Questioning: The road to critical thinking

Steph bent down to look at the rock. In it, he saw shiny clear crystals, dark black specks, and an overall reddish hue. He yelled, "Hey Dad, come look at this!" In his mind he wondered if he'd found a treasure. He questioned to himself, "Why are there different diamonds in here?" Of course, there weren't different diamonds. Steph stumbled across a basic piece of granite rock. To him, he discovered a pirate's loot!

John Hattie's synthesis in Visible Thinking, points out the powerful impact that questions have on learning. Questions not only shape what information we look for, but questions also shape how we go about finding answers.

Steph's natural curiosity to the granite rock, was to ask why. Why is this so? Where is this from? What does this mean? He quickly assumed it was a treasure, but with the right prompting from his father, he could be forced the think further about the formation of igneous rocks (underground "lava rocks"), how geological time is well-beyond our lifespans, and how we can go about studying rocks.

Question Assumptions

For Steph to learn more about the topic he's interested in, he has to move past his assumptions. His first answers to his questions have to be confronted by further questions. The same is true in our classrooms. Students in a math classroom must experience questions to move beyond the simple assumption that math is about numerical answers. It's more than that. Math is much more than numerical exercises. It's really about solving problems in life. Here are some questions that confront those assumptions:

• What unit should I use to measure this garden space?
• How do I measure the area rectangular garden bed?
• Why do I need to measure this before building it?
• Why are certain dimensions better than others for this garden?
• Why is this unit of measure better than another I could use?

In addition to learning concepts and skills, can students be taught to think critically about the assumptions they hold? Can questions lead to reflective criticism of their own thoughts? Is the types of questions we pose that define our thinking?

Types of Questions for Critical Thinking

Learners can be asked to recall and apply skills and knowledge. We are well-aware of different taxonomy's such as Bloom's, Marzano's, or Webb's. But, what questions can we consistently ask of students to promote thinking that is critical of thought. What questions promote a habit of mind that can lead to independent learning?

Promoting evaluation and creative thought

• What would it be like if...
• What would happen if...
• What is the reason for...
• Would it be better if...
• Why do I think that...
• Why would I recommend...

In the example of the math student measuring a rectangular garden. How would these questions help the student to see and understand their math on a deeper level? How would these questions embed the math in a real and meaningful way in students' minds?

Finding patterns and making connections

• How does this work in another topic or subject area?
• How would I do this for a job or owning a business?
• How could I use this for helping others in my community?
• Where have we learned this before?
• Have we done something like this before?
• What could go wrong with...
• Would this always work?

Do these questions help learners to expand their thinking on topics? What if we embed questions consistently in lessons and daily tasks? Would students develop the skill of asking these questions on their own? Would the questions help students to think critically in their own lives about their beliefs, assumptions, and curiosity?

Imagine Steph two years later. His school experience has consistently given him the opportunity to work with these challenging questions. He's comfortable with the questions and has learned how to find answers to these tough questions. The how empowers him to engage in independent learning. He's learned how to think, not just what to think.

The opposite of critical thinking

Without learning how to question, we are left with a lesser education. A chief aim of education is to empower individuals to be able to find answer, create products, and solve problems. Here are common problems associated with not learning to think critically. Default assumptions can remain unchallenged without quality questioning on a consistent basis:

• This is how and why to do [it] because I believe it is so.
• I think this is what I should do because [a group] of people say I should.
• This is true because I want it to be true.
• This is the way to do it because I have always done it this way.
• I have to think this is true or do this because I have a vested interested [a loved one asked me to; I have to admit an error] in it.

We could quickly surmise scenarios where these less-than-critical-thinking assumptions exist. We also could quickly see how they are dangerous and erroneous. As examples: a teenager going along with the risky suggestions of peers; an adult working in an inefficient way; or not re-learning misconceptions about any given topic.

On the contrary, here are a few questions to combat the assumptions and lead down the road to critical thinking.

• Have I uncovered enough details to support my conclusions?
• Have I identified counter viewpoints and other conclusions?
• How can my idea be disproved? What is the evidence against my idea?
• Have I elaborated and explained my thought in enough detail to think clearly?
• Am I dealing with the complexities of this issue?
• Have I addressed the relevant questions with this issue?
• Is this logical and does it make sense in a connected way?
• What is the bigger picture here? Have I considered how this impacts the big picture?