Ideas to turn passive learners into independent thinkers

Media literacy and critical thinking are key skills for young people, enabling them to analyse evidence, question assumptions and make informed decisions. Most educators agree that critical thinking can be integrated into any subject, yet many still feel unprepared to apply this in their classroom. 

In this tutorial we will explore some of most popular teaching methods to help spark critical thinking skills in the classroom.  

Awakening problem-solving minds 

Inquiry-based learning(IBL) encourages pupils to ask questions, investigate problems and improve their comprehension of a topic. This method shifts the teacher’s role from information provider to facilitator, guiding pupils as they explore relevant issues and use their analytical skills and intellectual curiosity.  

For example, in an activity such as science experiments on plant growth, pupils learn what plants need to grow. They formulate ideas, conduct experiments, record what they see and draw conclusions based on their findings. They formulate hypotheses, conduct experiments, record observations and draw conclusions based on their findings.  

Closely related to IBL, problem-based learning (PBL) engages pupils in active problem-solving and collaboration by presenting them with complex real-world scenarios. This method encourages critical thinking and teamwork as they try to find meaningful solutions.  

One example of this is the ‘Beat the Flood’ challenge, where pupils can work together to design a flood-proof home, exploring different solutions and applying them to a practical situation.  

Sharing and broadening viewpoints  

Structured debates are a powerful way to develop critical thinking skills, as they push pupils to do research, construct logical arguments, anticipate counterpoints and defend their point of view using evidence. Debate improves reasoning skills and builds pupils’ confidence in their ability to articulate ideas, challenge opposing views and deepen their understanding of complex topics.  

Similarly, Socratic questioning – a method that dates back to ancient Greece – involves deep, disciplined questioning to stimulate independent thinking. This technique can help sharpen pupils’ reasoning skills and challenge their cognitive biases. 

The method typically follows five stages: 

1. Receive: listen carefully to the other person’s viewpoint. 
2. Reflect: summarise their perspective and reflect it back for clarity. 
3. Refine: explore the reasons behind their way of thinking. 
4. Re-state: encourage them to reformulate their position or adjust their wording. 
5. Repeat: with the revised viewpoint, return to the start of the process and reassess the new premise. 

Teachers can prompt pupils to evaluate their assumptions by posing questions, such as:  

• What evidence supports this claim? 
• What are the alternatives?  
• How would someone with a different perspective respond? 

Developing deeper understanding and self-awareness 

Concept mapping is a visual strategy that helps pupils organise and connect ideas, helping them to better understand how different concepts relate to one another. Teachers can use concept maps to summarise the key ideas of the lesson. By mapping concepts, pupils can see how ideas are interconnected, making the topic more meaningful and easier to grasp. 

For example, concept mapping can be used to: 

• Think about prior knowledge before a lesson. 
• Help pupils summarise or review information from a previous lesson. 
• Assess pupils' understanding. 

Fukurou / Adobe Stock

Encouraging pupils to write reflective journals encourages them to think about their own learning. This self-examination helps them identify their strengths and weaknesses, and can help improve their problem-solving skills.  

Writing reflections on lessons, discussions and assignments enriches meta-cognition – the awareness of one’s own thought processes. Meta-cognition can be defined as ‘thinking about thinking’, and is fundamental to critical thinking. This method teaches pupils to evaluate their reasoning, recognise biases and adjust their approach to learning. It encourages independent learning and adaptability. 

Teachers can encourage meta-cognition with self-questioning techniques, such as:  

• What do I already know about this topic? 
• What strategies can I use to understand this better? 
• What did I learn from this mistake?  

Do you want to learn more? 

Join the European School Education Platform’s webinars or watch the recordings at your own pace:   

• Supporting critical thinking with technology in the classroom, 17 February 2025: exploring how to help pupils think more deeply in technology-enhanced learning environments.  
• The Socratic method in schools, 26 February 2025: how to develop pupils’ analysis and judgment skills.