Critical Thinking Activity

Critical Thinking Activity-70
During this reflection period, count the class off into small groups by 3s, 4s, or 5s.Students should now transition to the fishbowl setup.This activity works ideally with questions to encourage deeper thinking, problem-solving, and/or critical analysis.

During this reflection period, count the class off into small groups by 3s, 4s, or 5s.Students should now transition to the fishbowl setup.This activity works ideally with questions to encourage deeper thinking, problem-solving, and/or critical analysis.

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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.

This activity uses a driving question, markers, and Big Paper.

Students work in pairs or threes to have a conversation on the Big Paper.

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.

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.

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.

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