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6 Strategies for Increasing Critical Thinking with Problem Solving

By Mary Montero

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For many teachers, problem-solving feels synonymous with word problems, but it is so much more. That’s why I’m sharing my absolute favorite lessons and strategies for increasing critical thinking through problem solving below. You’ll learn six strategies for increasing critical thinking through mathematical word problems, the importance of incorporating error analysis into your weekly routines,  and several resources I use for improving critical thinking – almost all of which are free! I’ll also briefly touch on teaching students to dissect word problems in a way that enables them to truly understand what steps to take to solve the problem.

This post is based on my short and sweet (and FREE!) Increasing Critical Thinking with problem Solving math mini-course . When you enroll in the free course you’ll get access to everything you need to get started:

• Problem Solving Essentials
• Six lessons to implement into your classroom
• How to Implement Error Analysis
• FREE Error Analysis Starter Kit
• FREE Mathematician Posters
• FREE Multi-Step Problem Solving Starter Kit
• FREE Task Card Starter Kit

Introduction to Critical Thinking and Problem Solving

According to the National Council of Teachers of Mathematics, “The term “problem solving” refers to mathematical tasks that have the potential to provide intellectual challenges for enhancing students’ mathematical understanding and development .)”

That’s a lot of words, but I’d like to focus in on the word POTENTIAL. I’m going to share with you strategies that move these tasks from having the potential to provide a challenge to actually providing that challenge that will enrich their mathematical understanding and development. 

If you’re looking for an introduction to multi-step problem solving, I have a free multi-step problem solving starter kit for that! 

I also highly encourage you to download and use my free Mathematician posters that help students see what their “jobs” are as mathematicians. Giving students this title of mathematician not only holds them accountable, but it gives them greater confidence and gives me very specific verbiage to use when discussing math with my students. 

The impacts of Incorporating Problem Solving

When I made the shift to incorporate problem solving into my everyday instruction intentionally, I saw a distinct increase in student understanding and application of mathematical concepts, more authentic connections to real-world mathematics scenarios, greater student achievement, and notably increased engagement. There are also ripple effects observed in other areas, as students learn grit and a growth mindset after tackling some more challenging problem-solving situations. I hope that by implementing some of these ideas, you see the very same shift.

Here’s an overview of some problem solving essentials I use to teach students to solve problems.

Routine vs. Non-Routine Problem Solving

Routine problems comprise the vast majority of the word problems we pose to students. They require using an algorithm through one or more of the four major operations, have relevance to real-world situations, and often have a distinct answer. They are solvable, and students can use several concrete strategies for solving, like “make a table” or “draw a picture” to solve.

Conversely, non-routine problem-solving focuses on mathematical reasoning. These are often more open-ended and allow students to make generalizations about math and numbers. There isn’t usually a straight path leading to the answer, there isn’t an algorithm readily available for finding the solution (or students are going to have to come up with the algorithm), and it IS going to require some level of experimentation and manipulation of numbers in order to solve it. In non-routine problems, students learn to look for patterns, work backwards, build models, etc. 

Incorporating both routine and non-routine problems into your instruction for EVERY student is critical. When solving non-routine problems, students can use some of the strategies they’ve learned for solving routine problems, and when solving routine problems, students benefit from a deeper understanding of the complexity of numbers that they gained from non-routine problems. For this training, we will focus heavily on routine problems, though the impacts of these practices will transition into non-routine problem solving.

Increasing Critical Thinking in Problem Solving

When tackling a problem, students need to be able to determine WHAT to do and HOW to do it.  Knowing the HOW is what you likely teach every day – your students know how to add, subtract, multiply, and divide. But knowing WHAT to do is arguably the most essential part of solving problems – once students know what needs to be done, then they can apply the conceptual skills – the algorithms and strategies – they’ve learned and will know how to solve. While dissecting word problems is an excellent starting point, exposing students to various ways to examine problems can help them figure out the WHAT. 

Being faced with a lengthy, complex word problem can be intimidating to even your most adept students. Having a toolbox of strategies to use when you tackle problems and seeing problems in various ways can enable students to get to the point where they feel comfortable knowing where to begin.

Shifting away from keywords

While it isn’t best practice to rely solely on operation “keywords” to determine what operation needs to occur when solving a problem, I’m not ready to fully ditch keyword-based instruction in math. I think there’s a huge difference between teaching students to blindly rely on keywords to determine which operation to use for a solution and using words found in the text to guide students in figuring out what to do. For that reason, I place heavy emphasis on using precise mathematical vocabulary , including specific operation keywords, and when students become accustomed to using that precise mathematical vocabulary every day, it really helps them to identify that language in word problems as well.

I also allow my students to dissect math word problems using strategies like CUBES , but in a way that is more aligned with best practice. 

Six Lessons for Easy Implementation

Here are six super quick “outside the box” word problem, problem solving lessons to begin implementing into your classroom. These lessons shouldn’t replace your everyday problem solving, but are instead extensions that will help students tackle those tricky problems they encounter everyday. As a reminder, we look at all of these lessons in the FREE Increasing Critical Thinking with problem Solving math mini-course .

Lesson #1: What’s the Question?

In this lesson, we’ll encourage students to see. just how many different questions can be asked about the same statements or information. We start with a typical, one-step, one-operation problem. Then we cross out or cover up the answer and ask students to generate possible questions.

After students have come up with a variety of questions, ask them to determine HOW they would solve for each one.

Reveal the question and ask students how they would solve this one and see if any of the questions they came up with match.

This activity is important because it demonstrates to students just how many different questions can be asked about the same statement or information. It’s perfect for your students who automatically pick out numbers and start “operating” on them blindly. I’ve had students come up with 5-8 questions with a single statement!

I like to do this throughout the year using different word problems based on the skill we’re focused on at the time AND skills we’ve previously mastered, but be careful not to only use examples based on the skill you’re teaching right then so their brains don’t automatically go to the same place.

These 32 What’s My Operation? task cards will help your student learn and review which operations to use for different types of word problems! They’re perfect to use as a quick assessment, game of SCOOT, math center activity, or homework.

Lesson 2: Similar Scenarios

In this lesson, students will evaluate similar scenarios to determine the appropriate operations. Start with three similar scenarios requiring different operations and identify what situation is happening in each scenario (finding total, determining an amount, splitting or combining, etc.).

Read all three-word problems on a similar topic. Determine the similarity of all of them and determine which operation would be used to solve them. How does the situation/action of the problem help you determine what step to take?

I also created these differentiated word problem task cards after noticing my students struggling with which operation to choose, especially when given multiple problems from a similar scenario. They encourage students to select the appropriate operation for each word problem.

Lesson 3: Opposing Operations

In this lesson, students will determine relevant information from a set of facts, which requires a great deal of critical thinking to determine which operation to use. Give students a scenario and a variety of facts/information relating to the scenario as well as several questions to answer based on the facts . Students will focus on determining HOW they will solve each question using only the relevant information. 

These Operation Fascination task c ards engage students in critical thinking about operations. Each card has a scenario, multiple clues and facts to support the scenario, and four questions to accompany each scenario. The questions are a variety of operations so that students can see how using the same information can solve multiple problems.

Lesson 4: Next Level Numberless

In this lesson, we’ll take numberless word problems to the next level by developing a strong conceptual understanding of word problems. Give students scenarios without numbers and have them write a question and/or insert numbers using a specific operation and purpose . This requires a great deal of thinking to not only determine the situation, but to also figure out numbers that fit into the situation in a way that makes sense.

By integrating these types of math problems into your daily lessons, you can significantly enhance your students’ comprehension of word problems and problem-solving. These numberless word problem task cards are the ideal to improve your students’ critical thinking and problem-solving skills. They offer a variety of numbered and numberless word problems.

Lesson 5: Story Situations

In this lesson, we’ll discuss the importance of students generating their own word problems with a given set of information. This requires a great deal of quantitative reasoning as students determine how they would use a given set of numbers to create a realistic situation. Present students with two predetermined numbers and a theme. Then have students write a word problem, including a question, using the given information. 

Engage your students in additional practice with these differentiated division task cards that require your students to write their OWN word problems (and create real-world relevance in their learning!). Each task card has numbers and a theme that students use to guide their thinking and creation of a word problem.

Lesson 6: No Scenario Solving

In this lesson, we’ll decontextualize problem solving and require students to create the situation, represent it numerically, and solve. It’s a cognitively demanding task! Give students an operation and a purpose (joining, separating, comparing, etc.) with no other context, numbers, numbers, or theme. Then have students generate a word problem.

For additional practice, have students swap problems to identify the operation, purpose, and solution.

Implementing Error Analysis

Error analysis is an exceptional way to promote thinking and learning, but how do we teach students to figure out which type of math error they’ve made? This error analysis starter kit can help!

First, it is very rare that I will tell my students what error they have made in their work. I want to challenge them to figure it out on their own. So, when I see that they have a wrong answer, I ask them to go back and figure out where something went wrong. Because I resist the urge to tell them right away where their error is, my students tend to get a lot more practice identifying them!

Second, when I introduce a concept, I always, always, always create anchor charts with students and complete interactive notebook activities with them so that they have step-by-step procedures for completing tasks right at their fingertips. I have them go back and reference their notebooks while they are looking at their errors.  Usually, they can follow the anchor chart step-by-step to make sure they haven’t made a conceptual error, and if they have, they can identify it.

Third, I let them use a calculator. When worst comes to worst, and they are fairly certain they haven’t made a conceptual mistake to identify, I let them get out a calculator and start computing, step-by-step to see where they’ve made a mistake.

IF, after taking these steps, a student can’t figure out their mistake (especially if I find that it’s a conceptual mistake), I know I need to go back and do some individual reteaching with them because they don’t have a solid understanding of the concept.

This FREE addition error analysis is a good place to start, no matter the grade level. I show them the process of walking through the problem and how best to complete an error analysis task.

Digging Deeper into Error Analysis

Once students show proficiency in the standard algorithm (or strategies), I take it a step further and have them dive into error analysis where they can show a “reverse” understanding as they evaluate mistakes made and fix them. Being able to identify an error in someone else’s work requires higher order thinking not found in most other projects or activities and certainly not found in basic math fact completion.

First, teach students the difference between a computational error and a conceptual error. 

• Computational is when they make a mistake in basic math facts. This might look as simple as  64/8 does not equal 7. Oops!
• A Conceptual or Procedural Error is when they make a mistake in the procedure or concept. 
• I can’t tell you how many times students show as not proficient on a topic when the mistakes they are making are COMPUTATIONAL and not conceptual or procedural. They don’t need more review in how to use a strategy… they need to slow down and pay closer attention to their math facts!

Once we’ve introduced the types of errors they should be looking out for, we move on to actually analyzing these errors in someone else’s work and fixing the mistake.

I have created error analysis tasks for you to use with you students so they can identify the errors, types of errors, rework the problem, and create their own version of the problem and solve it. I have seen great success with incorporating these tasks into ALL of my math units. I even have kids beg to take their error analysis tasks out to recess to finish! These are great resources to start:

• Error Analysis Bundle
• 3rd Grade Word Problem of the Day
• 4th Grade Word Problem of the Day
• 5th Grade Word Problem of the Day

The final step in using error analysis is actually having students correct their OWN mistakes. Once I have instructed on types of errors, I will start by simply telling them, Oops! You’ve made a computational error here! That way they aren’t furiously looking through the procedure for a mistake, instead they are looking to see where they computed wrong. Conversely, I’ll tell them if they’ve made a procedural mistake, and that can guide them in figuring out what they need to look for.

Looking at the different types of errors students are making is essential to guiding my instruction as well, so even though it takes a bit longer to grade things like this, it is immensely helpful to me as I make adjustments to my instruction.

Resources and Ideas for Critical Thinking

I’ve compiled a collection of websites for complex tasks with multiple, open-ended answers and scenarios. The majority of these tasks are non-routine and so easy to implement. I often post these tasks and allow students short bursts of time to strategize and plan for a solution. Consider using the tasks and problems from these sites as warm-ups, extensions of your morning meeting, during enrichment groups, or on a Problem of the Week board. I also highly encourage you to incorporate these non-routine problems into your core instruction time for all students at least once or twice a month.

• NRICH provides thousands of FREE online mathematics resources for ages 3 to 18. The tasks focus on developing problem-solving skills, perseverance, mathematical reasoning, the ability to apply knowledge creatively in unfamiliar contexts, and confidence in tackling new challenges..
• Open Middle offers challenging math word problems that require a higher depth of knowledge than most problems that assess procedural and conceptual understanding. They support the Common Core State Standards and provide students with opportunities for discussing their thinking. All problems have a “closed beginning,” meaning that they all start with the same initial problem, a “closed-end” meaning that they all end with the same answer, and an “open middle” meaning that there are multiple ways to approach and ultimately solve the problem.
• Mathcurious offers interactive digital puzzles. Each adventure is dedicated to exploring the world of math and sharing experiences, knowledge, and ideas.
• Robert Kaplinsky shares math strategies, lessons, and resources designed to create problem solvers. The lessons are detailed and challenging!
• Mathigon “The mathematical playground” offers free manipulatives, activities, and lessons to make online learning interactive and engaging. The digital manipulates are a must-use!
• Fractal Foundation uses fractals to inspire interest in science, math and art. It has numerous fractal activities, software to help your students create their own fractals, and more.
• Greg Fletcher 3 Act Tasks contain engaging math videos with guiding questions. You can also download recording sheets to go with each video.

Mary Montero

I’m so glad you are here. I’m a current gifted and talented teacher in a small town in Colorado, and I’ve been in education since 2009. My passion (other than my family and cookies) is for making teachers’ lives easier and classrooms more engaging.

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Developing critical thinking skills with multi-step word problems

Our biggest goal as math teachers is to help our students become critical thinkers and problem solvers. I help my third graders develop critical thinking skills by using multi-step word problems in my math class every day.

When you need to find how much fencing you’ll need for your dog pen… does a worksheet appear that says “Find the Perimeter” in a cute font?!

When you are planning a party and want to make sure the amount of hotdog buns you purchased will be enough for every guest to have two… does a teacher tap you on the shoulder and remind you to multiply the number of guests times 2 to figure this out?

Math in the real-world

As adults we use math all the time. Except, we have to decide in the moment if we need to be using addition, subtraction, multiplication, division or a mixture. We are able to do this because of the teachers who taught us how to problem solve.

One way that we can encourage more thinking in math class is by utilizing multi-step word problems. I don’t mean word problems that contain answer choices A, B, C, or D. I mean open-ended, multi-step word problems where students have to do some thinking to arrive at the answer.

These word problems must encourage thinking and, beginning in 3rd grade, must be multi-step.

What are multi-step word problems?

Multi-step word problems are problems that require students to do more than one math operation before getting the answer to the problem. Introduction to these multi-step word problems should begin in third grade.

Here is an example:

To solve this, you must first add 19 + 48 = 67. This answer is John’s total. Then, you add 67 + 48 to get Tommy’s total.

This differs from this one step problem: John has 19 more marbles than Melissa. If Melissa has 48 marbles, how many does John have?

Why teach problem solving skills?

There is more to teaching math than giving students a paper with directions that spell out exactly what needs to be done (ex: Add these three digit numbers, Find the perimeter of these shapes, etc.) Yes, this kind of stuff is absolutely needed, but not what this post is about.

Students need to be challenged with math situations daily. This type of brain work prepares them to be successful problem solvers as adults. It teaches them that there are multiple ways to solve problems and helps them see that math class has a real life purpose. Students will also learn to use multiple math process at the same time and to have perseverance to try multiple strategies until they are able to be successful.

Are you providing your students with daily experiences like this?

How this works in my third grade classroom:

Each morning when my students come in my classroom, they complete a multi-step word problem for morning work.

• I project a problem on my ActivPanel from my 3rd grade multi-step word problem PowerPoint
• Students solve it in their math composition books .
• We begin math class by discussing the problem each day.

Here is a sample problem from my multi-step word problem PowerPoint :

The Problem Solving Mat

Friday mornings, I lay a printable word problem on their desks and they complete it and turn it in for me to see. I can use this to assess student understanding, look for common mistakes, and see where I need to go next with my problem solving instruction.

The Friday printable looks like this: (These are also included in my multi-step word problem product)

I really like the layout of this page because it walks students through the problem solving process.

Step 1: Picture.

It is important to start working by relating to the problem and understanding exactly what is being asked. One of the best ways to do this is by drawing a picture. A picture could mean a model, a chart, table, etc. Some type of drawing that helps them understand the information from the problem.

Step 2: Solve it.

This is where students “show their work” and do the necessary math to solve the problem.

Step 3: Answer.

I instruct my students to include a label with their answer. For example in the problem above, the answer is 236 seashells . Adding a label helps me ensure that my students know what the answer even means.

Step 4: Explain it.

My favorite & my students’ least favorite part (muahaha).

I think explaining the answer is very important. I teach my students to evaluate their answers and ask themselves “Is this reasonable?” For example, would it make sense that my answer for the above question would be 842? I know I need to add 111, 83, and 42. Knowing this, 842 would not be a reasonable answer.

I provide my students with a writing frame in the beginning of the year to help them put their math process into words.

If you need help implementing a daily word problem into your math instruction, check out my 100 Two-Step Word Problems product on Teachers Pay Teachers. These are the daily word problems that I use with my students. Every problem contains multiple steps and uses the 4 operations to solve.

With this download, you’ll get 100 word-problems presented in a few different formats. The same 100 problems are used in each of the different formats, this is so you can use them however you like. The different formats make this product adaptable to your classroom.

You can see each format below:

I am always looking for more ideas to help my students with problem solving. What have you found that works well in your math class?

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Multiple-Step Word Problems

These multiple-step word problems require students to use reasoning and critical thinking skills to determine how each problem can be solved.

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3 Tips for Creating Math Word Problems That Boost Critical Thinking

Well-designed word problems give elementary students a tangible context for understanding math concepts.

“Danny has 564 tomatoes. He then buys 623 carrots. How long will it take him to get home?” This scenario is what many people picture when we mention word problems. Many educators think they’re taboo. Some argue that many students can’t access the content because of the reading, and the problems themselves can be culturally inappropriate. All of these ideas can be considered valid if the word problem isn’t created or executed correctly.

As a special educator who has worked in urban and rural schools, I have always had a love-hate relationship with word problems. I used to be one of the teachers who would claim, “I’m trying to assess their math reasoning, not their reading skills.” I had difficulty realizing that the story problems can give our students a tangible context to connect to in order to understand the concept that we’re teaching. This context is essential when introducing our students to more abstract content for the first time.

I remember working with a group of third graders at the beginning of the school year, talking about a simple arithmetic problem, 25 + __ = 50. These students had been shown that 25 + 25 = 50, but they were confused about why the blank was in the middle of the problem. Once I created a story problem about placing hot chocolate packets in containers for a class party, the students immediately had light bulbs flash over their heads. They then drew out a representation of the problem and figured that they needed to keep adding to 25 until they got to 50. I have realized that we give mostly numerical problems rather than conceptual word problems. It’s like we’re offering the students directions on how to get to a store without showing them the landmarks that they need to reach their destination. No wonder they become lost in the steps, and our instruction becomes more of a checklist instead of practicing critical thinking and problem-solving skills.

Creating the just-right word problem is somewhat of an art. Luckily, just like an art project, word problems don’t need to be perfect.

3 Keys to Creating Compelling Word Problems

1. They need to be relatable to the students. This might sound like a no-brainer, but I see so many word problems that are like my example from the very beginning. Too often they talk about excessive quantities of things or about a topic that the students can’t relate to. When crafting a word problem, we need to make sure the students can connect to or picture what’s going on. This comes from knowing your students and their interests. In my classroom, Pokémon cards and bags of slime are the most popular things. So when we create word problems and use these topics, the students have an interest in the story and can visualize what’s happening. They especially love it when you use their names to make them the star of the word problem.

Because we are working on very abstract reasoning topics, the students need to have something real to cling to, helping to ground them to reality as they work through the task. Without being able to relate to the problem, we will likely lose them, and they will just pick an operation at random and try solving it that way.

2. The word problems need to be solvable. The problems don’t need to be overly complicated; a simple problem that requires critical thinking will do the trick. Many standardized tests will create tricky verbiage when giving word problems and claim that this makes the problem harder to solve. In reality, if we just make the wording more complex rather than making the situation more thought-provoking, all we’re doing is frustrating our students and not challenging them to think.

3. The word problems need to be open-ended. The final thing a functional word problem needs is to be open-ended. “John has four toy cars and then gets four more. How many does he have now?” is boring and quite simple. Though this will challenge some students for a short time, it does not make any student think critically, and there are limited entry points our students can solve.

By simply rephrasing the question, we provide a task that makes our students think critically about what’s going on in this story. “John has four cars. His brother gave him some more, and now he has eight. How many did his brother give him?” This problem allows for many entry points and opportunities to try a variety of strategies while challenging students to think abstractly through mathematical reasoning and number sense.

As educators, we need to be vigilant about the tasks and word problems we create. While reviewing possible word problems, we should ask ourselves, “Is this word problem interesting? Is it solvable? Is it open-ended?” If the answer to any of these questions is no, consider reevaluating the problems through a critical thinking lens, making them more effective and beneficial for your students.

Critical Thinking Brain Teasers: Enhance Your Cognitive Skills Today

Key takeaways, understanding critical thinking.

Critical thinking is a vital skill for obtaining knowledge and making well-informed decisions. It involves the objective analysis and evaluation of an issue, allowing individuals to form sound judgments and actions. When thinking critically, people actively and skillfully assess, synthesize, and evaluate information from various sources, including observation, knowledge, reflection, and conversations. This process helps to strengthen one’s educational foundation and promotes problem-solving capabilities.

By nurturing a confident, knowledgeable, and neutral approach to learning, critical thinking not only enables personal growth but also contributes to a more informed and open-minded society.

Role of Critical Thinking in Problem-Solving

Developing problem-solving skills begins with understanding the importance of reasoning and logic. Critical thinking encourages individuals to avoid relying solely on intuition and assumptions. Instead, they should seek evidence, identify biases, and consider various perspectives before reaching a conclusion.

Brain Teasers and Their Importance

Logic puzzles.

When solving logic puzzles, it is important to avoid making assumptions or jumping to conclusions. Instead, carefully analyze the information provided and use a methodical approach to deducing the relevant facts. This may involve breaking the puzzle down into smaller parts or using a process of elimination to remove possibilities and narrow down the potential solutions.

Enhancing Cognitive Skills and Creativity with Brain Teasers

Critical thinking brain teasers.

One type of critical thinking brain teaser involves a match-stick puzzle. In these puzzles, participants are given a specific number of matchsticks, and the objective is to rearrange them to form a new shape only by moving the specified number of matchsticks. These puzzles require a good spatial sense, attention to detail, and an understanding of geometric principles.

Overall, critical thinking brain teasers help sharpen problem-solving and analytical skills, featuring a variety of challenges such as match-stick puzzles, riddles, word problems, and logic puzzles. Participants can improve their critical thinking abilities by regularly engaging with these types of brain teasers.

Strategies to Solve Brain Teasers

Benefits of brain teasers in real world, visual puzzles and rebus puzzles, educational games and worksheets, frequently asked questions, what is half of 2+2, which tire doesn’t move when a car takes a left turn, you walk into a room with one match, a stove, a candle, and a fireplace; which do you light first, a man gave one of his three children one coin each. how many coins are left, what is full of holes but still holds water, what word becomes shorter when you add two letters to it, you may also like, critical thinking and cyber security (how to protect your personal information online), critical reading vs. critical thinking, 5 critical thinking riddles, critical thinking skills in the workplace, download this free ebook.

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Become a better critical thinker with these 7 critical thinking exercises

Critical thinking is a skill you can use in any situation. Whether you're a student, entrepreneur, or business executive, critical thinking can help you make better decisions and solve problems.

But learning critical thinking skills isn't always an easy task. Many tools, techniques, and strategies are available, and choosing the right one can be challenging. Vague suggestions on the internet like "read more" aren't very helpful, and elaborate business examples don’t apply to many of us.

As average problem-solvers, we need actionable thinking exercises to improve our critical thinking skills and enhance our thinking processes. Regularly performing exercises that specifically stretch our decision-making and reasoning skills is the most effective method of improving our thinking abilities.

This article will explore several exercises that will help you develop critical thinking skills. Whether you are preparing for an exam, making an influential decision for your business, or going about your daily life, these fun activities can build your reasoning skills and creative problem-solving abilities.

Boost your logical thinking skills and start practicing a critical mindset with these 10 critical thinking exercises.

A Quick Look at Critical Thinking

As a thoughtful learner, you likely already understand the basics of critical thinking, but here's a quick refresher.

Critical thinking involves analyzing problems or issues objectively and rationally. Critical thinkers are able to understand their own biases and assumptions, as well as those of others. They’re also able to see the world from a different point of view and understand how their experiences impact their thinking.

Developing critical thinking skills is essential because it allows us to see things from multiple perspectives, identify biases and errors in reasoning, and be open to possible solutions. Making informed decisions is easier when we have a better understanding of the world around us.

Why We Need to Practice Critical Thinking

We aren't born with critical thinking skills, and they don’t naturally develop beyond survival-level thinking. To master critical thinking, we must practice it and develop it over time.

However, learning to think critically isn't as easy as learning to ride a bicycle. There aren't any step-by-step procedures to follow or supportive guides to fall back on, and it is not taught in public schools consistently or reliably. To ensure students' success, teachers must know higher-order thinking skills (HOTS) and how to teach them, research says.

Unfortunately, although teachers understand the importance of HOTS and attempt to teach it, studies show that their capacity to measure students' HOTS is low. Educator and author Dr. Kulvarn Atwal says, "It seems that we are becoming successful at producing students who are able to jump through hoops and pass tests."

As critical thinking skills become more important in higher grades, some students find it challenging to understand the concept of critical thinking. To develop necessary thinking skills, we must set aside our assumptions and beliefs. This allows us to explore and question topics from a "blank page" point of view and distinguish fact from opinion.

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7 Critical Thinking Exercises To Improve Your Critical Thinking Skills

The good news is that by assessing, analyzing, and evaluating our thought processes, we can improve our skills. Critical thinking exercises are key to this improvement. Our critical thinking builds and improves with regular practice, just like a muscle that gets stronger with use.

If you want to become a better critical thinker , here are some critical thinking exercises to try:

Exercise #1: The Ladder of Inference

You can exercise your critical thinking skills by using the Ladder of Inference model . This thinking model was developed by renowned organizational psychologist Chris Argyris. Each rung on the ladder of inference represents a step you take to arrive at your conclusions.

The decision-making process starts when we are faced with a problem or situation. As soon as we observe something problematic or important, we presume what is causing it, and then we use that assumption to draw conclusions. Based on those conclusions, we take action.

For example, say you're at a party and see a friend across the room. You catch their eye and wave, but they turn and walk away. Using the ladder, you might climb the rungs as follows:

• Observe that your friend walked away.
• Select a few details of the situation, including your wave and your assumption that they saw you.
• Meaning is attached based on the environment, making you think your friend must have other people to talk to at the party.
• Assumptions are made based on that meaning, assuming that means your friend doesn’t like you as much as them.
• Conclusions are drawn from the assumption, and you determine that your friend must be mad at you or doesn't want you to be at the party.
• Beliefs are formed, making you think you're not welcome.
• Action is taken, and you leave the party.

In this example, you started with a situation (someone walking away at a crowded party) and made a series of inferences to arrive at a conclusion (that the person is mad at you and doesn't want you there).

The Ladder of Inference can be a helpful tool to frame your thinking because it encourages you to examine each step of your thought process and avoid jumping to conclusions. It's easy to make assumptions without realizing it, as in this scene. Perhaps your friend never even saw you wave from across the crowded room.

Exercise #2: The Five Whys

The "Five Whys" technique is an analytical skill that can help you uncover the source of a problem. The activity was created by Sakichi Toyoda, the founder of Toyota, and consists of repeatedly asking “why?” when a problem is encountered to determine its root cause.

This exercise can be difficult because knowing if you've discovered the source of your problem is challenging. The "five" in "Five Whys" is just a guideline — you may need to ask more. When you can't ask anything else, and your response is related to the original issue, you've probably arrived at the end.

Even if you need several rounds of questioning, just keep going. The important part that helps you practice critical thinking is the process of asking "why?" and uncovering the deeper issues affecting the situation.

For instance, say you're trying to figure out why your computer keeps crashing.

• You ask " why ," and the answer is that there's a software problem.
• Why? Because the computer keeps running out of memory.
• Why? Because too many programs are running at the same time.
• Why? Because too many browser tabs are open .
• Why? Because multitasking is fragmenting your focus, you're doing too many things at once.

In this example, working through the "why's" revealed the underlying cause. As a result, you can find the best solution, which is concentrating on just one thing at a time.

Exercise #3: Inversion

Inversion is another critical thinking exercise that you can use in any situation. Inversion is sort of like taking on the role of the devil's advocate. In this exercise, adopt the opposite view of whatever issue you're exploring and consider the potential arguments for that side. This will help broaden your critical thinking skills and enable you to see other perspectives on a situation or topic more clearly.

For example, let's say you're thinking about starting your own business. Using inversion, you would explore all of the potential arguments for why starting your own business is bad. This might include concerns like:

• You could end up in debt.
• The business might fail.
• It's a lot of work.
• You might not have time for anything else.

By exploring these potentially adverse outcomes, you can identify the potential risks involved in starting your own business and make a more sound decision. You might realize that now is not the right time for you to become an entrepreneur. And if you do start the company, you'll be better prepared to deal with the issues you identified when they occur.

Exercise #4: Argument Mapping

Argument mapping can be a beneficial exercise for enhancing critical thinking skills. Like mind mapping, argument mapping is a method of visually representing an argument's structure. It helps analyze and evaluate ideas as well as develop new ones.

In critical thinking textbooks, argument diagramming is often presented to introduce students to argument constructions. It can be an effective way to build mental templates or schema for argument structures, which researchers think may make critical evaluation easier .

Argument maps typically include the following:

• Conclusion: What is being argued for or against
• Premises: The reasons given to support the conclusion
• Inferences: The connections made between the premises and conclusion

The argument map should be as clear and concise as possible, with a single word or phrase representing each element. This will help you make connections more easily. After the map is completed, you can use it to identify any weak points in the argument. If any areas aren't well-supported, additional premises can be added.

Argument mapping can be applied to any situation that requires critical thinking skills. The more time you take to map out an argument, the better you'll understand how the pieces fit together. Ultimately, this will help you think more creatively and critically, and make more informed decisions.

Exercise #5: Opinion vs. Fact

Critical thinking activities that focus on opinions and facts are particularly valuable and relevant new learning opportunities. Our constantly-connected world makes it easy to confuse opinions and facts , especially with sensationalist news articles and click-bait headlines.

How can you tell a fact from an opinion? Facts are generally objective and established, whereas opinions are subjective and unproven. For example, "the cloud is in the air" is a fact. "That dress looks good on you" is an opinion.

Practice your critical thinking skills by reading or listening to the news. See if you can identify when someone is stating an opinion rather than a fact. Ask yourself the following questions:

• Who is saying what? What reasons might be behind their statements?
• Does the claim make sense? Who would disagree with it and why?
• How can you tell if the data is reliable? Can it be fact-checked? Has it been shared by other credible publishers?
• How do you know whether or not the presenter is biased? What kind of language is being used?

This powerful exercise can train your mind to start asking questions whenever presented with a new claim. This will help you think critically about the information you're taking in and question what you're hearing before accepting it as truth.

Exercise #6: Autonomy of an Object

In her book " The Critical Thinking Tool Kit ," Dr. Marlene Caroselli describes a critical thinking exercise called "Living Problems, Lively Solutions." This exercise uses the autonomy of an object as a problem-solving tool to find a possible solution.

To do this, you'll personify your problem and place it in another context — a different time or place. This allows you to uncover unique solutions to the problem that might be tied to your mental associations with that setting.

For example, if your problem is poor time management , you might personify the issue as a thief of your time. The idea of a thief could make you think of jail, which might prompt thoughts of locking up specific distractions in your life. The idea of jail could also make you think of guards and lead you to the possible solution of checking in with an accountability buddy who can make sure you're sticking to your schedule.

The autonomy-of-object technique works because it stimulates thoughts you wouldn’t have considered without the particular context in which you place the problem.

Exercise #7: The Six Thinking Hats

Designed by Edward de Bono, the Six Thinking Hats is a critical thinking exercise that was created as a tool for groups to use when exploring different perspectives on an issue. When people use other thinking processes, meetings can become challenging rather than beneficial.

To help teams work more productively and mindfully, de Bono suggests dividing up different styles of thinking into six categories, represented as hats:

• The white hat is objective and focuses on facts and logic
• The red hat is intuitive, focusing on emotion and instinct
• The black hat is cautious and predicts negative outcomes
• The yellow hat is optimistic and encourages positive outcomes
• The green hat is creative, with numerous ideas and little criticism
• The blue hat is the control hat used for management and organization

With each team member wearing a different hat, a group can examine an issue or problem from many different angles, preventing one viewpoint (or individual) from dominating the meeting or discussion. This means that decisions and solutions reached using the Six Thinking Hats approach will likely be more robust and effective, and everyone’s creative thinking skills will benefit.

Train Your Brain With Critical Thinking Exercises

Using critical thinking regularly in various situations can improve our ability to evaluate and analyze information. These seven critical thinking exercises train your brain for better critical thinking skills . With daily practice, they can become habits that will help you think more critically each day.

Improve your critical thinking with ABLE

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