teach critical thinking.

In collaborative writing workshops, students work in small groups to plan, draft, and revise their writing. This planning and conversation promote critical thinking through peer feedback and discussion. What’s more, it empowers the teacher to listen in as students make thinking visible, giving teachers the ability to listen to conversations students are having about their ideas, writing, and thinking.

Add a critical thinking model to the process students use when chatting with each other to elevate the level of thinking that goes on. Back in the days when tape recorders were easy to get, I would put one at every table (a group of 4 students) to record these conversations. Now, a digital device with an audio recorder app does the job just as well.

Classroom Application

While organizing groups of three to four students to discuss their writing, consider using the DEAL model. The DEAL model encourages critical reflection and lends itself to use in the writing classroom.

DEAL is an acronym used to teach critical thinking that represents:

• Describe. Students describe their initial ideas, observations, or drafts to their peers. The goal is to clarify communication and get students to share their thoughts.
• Examine. Students analyze their own and their peers’ work. This allows for identifying strengths and areas for improvement. It also encourages considering alternative perspectives, evaluating writing strategies’ effectiveness. Finally, it allows for making connections to prior knowledge or experiences.
• Articulate Learning. Students articulate what they have learned through the process. They might share how their understanding has changed, what new insights they have gotten. What’s more, they are able to propose revisions or new approaches to their writing.

The DEAL model promotes metacognition, supports feedback through peer review and self-assessment. What’s more, it incorporates elements of Classroom Discussion strategy. I like to think of teachers “listening in” on student talk to gauge and heighten critical thinking, suggest writing strategies, and build connections.

Note: Clayton and Ash’s DEAL model can be found online in many spaces , adapted to various situations. You can see my take on it for writing workshop in the diagram below:

2. Structured Debate Blogs

Though conflict averse as I may be, I have observed that students love to argue with each other from an educated perspective. But, bear in mind that arguing about opinions is one thing. Arguing the evidence is something else entirely. In structured debate, students write short, persuasive blog entries (or essays) after researching a particular viewpoint.

Note : Leah Cleary does a great job exploring structured debate in the classroom and how to use it to teach critical thinking. She offers a debate schedule, discusses logical fallacies, and more. Read her blog entry here.

The ensuing Classroom Discussion and Elaborative Interrogation ( effect size of 0.59 ) requires students to commit information to memory. They have to use questions like “Why?” and “How?” to understand what their research means.

The main benefit? It enhances students’ analysis and evaluative thinking skills. This can be an effective boon in an AI age where content is easily generated and made available for uncritical consumption.

Want to assist students in writing structure debate blogs or essays? Consider using the TREE model .

Some ideas for using the TREE model include:

• Grades 3-5. Keep things simple. Short topic sentences, basic reasoning, and restating the ending.
• Grades 6-8. Layer in complexity with more detailed explanations, topic sentences. Encourage them to address the implications of the evidence.
• Grades 9-12. Get nuanced, using multiple reasons, counter-arguments, and deeper exploration of implications.

3. Reflective Journaling with Metacognitive Prompts

Reflecting on learning (or on anything, really) can be tough. What makes it tough can be the reflection, itself, but it’s more often the physical habit of reflection. Many of us reflect in a flash of insight, but that’s not true reflection. Real reflection involves setting aside time in a consistent manner to ask ourselves questions about what and how we learned something.

Reflection is valuable since it relies on several strategies, including:

• Metacognitive Strategies ( effect size 0.52 ) and Self Explanation ( 0.54 )
• Self-verbalization and Self-questioning ( effect size 0.58 )
• Self-Judgement and Reflection ( effect size of 0.81 )

The main benefit of these strategies? Developing metacognitive self-awareness and critical reflection abilities and habits. Be sure to read the TCEA blog entries linked above on Self-Judgement and Reflection for more insights on how to use this in your own work and with students.

One easy to use model for reflective journaling might be the THINK model:

• T – Today I learned…how does this relate to what I already know?
• H – How did I learn it? What worked well? What didn’t?
• I – Interesting questions I have…what confused me? What am I still curious about?
• N – New connections I made…how does this connect to other situations or compare to previous learning?
• K – Knowledge I want to gain next…what do I want to learn more about and/or how could I apply it?

You can adapt THINK to use drawing or mind maps along with writing. Depending on grade level, encourage more detailed responses, critical thinking, and analysis. Explore how this works in real life.

Short-Circuit AI Dullness to Teach Critical Thinking

These action strategies leverage evidence-based instructional practices and brain-based learning principles. Use them to promote critical thinking skills through writing, without relying on AI tools. I see them as a way to sharpen student minds in the dulling doldrums of AI-powered writing. Be sure to check back for part two of this blog entry next week.

Want a copy of the models featured in this blog entry to help you teach critical thinking? Get a copy via Canva , and/or view full-size . All images, including the feature image, were created by the author and are freely shared to spur learning and inspire your creativity, AI-assisted or otherwise.

What’s more, you are free to use these! To generate the ideas for these established models, I wrote each section, then fed that into Perplexity.ai. I asked it to give me a model appropriate for grades 3-12 that would match my writing. Then, after reviewing it, I fine-tuned the model in Canva for the posters.

What prompted this two-blog series?

This blog entry series was inspired by two articles I read about the despair teachers are experiencing. The two articles are ChatGPT Can Make English Teachers Feel Doomed: Here’s How I’m Adapting by David Nurenberg (Education Week, 10/16/2024) and I Quit Teaching Because of ChatGPT by Victoria Livingstone (Time, 09/30/2024). How are you coping with AI?

Miguel Guhlin

Transforming teaching, learning and leadership through the strategic application of technology has been Miguel Guhlin’s motto. Learn more about his work online at blog.tcea.org , mguhlin.org , and mglead.org /mglead2.org. Catch him on Mastodon @[email protected] Areas of interest flow from his experiences as a district technology administrator, regional education specialist, and classroom educator in bilingual/ESL situations. Learn more about his credentials online at mguhlin.net.

Happy CSEdWeek from TCEA!

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