Ask students to list some of the skills they use when producing a history essay; support the students in doing this by querying statements of what they produce to help them distinguish the actual processes they use. Now ask students to describe what different levels of quality of these processes would look like, i.e., a description of an advanced example, and a middle-level example, and a basic level example.
Brookfield asserts that identifying and challenging assumptions and analyzing assumptions for validity are essential to critical thinking skills.
He also suggested that because critical thinkers possess curiosity and skepticism, they are more likely to be motivated to provide solutions that resolve contradictions.
He claims that CT involves students' total intellectual functioning, not a narrowly defined set of skills.
He postulates that there are three mental processes fostering critical thinking: meta-components, performance components, and knowledge-acquisition strategies.
They are organizing by placing them in different categories.
We could extend the task by asking students to come up with sub-categories and sub-sub-categories. Students who can understand how to break a task down like this are much more likely to develop and demonstrate the skills and sub-skills involved.Although we may define critical thinking in a more complex manner, it is essentially a practical or applied activity because reasoning and decisionmaking are applied activities.Conceptual analysis is a useful tool to help students do critical thinking activities collaboratively, and it can be taught in a team-based or collaborative setting.When using critical thinking, individuals step back and reflect on the quality of that thinking.Simpson and Courtneay point out that critical thinking processes require active argumentation, initiative, reasoning, envisioning and analyzing complex alternatives, and making contingency-related value judgment.If students have not yet reached the formal operations stage, their ability to use critical thinking skills may be limited by an inability to handle abstract ideas.It is important to remember that Piaget's stages of cognitive development are also linked to intellectual potential and environmental experiences.To help them with this skill, have the students to generate a rubric together.Pick a common school assignment, such as a history essay.Conceptual analysis can be applied to building structures based on hierarchies or progressions, such as when students are tasked to create their own developmental or progression-based rubrics.It is important to demonstrate to students how rubrics are created and why they are useful because understanding rubrics also helps them structure their task output to match the task requirements.