critical thinking on spanish

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5 Ways to Boost Critical Thinking in World Language Classes

One way to raise students’ engagement is to ask them to do more work—meaningful work with authentic materials from the target culture.

As teachers, we’ve all experienced lessons that fell flat. The students were uninspired or disengaged, and wore blank, expressionless faces. While these moments can feel disappointing and discouraging, they help us learn and improve by honing our instructional choices.

These experiences have provoked me to think differently about my lessons—what could I do differently? Where was I going wrong? I realized that part of the reason my students seemed uninspired in these moments was likely because I was not asking them to do much. They were not thinking critically, making cultural comparisons, or problem-solving. This realization led me to boost the levels of rigor and critical thinking in my world language classes.

5 Ways to Increase Students’ Critical Thinking

1. Evaluate the questions you’re asking: Are your questions crafted to produce detailed, in-depth responses, or do they lead to one-word answers? Do they allow students to draw on their personal experiences or offer their opinions? Do they inspire students to passionately debate, or to engage in an exchange with a peer? Are students answering these questions enthusiastically? Let’s look at an example of a flat question versus a dynamic one.

“Why is global warming a serious issue?” is an important question, but it doesn’t require students to offer details about their thoughts or opinions on the matter, and it is unlikely to result in an enthusiastic response. Changing it to, “How could the effects of global warming impact or change your future life, and how does this make you feel?” directly solicits students’ perspectives. This question gets students thinking about their own lives, which can heighten their engagement.

2. Place culture at the core of your lessons and units: Language teachers are not solely responsible for teaching a language—we should also be exposing our students to the culture(s) associated with the target language. Our students often make deeper connections with cultural aspects of the language rather than with the linguistic ones. Embrace this!

If a Spanish teacher, for example, is teaching a unit about foods, they can focus on the Mediterranean diet in Spain and make a connection to healthy lifestyle practices. If they’re teaching a unit about the environment, they might focus on why Costa Rica is a leader in sustainability and ecotourism. Weaving cultural points into essential questions adds another layer of rigor to our units of study.

Try requiring that students make cultural comparisons between their native culture(s) and the target one. This gives them the opportunity to think critically about their own cultures and allows them to recognize that not every culture is the same, guiding them to be more culturally competent global citizens.

3. Plan lessons and design activities with Bloom’s Revised Taxonomy: Some powerful verbs featured in Bloom’s Revised Taxonomy —such as recall , interpret , infer , execute , differentiate , critique , and produce —draw attention to the skills we want to develop in our students.

For example, we want our students to interpret authentic resources such as infographics or podcasts. We want them to infer the meaning behind the titles of news articles or short stories. We want them to differentiate between cultural practices in the target language country and the United States. We want them to critique statements or texts that we present to them, and we want them to produce well-executed pieces of writing or oral presentations.

Let these verbs guide your methods and lesson planning. Engaging in the acts of recalling, interpreting, inferring, executing, differentiating, critiquing and producing will aid your students in accomplishing more rigorous tasks.

4. Incorporate authentic resources: There’s no better way to expose students to culture and higher-order thinking than with authentic resources—real-life materials from the target country, including infographics, articles, songs, films, podcasts, commercials, written ads, and so on.

Authentic resources need not be reserved for higher-level classes—they can be used at any level. Adapt the task—not the resource—for the appropriate level. Level one students often need an authentic resource to pique their interest in the language and culture. For example, when teaching novice students about foods and eating habits in the target country, incorporate an authentic menu for them to examine and analyze. Create a basic task like a graphic organizer for them to complete with the menu. They don’t need to understand every word in order to complete the task. Intermediate level students can likely interpret an authentic resource with little to no assistance.

Using authentic resources can entice students to continue on their language learning journey, igniting their curiosity. Such resources also present an increased level of rigor and challenge. Students are required to evaluate and analyze an authentic cultural product when evaluating these resources.

5. Give students independence: While it’s sometimes tempting to lecture students and control the entirety of the class period, releasing some control can be empowering. Let students think independently and design some of their own tasks. Require them to problem-solve. Give them choices. Let them own their learning and take an active role in it. Giving students time to work independently fosters a rigorous environment in which students are able to think critically without constant assistance.

Rather than providing questions immediately after reading an article with your students, allow them to come up with the questions. Identify key vocabulary by asking students which words they associate with the given topic instead of providing a list. And instead of leading every class discussion, assign students different jobs in group discussions, or allow them to take turns facilitating a whole-class discussion. When students are given a chance to lead, they generally rise to the occasion, which can lead to deeper learning.

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Spanish with Stephanie

Ideas from one Spanish teacher to another

Teaching critical thinking skills in Spanish

My personal mantra has always been: I teach kids, not Spanish.

Part of teaching kids is incorporating lessons of empathy and humanity into the everyday. I look for ways to do this while still teaching Spanish, reading, writing, and critical thinking skills.

Currently, my 8th graders are studying a daily routine and hygeine .  They had tons of opportunity to talk about their own routines, but I also believe that it’s important to expose students to life outside their bubble. I wanted them to be aware of all the craziness happening in the Spanish-speaking world as well. My solution was to create an activity for students to practice their critical thinking skills and use our vocabulary in context. ( Click to open in Google Drive! )

Overall, I was happy with the assignment. It asked students think critically about topics like economics, math, and social studies, which also allowed us to use our intended vocabulary in a meaningful way.

Reflections and tips

While this was a meaningful activity, it was by no means perfect.

Not all websites were easy to navigate in Spanish, forcing students to default the the American sites at times.

A lot of the reflecting had to be done in English because the 8th graders just didn’t have enough language to write enough in Spanish. This didn’t bother me because I knew they had done the majority of the activity in Spanish. I don’t care what language the deeper thinking occurs in, as long as it takes place =).   However, I could see students in Spanish III and up gaining a lot from this activity. It would also be a good activity for AP Spanish students under global challenges or family and communities as well.

Adapting to modern times

The lead in scenario could be easily changed to reflect the most current world events.

Teaching during Coronavirus: focus on the scarcity of toilet paper. Ask students to research and compare prices around the Spanish-speaking world.

Click here for other webquest ideas !

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How to Think in Spanish: 10 Mental Hacks to Become Fluent Faster

Speaking Spanish doesn’t automatically lead to thinking in Spanish.

Even after you have a solid grip on verb conjugations, are comfortable writing in Spanish and can understand your native-speaking friends, thinking in Spanish can prove difficult… but it’s not impossible .

Any learner can train their brain to think in Spanish with a few mental tricks and practice tips.

I’ll show you ten practical things you can do to learn how to think in Spanish and why “controlled thinking” is so important to making it a true habit.

1. Set Time to Block Out Your Native Language

2. use associations instead of translations, 3. read and watch authentic spanish media, 4. practice writing in spanish, 5. put your social media in spanish, 6. talk to yourself in spanish, 7. immerse yourself in spanish, 8. let go of limiting ideas, 9. keep learning more spanish, 10. be patient with yourself, how these tips help with “controlled thinking”.

Download: This blog post is available as a convenient and portable PDF that you can take anywhere. Click here to get a copy. (Download)

Set a timer if you must—just make sure to allot specific segments of the day where you only think in Spanish . Hold internal conversations with yourself, sing songs in your head, tell stories, whatever—but do it all in Spanish.

To succeed, you’ll need to have realistic expectations, especially at the beginning. Don’t plan for two hours of exclusive Spanish thinking or you’ll quickly get frustrated and lose your motivation.

Choose reasonable pockets of time when you’ll dedicate yourself to ignoring any other language you know and only thinking in Spanish. Say just two minutes at first, then five, then ten… you get the idea.

Form concrete associations with Spanish vocabulary. Connect Spanish words, expressions and ideas with feelings or images (instead of your native language) to convey meaning.

If you use flashcards to memorize new vocabulary, put pictures on the back rather than translations. When you look up on a sunny afternoon, take note of the  sol (sun) and how caliente (warm) you feel.

Try labeling objects around your home with their corresponding Spanish word . It might sound silly, but you’ll quickly see that it works!

You can even cut out the busywork of making labels and get straight to absorbing Spanish with resources like Vocabulary Stickers . You’ll get more than 130 durable (and removable) Spanish labels for all kinds of household items. They’re even color coded for grammatical gender!

Reading in Spanish is a great way to build thinking skills if you concentrate on comprehending without translating . Language learners typically translate as they read, so do your best to not do this—use the vocabulary you have to master simply reading in Spanish. A Spanish dictionary (not a bilingual dictionary!) will be helpful if and when you get stuck.

Television is also a great tool! Spanish telenovelas can help you learn to think in Spanish if you don’t try to translate and instead just watch, fall into the story and absorb the action as naturally as possible.

Watching authentic Spanish can be tricky, though, so it may be helpful to watch with subtitles. You can also start with shorter Spanish videos at first and work your way up to more complex viewings, like full films .

With authentic media, you can immerse yourself in the language and make your studies both challenging and engaging. Once you find content that interests you , it can be much easier to actively incorporate Spanish thinking into your daily life.

Journaling will help you transition from translating to thinking. Every morning and/or evening, write about your day in Spanish. Writing thoughts out means you’ve got to think—if you’re writing in Spanish, you’re thinking in Spanish.

Another writing exercise that encourages thinking in Spanish is sharing thoughts old-school with a pen pal . Writing to a native Spanish speaker not only forces you to think in Spanish, but it’s also a great way to pick up cultural references and social nuances.

Remember, don’t translate the letter—write it naturally, thinking of what you want to say as you’re writing. Again, keep a Spanish dictionary at your side if you’re lost for words.

We’re pretty much all attached to social media, so it makes sense to use it to ramp up language learning opportunities. Set all your apps and browsers to Spanish mode so no English shows up.

Once you’ve done that, start browsing and clicking like a Spanish speaker. Follow Spanish-speaking celebrities, “like” Spanish-language posts and start bookmarking some Spanish blogs .

Focus on language learning whenever you’re online. There’ll be time for funny cat videos later!

Talk to yourself out loud. Yes, it’s a valid way to begin to think in Spanish, but again, don’t translate—just talk! The more you use the language, the more likely you’ll naturally transition to thinking in it.

Name items in the house, on the street, in the market or anywhere else, keeping up a steady stream of Spanish for yourself. Your tangible associations will help you quickly remember the words next time you need them (that’s tip number two in action!).

After you’ve written your daily Spanish journal entry (tip four), try reading it aloud . Not only will this help keep your mind in Spanish mode, it’ll also give you some pronunciation practice.

If you can study or live abroad , that’s your best bet for learning how to think in Spanish as quickly as possible. If you have to use the language to get food and other necessities, there’s a much higher chance it’ll stick and become your go-to in your head as well.

You don’t have to leave the country to immerse yourself, however. You can see if there are nearby restaurants with Spanish-speaking staff and Spanish menus. Perhaps there are local events held in Spanish , or even religious services you can attend.

Of course, you don’t even have to leave your house to immerse yourself in Spanish! There are plenty of at-home language immersion programs you can use, too. One example that’s chockful of authentic content is  FluentU .

Don’t focus on thinking with completely perfect grammar. Think in Spanish as it comes naturally in order to keep up that constant stream of consciousness you’re aiming for. You can always double-check things after your “no native language” timer goes off.

If you’re really struggling to put sentences together, though, that probably means you need to get more Spanish input —the more you hear the language as it’s used by native speakers, the more the patterns of it will stick in your brain and appear when you need them.

In the same vein, try not to get hung up on asking “why” questions . Questions like “why does the adjective come after the noun ?” or “why do I use this verb form instead of the one I’d use in English?” may be interesting to some, but they’re not very helpful. The answers usually aren’t very relevant, either.

If you find yourself doing this, try to ask a “how” question in its place, as in: “How do I remember that adjectives typically follow nouns?” and “How can I practice this type of sentence so I get used to the Spanish verb form?”

Continuing to improve your language skills will make thinking in Spanish easier for you. You’ll gain new and better ways to express your thoughts across a wide variety of subjects.

When you practice thinking in Spanish, write down things you couldn’t figure out so you can look them up later. Don’t forget to review them so they’ll stick next time you want to use them.

Working on your various Spanish language skills — reading , writing , listening , speaking , vocabulary , grammar —will make the language more natural for you. Eventually, with enough time, you won’t have to wonder how to think in Spanish…you’ll just do it!

Thinking in Spanish—or any foreign language—is a process. It requires intentional, mindful training .

It won’t happen overnight, but if you’re serious about it and apply even just some of the exercises above, it can happen. Then, you’ll be daydreaming in Spanish, dreaming at night in Spanish and thinking in Spanish whenever you want.

Most people learn a second language initially through translations . We see the Spanish word ventana and learn that it means “window.”

But you can’t be fluent if you’re always translating.

Thinking—without translating—is what you need for real fluency.  For learners who are totally immersed in Spanish (say, in a Spanish-speaking country), this process is natural. They’re forced to use Spanish all day, every day, and can’t use their native language as a crutch.

For the rest of us, controlled thinking is the key. In essence, we can apply strategic mental tricks to suppress translations and prioritize Spanish in our internal monologues.

The ultimate goal is to stop relying on translations and to make Spanish thinking a more natural, even habitual, process. You’ll eventually see a window and think of the word ventana  instantly, without starting in English, by practicing how to think in Spanish with the tips above.

The information in this post should get you automatically thinking in Spanish sooner than you might think (pun intended!), and you’ll be well on your way to being fluent in this language .

¡Buena suerte! (Good luck!)

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Support for Spanish Teachers

Grid Puzzles in Spanish Class

September 23, 2019

Grid puzzles are a great option for both teachers and students. They keep students engaged in a fun format that challenges them and forces them to use critical thinking skills! These can be used to provide your students with more input as they read to put the puzzle together! Let’s look at all of the ways you can use Grid Puzzles in Spanish class!

Some of the links in this post are affiliate links. This means if you click on the link and purchase an item, I will receive an affiliate commission at no additional cost to you. Thank you!

Why Use Grid Puzzles in Spanish Class?

• Challenge your students and encourage them to persevere.
• They’re hands on.
• Encourage critical thinking skills.
• Students read and re-read as they pair the edges of the puzzle.
• They’re fun!

When Do You Use Grid Puzzles in Spanish Class?

• Individually
• Partner Work
• Small Groups
• Stations/Centers
• Sponge/Fast Finisher Option

How Do You Use Grid Puzzles in Spanish Class?

When you create puzzles, you can set them up in a variety of ways. Let’s look at a few of the options and get those creative juices flowing!

• Translation
• Match Spanish to images (example above!)
• Review structures within sentences
• Story Sequencing – find the piece that comes next!
• First half / Second half of a sentence
• Question/Answers

These are great for reading and re-reading with a story! I include versions of these puzzles in my El Elefante High Frequency Verbs Unit to give students a chance to interact with the text as they read and put the pieces together!

I can see using this in a lot of ways! If you use Brandon Brown Quiere un Perro in class, how fun would it be to use this poop puzzle to review chunks of the story?! In fact, my friend Heather has a whole bunch of puzzles in fun shapes! Check them out by clicking here !

Do you use grid puzzles in your class? How do you use them? Drop a comment to share how you use them with your students!

Want to get started using these puzzles in your classroom? Click here to check out my editable templates!

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Libros del Pensamiento Crítico / Critical Thinking Books in Spanish

Desarrollo del pensamiento critico

February 21, 2018, by The Critical Thinking Co. Staff

Descargar actividades gratuitas para enseñar pensamiento crítico (PDFs)

Estos libros contiene varios de nuestros ejercicios de razonamiento deductivo más vendidos. Desarrolla la lógica, la comprensión lectora, y las habilidades mentales de organización que son esenciales para alcanzar notas más altas y los mejores resultados en los exámenes de todas las asignaturas. ¡Estos divertidos y galardonados ejercicios también son ideales para desarrollar habilidades de resolución de problemas de la vida real! Los estudiantes aprenden a analizar cuidadosamente cada historia de Mind Benders® (Dobladoras de la Mente) y sus pistas, identificando asociaciones lógicas entre personas, lugares, y cosas. La clave es asegurarse de poder extraer toda la información posible de cada una de las pistas, comenzando con las asociaciones más obvias para luego deducir las menos obvias, hasta que todo concuerda.

¡A un lado Sudoku, aquí vienen los Balance Benders™ (Dobladores de Balance)! Puedes utilizar estos libros como problemas rápidos, lógicos y divertidos, o cómo pasos para alcanzar el éxito en el álgebra. Los estudiantes desarrollan un pensamiento deductivo y habilidades de pre-álgebra mientras solucionan los rompecabezas de balance; ¡Los cuales son más divertidos y adictivos que el Sudoku! Los estudiantes deben analizar cada balance para identificar las pistas, y luego sintetizar la información para resolver el rompecabezas. Intenta uno— ¡Y luego intenta parar!

Estos colorido libros ofrece una recopilación de casos de detectives divertidos y fáciles de usar para las edades 9 a 18+. Algunos casos pueden suponer un reto más grande para los estudiantes más jóvenes, pero los maestros y los padres pueden aconsejarles cuando sea necesario. Los casos desarrollan las habilidades del pensamiento crítico dado que requieren que los estudiantes lean, analicen y sinteticen la información cuidadosamente para llevar a cabo su toma de decisiones. Los casos también desarrollan las habilidades de observación, comprensión lectora y pensamiento deductivo e inductivo. La capacidad de identificar y evaluar las pruebas es la propia esencia del pensamiento crítico.

Este atractivo y colorido libro de 152 páginas instruye acerca de los conceptos del pensamiento crítico más importantes que todo estudiante debe conocer. Muchos libros de trabajo afirman enseñar o desarrollar las habilidades del pensamiento crítico pero la mayoría de estos productos nunca definen el pensamiento crítico ni tratan de enseñar su significado a los estudiantes. Este libro define y enseña el pensamiento crítico de una manera que todos los estudiantes pueden entender a través de explicaciones simples, diagramas y actividades cortas y atractivas. Además de ser un curso de pensamiento crítico, las actividades de este libro se pueden usar para complementar lecciones en todas las materias. Aunque este libro instruye sobre las formas de argumento comunes, se centra principalmente en identificar y evaluar la evidencia, lo cual es la propia base del pensamiento crítico. La mayor parte de la propaganda, los esquemas publicitarios, los trucos legales y la mala ciencia, no utilizan argumentos complejos; en su lugar, son el resultado de verdades a medias y argumentos simples. Los estudiantes que completen este libro con éxito habrán adquirido un conjunto fundamental de habilidades de pensamiento crítico que podrán utilizar durante toda su vida.

How to Say Critical Thinking in Spanish: A Comprehensive Guide

Are you looking to expand your Spanish vocabulary and express the concept of critical thinking? Whether you need to have a formal conversation or a casual chat, knowing how to articulate “critical thinking” in Spanish can be incredibly useful. In this guide, we will explore different expressions for “critical thinking” in both formal and informal contexts. We’ll also provide you with helpful tips and examples to ensure you can effectively communicate this concept. So, let’s dive in and enhance your Spanish language skills!

Formal Expressions for Critical Thinking

When engaging in formal conversations, such as interviews, academic settings, or professional presentations, it’s crucial to be familiar with appropriate expressions for critical thinking. Consider the following options:

1. Pensamiento Crítico

The most direct translation of “critical thinking” in Spanish is “pensamiento crítico.” This phrase is widely understood and commonly used in formal contexts, particularly in academic and intellectual discussions. For example:

Profesor: En este curso, es fundamental desarrollar habilidades de pensamiento crítico. Translation: Professor: In this course, it is essential to develop critical thinking skills.

Using “pensamiento crítico” allows you to express the concept clearly and concisely, making it an ideal choice for formal situations.

2. Análisis Reflexivo

Another formal expression for “critical thinking” is “análisis reflexivo.” This phrase refers specifically to reflective analysis and is frequently used in scholarly or philosophical contexts. Let’s see an example:

Investigador: El análisis reflexivo de la evidencia nos permitirá llegar a conclusiones fundamentadas. Translation: Researcher: Reflective analysis of the evidence will allow us to reach well-founded conclusions.

“Análisis reflexivo” emphasizes the introspective aspect of critical thinking and is suitable when discussing theories, complex arguments, or abstract concepts.

Informal Expressions for Critical Thinking

In more casual or everyday conversations, you might prefer to use informal expressions to convey the idea of critical thinking. These options are suitable for chats with friends, colleagues, or in informal discussion groups.

1. Pensar Críticamente

An informal way to express “critical thinking” is by using the verb “pensar” (to think) followed by the adverb “críticamente” (critically). This phrase is widely understood, versatile, and commonly employed in everyday speech. Here’s an example:

Amigo: Me parece importante que aprendamos a pensar críticamente antes de tomar decisiones apresuradas. Translation: Friend: I think it’s important for us to think critically before making hasty decisions.

“Pensar críticamente” allows you to express the act of critical thinking more informally, making it suitable for friendly discussions and personal opinions.

2. Reflexionar Sobre el Tema

To convey the sense of critical thinking in a relaxed conversation, you can use the phrase “reflexionar sobre el tema” (to reflect on the topic). While this expression doesn’t include the exact term “critical thinking,” it effectively conveys a similar meaning. Take a look at this example:

Colega: Necesitamos tomarnos un momento para reflexionar sobre el tema antes de tomar decisiones apresuradas. Translation: Colleague: We need to take a moment to reflect on the topic before making hasty decisions.

“Reflexionar sobre el tema” acknowledges the importance of thoughtful consideration and serves as an appropriate alternative in informal contexts.

Additional Tips and Examples

Now that you are familiar with both formal and informal expressions for “critical thinking” in Spanish, let’s explore some additional tips and examples that can help you deepen your understanding of this concept.

• Use these expressions naturally and contextually, adjusting your choice based on the formality and type of conversation.
• Improve your critical thinking skills by engaging in debates, reading thought-provoking literature, and practicing self-reflection.
• Expand your Spanish vocabulary by learning synonyms and antonyms related to critical thinking.

To illustrate how these expressions can be used, let’s provide a few more examples involving both formal and informal contexts:

Conferencista: El pensamiento crítico es una habilidad esencial para el desarrollo profesional. Translation: Speaker: Critical thinking is an essential skill for professional development.

Compañera: Creo que deberíamos pensar críticamente antes de aceptar esa oferta de trabajo. Translation: Colleague: I think we should think critically before accepting that job offer.

By using these expressions and examples effectively, you can confidently express the concept of critical thinking in Spanish across various contexts and conversations.

With this comprehensive guide, you are now equipped with various ways to say “critical thinking” in Spanish, both formally and informally. Remember to adapt your choice based on the context and audience, striving for clear and effective communication. Keep practicing, expanding your vocabulary, and nurturing your critical thinking skills. ¡Buena suerte! (Good luck!)

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How to Say "Not Critical" - A Comprehensive Guide

When communicating with others, it is essential to be able to express the concept of something not being critical. Whether you are in a formal or informal setting, having the right words to convey this message accurately is crucial. In this guide, we will explore various ways to express the idea of "not critical" in both formal and informal contexts. While regional variations will be mentioned if necessary, the focus will be on providing tips, examples, and using different formatting tags like subheadings, lists, blockquotes, paragraphs, and strong tags to ensure a thorough understanding of the subject.

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How to Say "After Thinking About It": A Comprehensive Guide

In both formal and informal settings, it is common to encounter situations where we need to express that we have carefully considered something before making a decision or giving a response. This guide will provide you with various phrases and expressions to convey the idea of "after thinking about it." Whether you're engaged in a professional discussion or having a casual conversation with friends, these tips and examples will help you communicate effectively.

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Spanish translation of 'critical thinking'

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• What Is Critical Thinking? | Definition & Examples

What Is Critical Thinking? | Definition & Examples

Published on May 30, 2022 by Eoghan Ryan . Revised on May 31, 2023.

Critical thinking is the ability to effectively analyze information and form a judgment .

To think critically, you must be aware of your own biases and assumptions when encountering information, and apply consistent standards when evaluating sources .

Critical thinking skills help you to:

• Identify credible sources
• Evaluate and respond to arguments
• Assess alternative viewpoints
• Test hypotheses against relevant criteria

Table of contents

Why is critical thinking important, critical thinking examples, how to think critically, other interesting articles, frequently asked questions about critical thinking.

Critical thinking is important for making judgments about sources of information and forming your own arguments. It emphasizes a rational, objective, and self-aware approach that can help you to identify credible sources and strengthen your conclusions.

Critical thinking is important in all disciplines and throughout all stages of the research process . The types of evidence used in the sciences and in the humanities may differ, but critical thinking skills are relevant to both.

In academic writing , critical thinking can help you to determine whether a source:

• Is free from research bias
• Provides evidence to support its research findings
• Considers alternative viewpoints

Outside of academia, critical thinking goes hand in hand with information literacy to help you form opinions rationally and engage independently and critically with popular media.

Prevent plagiarism. Run a free check.

Critical thinking can help you to identify reliable sources of information that you can cite in your research paper . It can also guide your own research methods and inform your own arguments.

Outside of academia, critical thinking can help you to be aware of both your own and others’ biases and assumptions.

Academic examples

However, when you compare the findings of the study with other current research, you determine that the results seem improbable. You analyze the paper again, consulting the sources it cites.

You notice that the research was funded by the pharmaceutical company that created the treatment. Because of this, you view its results skeptically and determine that more independent research is necessary to confirm or refute them. Example: Poor critical thinking in an academic context You’re researching a paper on the impact wireless technology has had on developing countries that previously did not have large-scale communications infrastructure. You read an article that seems to confirm your hypothesis: the impact is mainly positive. Rather than evaluating the research methodology, you accept the findings uncritically.

Nonacademic examples

However, you decide to compare this review article with consumer reviews on a different site. You find that these reviews are not as positive. Some customers have had problems installing the alarm, and some have noted that it activates for no apparent reason.

You revisit the original review article. You notice that the words “sponsored content” appear in small print under the article title. Based on this, you conclude that the review is advertising and is therefore not an unbiased source. Example: Poor critical thinking in a nonacademic context You support a candidate in an upcoming election. You visit an online news site affiliated with their political party and read an article that criticizes their opponent. The article claims that the opponent is inexperienced in politics. You accept this without evidence, because it fits your preconceptions about the opponent.

There is no single way to think critically. How you engage with information will depend on the type of source you’re using and the information you need.

However, you can engage with sources in a systematic and critical way by asking certain questions when you encounter information. Like the CRAAP test , these questions focus on the currency , relevance , authority , accuracy , and purpose of a source of information.

When encountering information, ask:

• Who is the author? Are they an expert in their field?
• What do they say? Is their argument clear? Can you summarize it?
• When did they say this? Is the source current?
• Where is the information published? Is it an academic article? Is it peer-reviewed ?
• Why did the author publish it? What is their motivation?
• How do they make their argument? Is it backed up by evidence? Does it rely on opinion, speculation, or appeals to emotion ? Do they address alternative arguments?

Critical thinking also involves being aware of your own biases, not only those of others. When you make an argument or draw your own conclusions, you can ask similar questions about your own writing:

• Am I only considering evidence that supports my preconceptions?
• Is my argument expressed clearly and backed up with credible sources?
• Would I be convinced by this argument coming from someone else?

If you want to know more about ChatGPT, AI tools , citation , and plagiarism , make sure to check out some of our other articles with explanations and examples.

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• ChatGPT citations
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• Using ChatGPT for your studies
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Critical thinking refers to the ability to evaluate information and to be aware of biases or assumptions, including your own.

Like information literacy , it involves evaluating arguments, identifying and solving problems in an objective and systematic way, and clearly communicating your ideas.

Critical thinking skills include the ability to:

You can assess information and arguments critically by asking certain questions about the source. You can use the CRAAP test , focusing on the currency , relevance , authority , accuracy , and purpose of a source of information.

Ask questions such as:

• Who is the author? Are they an expert?
• How do they make their argument? Is it backed up by evidence?

A credible source should pass the CRAAP test  and follow these guidelines:

• The information should be up to date and current.
• The author and publication should be a trusted authority on the subject you are researching.
• The sources the author cited should be easy to find, clear, and unbiased.
• For a web source, the URL and layout should signify that it is trustworthy.

Information literacy refers to a broad range of skills, including the ability to find, evaluate, and use sources of information effectively.

Being information literate means that you:

• Know how to find credible sources
• Use relevant sources to inform your research
• Understand what constitutes plagiarism
• Know how to cite your sources correctly

Confirmation bias is the tendency to search, interpret, and recall information in a way that aligns with our pre-existing values, opinions, or beliefs. It refers to the ability to recollect information best when it amplifies what we already believe. Relatedly, we tend to forget information that contradicts our opinions.

Although selective recall is a component of confirmation bias, it should not be confused with recall bias.

On the other hand, recall bias refers to the differences in the ability between study participants to recall past events when self-reporting is used. This difference in accuracy or completeness of recollection is not related to beliefs or opinions. Rather, recall bias relates to other factors, such as the length of the recall period, age, and the characteristics of the disease under investigation.

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Translation of pensamiento crítico – Spanish-English dictionary

Pensamiento crítico.

(Translation of pensamiento crítico from the PASSWORD Spanish–English Dictionary © 2014 K Dictionaries Ltd)

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Thinking About Kahneman’s Contribution to Critical Thinking

A nobel laureate on the importance of 'thinking slow.'.

Updated April 11, 2024 | Reviewed by Lybi Ma

• Kahneman won a Nobel Memorial Prize in Economics for his work.
• He found that people are often irrational about economics.

During my Ph.D. studies, I recall focusing on reconceptualising what we know of as critical thinking to include reflective judgment (not jumping to conclusions and taking your time in your decision-making to consider the nature limits, and certainty of knowing) on par with the commonly accepted skills and dispositions components. The importance of reflective judgment wasn’t a particularly novel idea – a good deal of research on reflective judgment and similar processes akin to critical thinking had already been conducted (see King and Kitchener, 1994; Kuhn, 1999; 2000; Stanovich, 1999). However, reflective judgment – as opposed to intuitive judgment – didn’t seem to have ‘the presence’ in the discussion of critical thinking that it does today.

The same month I submitted my Ph.D. back in 2011, a book was released that massively helped to accomplish what I had been working to help facilitate – changing the terrain of thought surrounding critical thinking: Thinking, Fast, and Slow . Its author, Daniel Kahneman, passed away a couple of weeks ago at age 90. Psychology students will likely recognise the name associated with Amos Tversky and their classic work together in the 1970s on the availability, representativeness, and anchoring and adjustment heuristics (for example, Tversky and Kahneman, 1974). Indeed, such heuristics, alongside the affect heuristic (Kahneman and Frederick, 2002; Slovic and colleagues, 2002) play a large role in how we think about thinking and barriers to critical thought. In 2002, Kahneman won a Nobel Memorial Prize in Economics for his work on prospect theory concerning loss aversion and people’s often irrational approach to economics. Indeed, Kahneman’s resume is full of awards and achievements.

However, the accomplishment I will remember him best for is the publication of Thinking, Fast, and Slow and its contribution to the field of critical thinking. Funny enough, I don’t recall the term, critical thinking being used very often in the book, if at all – and I read it two or three times. No, critical thinking was not the focus of his book; rather system 1 (fast) and 2 (slow) thinking (see also Stanovich, 1999) – intuitive and reflective judgment. Not only did this book put into the spotlight many of the mechanics of reflective judgment for fellow academics and researchers of cognitive psychology, it also did so l for non-academic audiences – becoming a New York Times bestseller. Moreover, it won the Los Angeles Times Book Award for Current Interest, and the National Academy of Sciences Communication Award for Best Book (both in 2011). Good thinking was cool again in popular culture.

In the critical thinking literature, reflective judgment – regardless of what you want to call it (for example, system 2 thinking, epistemological understanding, ‘taking your time’) – is becoming more accepted as a core component of critical thinking. The field of critical thinking research and psychology more broadly, owes Kahneman a debt of gratitude for his contributions in helping shine a light on the importance of ‘thinking slow’. Thank you .

Kahneman, D. (2011). Thinking, fast and slow . 2UK: Penguin.

Kahneman, D., & Frederick, S. (2002). Representativeness revisited: Attribute substitution in intuitive judgment. Heuristics and biases: The Psychology of Intuitive Judgment , 49 (49-81), 74.

King, P. M., & Kitchener, K. S. (1994). Developing Reflective Judgment: Understanding and Promoting Intellectual Growth and Critical Thinking in Adolescents and Adults. CA: Jossey-Bass.

King, P. M., & Kitchener, K. S. (2004). Reflective judgment: Theory and research on the development of epistemic assumptions through adulthood. Educational Psychologist, 39 (1), 5–15.

Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher , 28 (2), 16-46.

Kuhn, D. (2000). Metacognitive development. Current Directions in Psychological Science , 9 (5), 178-181.

Slovic, P., Finucane, M., Peters, E., & MacGregor, D. G. (2002). Rational actors or rational fools: Implications of the affect heuristic for behavioral economics. The Journal of Socio-economics , 31 (4), 329-342.

Stanovich, K.E. (1999) Who is rational? Studies of individual differences in reasoning. Mahwah, Erlbaum.

Tversky, A., & Kahneman, D. (1974). Judgment under Uncertainty: Heuristics and Biases: Biases in judgments reveal some heuristics of thinking under uncertainty. Science , 185 (4157), 1124-1131.

Christopher Dwyer, Ph.D., is a lecturer at the Technological University of the Shannon in Athlone, Ireland.

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• Schedule of Classes - April 12, 2024 7:34PM EDT
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SPAN 2090 Intermediate Spanish I (Composition and Conversation)

Course description.

Course information provided by the Courses of Study 2023-2024 .

This intermediate course develops accurate and idiomatic oral and written expression in a cultural context. Students achieve a higher level of syntactical and lexical competence through reading and discussing literary texts and viewing films. Particular emphasis is on writing and editing academic essays with peer/instructor feedback. Classes are in Spanish and the language is actively used in oral presentations and communicative, creative, and critical-thinking activities. Students review grammar structures on their own, with clarification and support of the instructor. After this course, students may take SPAN 2095.

When Offered Fall, Spring, Summer.

Prerequisites/Corequisites Prerequisite: SPAN 1230, or LPS 56-64, or CASE Q.

Language Requirement Satisfies Option 1.

Comments Not open to students who have taken SPAN 2000 or SPAN 2070.

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  Summer Special Session 2.  

Credits and Grading Basis

3 Credits Graded (Letter grades only)

Class Number & Section Details

 2010 SPAN 2090   SEM 101

Meeting Pattern

• MTF 4:30pm - 5:45pm Madrid, Spain
• May 28 - Jul 5, 2024

Instructors

To be determined. There are currently no textbooks/materials listed, or no textbooks/materials required, for this section. Additional information may be found on the syllabus provided by your professor.

For the most current information about textbooks, including the timing and options for purchase, see the Cornell Store .

Additional Information

Instruction Mode: In Person You will attend excursions on May 29 from 11:00 a.m. - 3:00 p.m., June 5 from 9:00 a.m. - 4:00 p.m., June 12 from 9:00 a.m. - 6:00 p.m., June 19 from 9:00 a.m. - 7:00 p.m., June 26 from 9:00 a.m. - 7:00 p.m., and July 3 from 11:00 a.m. - 3:00 p.m. This Summer Session class is offered by the School of Continuing Education and Summer Sessions. For details visit http://www.sce.cornell.edu/ss/courses/courses.php?v=1549

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About the class roster.

The schedule of classes is maintained by the Office of the University Registrar . Current and future academic terms are updated daily . Additional detail on Cornell University's diverse academic programs and resources can be found in the Courses of Study . Visit The Cornell Store for textbook information .

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Can a classical-education school help Indian River district stem its enrollment decline?

INDIAN RIVER COUNTY — Parents will have a say in whether the school district considers a classical private-school curriculum for a new magnet school.

It would be part of a strategy to boost enrollment in the face of falling numbers.

Surveys on a possible classical-education K-12 magnet school are to be sent to parents this summer, officials have said.

Enrollment districtwide has fallen significantly, Superintendent David Moore told the School Board recently. The district has about 800 fewer students than in the 2018-2019 school year, which means about $1.6 million less in state money, Moore said.

The district needs to find a way to attract more students, he said. Some schools now are only half-full, Moore said, and the state pays only for enrolled students, so schools struggling with enrollment lose money each year.

"Having half-empty schools is not something that we can afford to do," Moore told the board. "We need to be innovative in filling them up."

Moore did not identify those schools.

What is the classical-school model?

Last year, the School Board directed Moore to research creating a public classical-education school. The concept Moore said, was one of the fastest-growing movements in the state.

The classical-school model uses traditional teaching methods of art, literature and language rooted in the Greek and Roman classical period, explained Kyra Schafte, district director of academic compliance and equity, in a February presentation to the School Board. Students are taught Latin and learn logic and rhetoric along with critical-thinking skills, she said.

The classical-education model traditionally has been limited to private and charter schools, but Miami-Dade County schools plans to open the state's first public classical school in the fall.

If the idea is approved in Indian River County, planning would begin this year, surveying parent interest and researching instructional materials and costs, district staff said. The school would open in phases, beginning with kindergarten/first grade in 2025-2026 at a yet-to-be-determined school that is struggling with enrollment, staff said.

By 2027-2028, it would be a K-5 magnet school with a classical-education theme, and it would grow to a K-8 by 2028-2029. The school would continue to expand every year, growing to a K-12 school by 2030-31, according to the proposed action plan.

While start-up costs might be high because of teacher training, fees associated with using the classical-education model and changing of school signs and classrooms, Moore said, the district could see some savings. Transportation costs would decrease because buses would not be bringing students from all areas of the county, and having a full school would bring additional state money, he said.

Chronic student absence rates for 2 Treasure Coast school districts exceed statewide averages

Feeling the pinch: 60% more students here taking private-school vouchers under new state law

Indian River County magnet schools

The district already has three magnet schools — Liberty, Osceola and Rosewood elementaries. Students apply to attend, and are chosen through an automated lottery system. The magnet-school concept has been popular in the district, bringing in hundreds of applications each year for a limited number of seats, Moore said.

"For every one application received, another student is being turned away," Moore said.

School Board members seemed interested in the concept.

"This offers something in a cutting-edge way that is generally not offered in a public school district," said board member Gene Posca.

A K-8 school would be attractive to parents, said board Chair Teri Barenborg, who has taught in a similar school. Transitioning from elementary school to middle is easier in a K-8, she said. Older students look out for younger students, and teachers know the students better, she said.

The board's newest member, Kevin McDonald, already has experience with the classical-education model. McDonald is the former chairman, president and treasurer of The Geneva School of Manhattan, a private classical-education school. The school was successful with the classical-education focus, McDonald has said.

Colleen Wixon is the education reporter for TCPalm and Treasure Coast Newspapers. Contact her at [email protected].