This skill is developed among students by engaging them in activities that require them to

process questions and come out with solutions for the same helping them to develop this skill.
In order to help students develop this skill and come out with uncommon thoughts, it is
important for educators to understand the role they play in developing critical thinking is
different than the role they are typically playing.  For students to be engaged in critical thinking,
the educator needs to act as a facilitator to allow for discussion and encourage a wider and open
thought process, as well as to encourage understanding of the different perception of every
individual that comes with thinking critically. Also engaged in this skill, it is important to
understand that students do not always end with a right answer, but instead sometimes ends in
more questions or differing evaluations of the topic.
Below are some activities recommended for teachers that they can implement in the classroom to
help students develop critical thinking skill and prepare them for a better future.
1. If You Build it…
This team-building game is flexible. You simply have to divide students into teams and give
them equal amounts of a certain material, like pipe cleaners, blocks, or even dried spaghetti and
marshmallows.
Then, give them something to construct. The challenge can be variable (think: Which team can
build the tallest, structurally-sound castle? Which team can build a castle the fastest?).
You can recycle this activity throughout the year by adapting the challenge or materials to
specific content areas. Apart from critical thinking students also learn to collaborate and to work
in groups.
2.   Think–Pair–Share
In this activity first asks students to consider a question on their own, and then provide them an
opportunity to discuss it in pairs, and finally together with the whole class. The success of such
activities depends on the nature of the questions posed. This activity works ideally with
questions to encourage deeper thinking, problem-solving, and/or critical analysis. The group
discussions are critical as they allow students to articulate their thought processes.
Re-group as a whole class and solicit responses from some or all of the pairs.
Advantages of the think-pair-share include the engagement of all students in the classroom
(particularly the opportunity to give voice to quieter students who might have difficulty sharing
in a larger group), quick feedback for the instructor (e.g., the revelation of student
misconceptions), encouragement and support for higher levels of thinking of the students.
3. The Worst Case Scenario
Construct a scenario in which students would need to work together and solve problems to
succeed, like being stranded on a deserted island or getting lost at sea/jungle/town. Ask them to
work together and come out with a solution that ensures everyone arrives safely. You might ask
them to come up with a list of 10 must-have items that would help them most, or a creative
passage to safety. Encourage them to vote everyone must agree to the final solution.
4. Go for Gold
This game is similar to the “If you build it” game: Teams have a common objective, but instead
of each one having the same materials, they have access to a whole cache of materials. For
instance, the goal might be to create a contraption with pipes, rubber tubing and pieces of
cardboard that can carry a marble from point A to point B in a certain number of steps, using
only gravity.
5. Keep it Real
This open-ended concept is simple and serves as an excellent segue into problem-based learning.
Challenge students to identify and cooperatively solve a real problem in their schools or
communities. You may set the parameters, including a time limit, materials and physical
boundaries.
6. Gap Fill In
Students are shown a picture, projected in the front of the room, if possible. At the top of their
paper, students should write: "What is happening in this picture?" At the bottom of the page, they
should answer with what they believe is happening in the photo simply in 1-2 sentences or
according to the age/grade this activity is being done with.
In the middle of the page students write down all of the steps they took to arrive at that answer.
Students are encouraged to write down the evidence they see that supports their conclusion. 
This activity not only uses evidence, but supports Meta cognition skills by asking what prior
knowledge brought you to your conclusion. This is a good activity to Bell Work or "Do Now."
7. Fishbowl
Set up an inner circle and an outer circle in your classroom. Students should not be sitting in this
setup yet, but rather in their regular classroom seats. The class should be presented with a
question or a statement and allowed to reflect individually for a few minutes.
During this reflection period, count the class off into small groups by 3s, 4s, or 5s.
Students should now transition to the fishbowl setup. In the numbered groups, have students
facilitate a conversation while others on the outside observe without comment. (For example, a
teacher may have all 1s go to the fishbowl, while the rest of the class sits in the outer ring.) 
Once the inner group has discussed for a bit, have the outer group evaluate two things: Their
process is they actually listened to one another and their content from knowing whether they are
providing evidence or just opinions.
8. Big Paper - Building a Silent Conversation
Writing (or drawing) and silence are used as tools to slow down thinking and allow for silent
reflection, unfiltered. By using silence and writing, students can focus on other viewpoints. This
activity uses a driving question, markers, and Big Paper. Students work in pairs or threes to have
a conversation on the Big Paper. Students can write at will, but it must be done in silence after a
reflection on the driving question. This strategy is great for introverts, and provides a readymade
visual record of thought for later.
9. Barometer—Taking a Stand on Controversial Issues
When posed with a thought-provoking prompt, students line themselves up along a U-shaped
continuum representing where they stand on that issue. The sides of the U are opposite extremes,
with the middle being neutral. The teacher starts a discussion by giving equal opportunity for
individuals in each area of the continuum to speak about their stand. The students use “I”
statements when stating their opinion.
10. Journal Data Goals
Last but not the least, Students must be asked to maintain journals and update them on a regular
basis. This can be done in the form of a blog as well. By doing so students become their own
progress monitors and can assess the growth within oneself.
 

10 GREAT CRITICAL THINKING ACTIVITIES

Attribute Linking—Building Community by Taking Perspectives
Students pair up according to similar physical attributes determined by the facilitator. These
include hair color, eye color, hand size, and height. For each attribute, students discuss times
when they were discriminated against because of it. They then take on the roles as victim,
perpetrator, or bystander and discuss.
Barometer—Taking a Stand on Controversial Issues
When posed with a thought-provoking prompt, students line themselves up along a U-shaped
continuum representing where they stand on that issue. The sides of the U are opposite extremes,
with the middle being neutral. The teacher starts a discussion by giving equal opportunity for
individuals in each area of the continuum to speak about their stand. The students use “I”
statements when stating their opinion.
Big Paper—Building a Silent Conversation
Writing (or drawing) and silence are used as tools to slow down thinking and allow for silent
reflection, unfiltered. By using silence and writing, students can focus on other viewpoints. This
activity uses a driving question, markers, and Big Paper (poster-sized is best). Students work in
pairs or threes to have a conversation on the Big Paper.
Students can write at will, but it must be done in silence after a reflection on the driving question.
This strategy is great for introverts, and provides a ready made visual record of thought for later.
Body Sculpting—Using Theatre to Explore Important Ideas
Students are given time to consider their feelings on a thought-provoking abstract or concrete
image. Next, they come up with words that describe their reactions—trapped, free, angry, joyful,
etc. They are then paired up and one person is the sculptor, while the other is the “clay.” The
sculptor poses the clay into a form that artfully displays the word they wish to portray. Here are
some guidelines:
Sculptors can either physically mold the “clay” or act as a mirror for them to show the “clay” the
position/image they want.
Images can be concrete or abstract.
Sculptors must treat their clay with gentleness and respect (very important!).
There are no wrong answers; whatever image you get is fine.
All body sculpting must be done in silence.

Café Conversations
Understanding different viewpoints is a great way to delve deeply into a topic. 5 to 10 students
are given character sheets. These might include gender, age, family status (married, single, how
many children, etc.), occupation, education level and significant life events. The group is also
given a historical event or similar topic.
Students can create identity charts in collaboration with each other to determine their character’s
viewpoint. When they can adequately represent their character, what follows is a “cafe
conversation.” Don’t forget to go over guidelines on how to respectfully disagree! Allow at least
20 minutes for a conversation.
OTHER CRITICAL THINKING ACTIVITIES
Jigsaw—Developing Community and Disseminating Knowledge
Students take on the role of “experts” or “specialists” of a particular topic. Then a panel of
experts is assembled to get the larger picture.
K-W-L Charts—Assessing What We Know/What We Still Want to Learn
Charts to document “What I Know” and “What I Want to Know” and, after learning has
occurred, “What I Learned.”
Think, Pair, Share—Facilitating Discussions in Small and Large Groups
A classic tool to guide students in relevant and meaningful discussion, and to build community.
Town Hall Circle
Like a real town meeting, individual students are “given the floor” and a time limit to express
their views.
Reader’s Theater
In groups, create a dramatic script based on the ideas within a given text. Do not script word for
word. The idea is to get off the page and represent the idea in the students’ own words.
BRING IT TO YOUR CLASSROOM
Allowing students room to think deeply and discuss openly during critical thinking activities is
the key to them taking true responsibility for the learning. Through these kinds of activities we
foster real thinkers and life-long learners. 
For a great resource for critical thinking activities that is instantly usable in your class and
includes full assessment rubrics and more, pick up a copy of our Critical Thinking Companion.