In each class, I saw the same thing—an assumption, implicit in the teaching, that the students either could not or would not think.
This makes the work visible to the teacher and other groups. From this research emerged a collection of 14 variables and corresponding optimal pedagogies that offer a prescriptive framework for teachers to build a thinking classroom.
Give students a variety of objects and ask them to identify each object, then sort it into a category.
This paper indicates the necessity of applying critical thinking and provides an example of how critical thinking; creativity and flexibility in finding such ways help students to better understand the concepts of number sense.
They should have freedom to work on these questions in self-selected groups or on their own, and on the vertical non-permanent surfaces or at their desks.
When this valuable skill is introduced to students early on in the education process, students will be capable of having complex thoughts and become better problem solvers when presented with difficulty.
Critical and creative thinking is something we cannot ignore if we want our students to be prepared for a workforce and world that is constantly changing.