5. Separate cause and effect<\/strong><\/p>\nAnd concept map it\u2013and maybe even consider prior causes to the most immediate causes and predict future possible effects. For example, if you\u2019re considering an effect (e.g., pollution), you might see one cause being a new industrial factory built near a river or runoff. But you might also consider what enabled or \u2019caused\u2019 that factory to be built\u2013a zoning change or tax break given by the local government, for example. <\/p>\n
6. Prioritize<\/strong><\/p>\nPrioritizing is an executive neurological function that demands knowledge to then apply critical thinking to or on.<\/p>\n
7. Deconstruct<\/strong><\/p>\nAnd narrate or annotate the deconstruction. Deconstruct a skyscraper or a cultural movement or school or app. This is somewhere between analysis and reverse engineering.<\/p>\n
8. Reverse Engineer<\/strong><\/p>\n9. Write<\/strong><\/p>\nWriting (well) is one of the most cognitively demanding things students commonly do. It\u2019s also a wonderful strategy to promote critical thinking\u2013a kind of vehicle to help it develop. Certainly one can write without thinking critically or think critically without writing but when they work together\u2013in the form of a thinking journal, for example\u2013the effects can be compelling.<\/p>\n
10. Reflect<\/strong><\/p>\nObserve and reflect is a <\/em>basic pattern for thought itself. The nature of the reflection, of course, determines if it\u2019s actually a strategy for critical thinking but it\u2019s certainly a worthy addition to this list.<\/p>\n11. Separate the subjective from the objective<\/strong><\/p>\nAnd fact from opinion.<\/p>\n
12. Be vigilant in distinguishing beliefs and facts or truths<\/strong><\/p>\nTo be able to think critically requires <\/p>\n
Dewey described critical thinking as \u2018reflective thinking\u2019 (see #10)\u2013the \u201cactive, 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.\u201d (Dewey 1910: 6; 1933: 9) It\u2019s clear that to be able to consistently do this requires one to separate beliefs (which are personal and fluid) and knowledge (which is more universal and less fluid\u2013though the depth and nature of knowledge and understanding can change over time).<\/p>\n
13. Link and Connect<\/strong><\/p>\nThis is somewhere between analysis and concept mapping, but seeing the relationship between things\u2013ideas, trends, opportunities, problems\u2013is not only useful as a strategy but is how the brain learns: by making connections.<\/p>\n
14. Use formal and\/or informal inquiry<\/strong><\/p>\n15. Use the 5 Ws<\/strong><\/p>\nA flexible strategy for inquiry and thought, the 5 Ws provides a kind of starting point for ongoing thought: who, what, where, why, and when.<\/p>\n
16. Use spiral thinking<\/strong><\/p>\n17. Concept map<\/strong><\/p>\n18. Illustrate what\u2019s known, currently unknown, and unknowable<\/strong><\/p>\nThis is part analysis, part epistemology. <\/p>\n
19. Use Bloom\u2019s Taxonomy<\/strong><\/p>\n20. Apply informed skepticism<\/strong><\/p>\n21. Use question and statement stems<\/strong><\/p>\n22. Explore the history of an idea, stance, social norm, etc.<\/strong><\/p>\nEspecially change over time.<\/p>\n
23. Debate<\/strong><\/p>\n24. Analyze from multiple perspectives<\/strong><\/p>\n25. Transfer<\/strong><\/p>\n26. Patience<\/strong><\/p>\n27. Adopt the right mindset<\/strong><\/p>\n28. Humility<\/strong><\/p>\n29. Judge<\/strong><\/p>\n30. Study relationships<\/strong><\/p>\nBetween beliefs, observations, and facts, for example.<\/p>\n
31. See \u2018truth\u2019 in degrees\/non-binary<\/strong><\/p>\n32. Improve something<\/strong><\/p>\n33. Curiosity<\/strong><\/p>\nSimilar to inquiry but more a cause of inquiry than a strategy itself.<\/p>\n
34. Creativity<\/strong><\/p>\n35. Explore the nature of thinking and belief<\/strong><\/p>\nThis sets the stage for long-term critical thinking.<\/p>\n
36. Separate people from their ideas<\/strong><\/p>\nThis isn\u2019t necessarily a pure critical thinking strategy but it can reduce bias and encourage rationality and objective analysis.<\/p>\n
37. Making some abstract concrete or something concrete abstract<\/strong><\/p>\n38. Challenge something<\/strong><\/p>\n39. Predict and defend<\/strong><\/p>\n40. Form a question, then improve that question before gathering information<\/strong><\/p>\n41. Revise a question after information\/observation<\/strong><\/p>\n42. Critique something<\/strong><\/p>\n43. Observe something<\/strong><\/p>\nWhile not actually \u2018critical thinking,\u2019 critical thinking rarely happens without it. It\u2019s one (of many) fuels for \u2018higher-order\u2019 thinking.<\/p>\n
44. Revise something<\/strong><\/p>\n45. Transfer a lesson or philosophical stance from one situation to another<\/strong><\/p>\nA lesson from nature to the design of a tool or solution to a problem.<\/p>\n
46. Compare and contrast two or more things<\/strong><\/p>\n47. Test the validity of a model<\/strong><\/p>\nOr even create a basic mathematical model for predicting something\u2013stocks, real-world probabilities, etc. <\/p>\n
48. Create an analogy<\/strong><\/p>\nThis helps emphasize relationships, rules, and effects.<\/p>\n
49. Adapt something for something new<\/strong><\/p>\nA new function or audience or application, for example.<\/p>\n
50. Identify underlying assumptions<\/strong><\/p>\n51. Analyze the role of social norms on \u2018truth\u2019<\/strong><\/p>\nOr even the nature of \u2018truth\u2019 itself.<\/p>\n
52. Narrate a sequence<\/strong><\/p>\n53. Identify first truths or principles<\/strong><\/p>\nA\u00a0first principle<\/strong>\u00a0is a proposition\u00a0that can\u2019t be deduced from another proposition (or assumption) and thus can be thought of as \u2018first\u2019 or most fundamental.<\/p>\n54. Keep a thinking journal<\/strong><\/p>\n55. Identify and explain a pattern<\/strong><\/p>\n56. Study the relationship between text and subtext<\/strong><\/p>\nOr explicit and implicit ideas.<\/p>\n
57. Elegantly emphasize the nuance of something<\/strong><\/p>\n58. Identify cognitive biases and blind spots<\/strong><\/p>\n59. Use model-based learning<\/strong><\/p>\nI\u2019ll provide a model for this soon but I\u2019ve been using it with students for years.<\/p>\n
60. Take and defend a position<\/strong><\/p>\nSimilar to debate but it can be one-sided, in writing, on a podcast, or even concept-mapped. It\u2019s a simple strategy: specify a \u2018stance\u2019 and defend it with the best possible data and unbiased thinking<\/p>\n
60 Critical Thinking Strategies For Learning<\/em><\/p>\n<\/p>\n
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Founder & Director of TeachThought<\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n
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