by TeachThought Staff<\/strong><\/p>\n Critical thinking isn\u2019t a skill, nor is it content knowledge or even evidence of understanding. <\/p>\n While it involves and requires these ideas, critical thinking is also very much a state of mind \u2014 a willingness and tendency to sit with an idea and \u2018struggle wonderfully\u2019 with it.<\/p>\n In critical thinking, there is no conclusion; it is constant interaction with changing circumstances and new knowledge that allows for broader vision which allows for new evidence which starts the process over again. Critical thinking has at its core raw emotion and tone. Intent.<\/p>\n The purpose of these stems is to help students practice this slippery \u2018skill.\u2019 By having dozens of questions written generally enough to be widely applicable, but with an inherent rigor that challenges students to think, the ability to practice thinking critically is always available.<\/p>\n Critical Thinking Cards<\/b><\/p>\n In adddition to the text and cards, we\u2019ve included a graphic below. You also can purchase them in card-format<\/a><\/strong> to be printed and used right away in your classroom, a sample of which you can see below.<\/p>\n By making them cards, they are not only easier to \u2018keep around\u2019\u2013on your desk, on a shelf in a workstation area, or even copied and given to students\u2013 but more importantly, meaningful thinking can become a part of your daily routines. Writing prompts, reading circles, Socratic discussions and more all benefit from critical thinking, and providing students with stems is a way of supporting them as their confidence grows and their habits as thinkers develop.<\/p>\n 28 Critical Thinking Question Stems For Any Content Area<\/strong><\/p>\n 1. What evidence can you present for\/against\u2026?<\/p>\n 2. How does \u2026 contrast with \u2026?<\/p>\n 3. How could you outline or concept map\u2026? Explain your response with examples.<\/p>\n 4. Why is \u2026 significant? Explain your reasoning.<\/p>\n 5. What are the advantages and disadvantages of \u2026?<\/p>\n 6. What is the point or \u2018big idea\u2019 of \u2026?<\/p>\n 7. How could you judge the accuracy of \u2026?<\/p>\n 8. What are the differences between \u2026 and \u2026?<\/p>\n 9. How is \u2026 related to \u2026?<\/p>\n 10. What ideas could you add to \u2026 and how would these ideas change it?<\/p>\n 11. Describe \u2026 from the perspective of \u2026.<\/p>\n 12. What do you think about \u2026? Explain your reasoning.<\/p>\n 13. When might \u2026 be most useful and why?<\/p>\n 14. How could you create or design a new\u2026? Explain your thinking.<\/p>\n 15. What solutions could you suggest the problem of \u2026? Which might be most effective and why?<\/p>\n 16. What might happen if you combined \u2026 and \u2026?<\/p>\n 17. Do you agree that \u2026? Why or why not?<\/p>\n 18. What information would you need to make a decision about \u2026?<\/p>\n 19. How could you prioritize \u2026?<\/p>\n 20. How is \u2026 an example of \u2026?<\/p>\n 21. What are the most important parts or features of \u2026?<\/p>\n 22. Which details of \u2026 are most important and why?<\/p>\n 23. What patterns do you notice in \u2026?<\/p>\n 24. How could you classify \u2026 into a more\/less general category?<\/p>\n 25. What makes \u2026 important?<\/p>\n 26. What criteria could you use to assess \u2026?<\/p>\n 27. How could \u2026 and \u2026 function together? How do they work separately and together and different ways?<\/p>\n![\"Critical](\"https:\/\/www.teachthought.com\/wp-content\/uploads\/2017\/07\/critical-thinking-question-stems-fi.png\"\/)
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