CRITICAL THINKING METHODS

1 Author’s Chair

Aim: building confidence in students in public speaking.

Instructions

 This method is used in the consolidation phase

 An author’s chair is a special chair in the classroom that is used when an author – a
student who has written some work sits on the chair and shares by reading his/her
original work.

 Ask students to read their work in turns.

 Consolidate by correcting misconceptions.

2 Ball bearing

Aim: To promote reading and understanding of the topic

Instructions

 Divide students into two groups. One group forms the inner circle and the other group
forms the outer circle.

 Ask the students in the inner circle to face their colleagues in the outer circle.

 Hand out a text written on a flip chart or chalk board.

 Allow students to read the text. Tell the learners to read the text silently and prepare an
oral summary individually.

 Let each student from the inner circle present the summary to the partner in the outer
circle. The student from the outer circle complements the summary.

 Allow the students to walk around and command them to grab a partner.

Maintain the inner and outer circle.

  Let each student in the outer circle give their summary to the new partner and let the
inner circle members complement the summary.

 Make sure the text is a simple message. The length and complexity of the text should depend
Note:
on the learners’ capacity.
Students should be given adequate time to read and understand and be able to tell a colleague.
If the number of students is an odd, the teacher should partner with the student who has no colleague.
Make sure that the students are actively participating in the activities; they may write the text and
organize the students into groups. This helps with active participation of the students.
The teacher should consolidate.
Reflection: After delivering the content, the teacher should ask students to look back at what
happened. The teacher should ask a few questions from the success criteria to see if the students are
ablegame
Ball to answer questions correctly.
This will help the teacher to evaluate if he/she has achieved to deliver the
content effectively.

3 Ball game

Aim: Soliciting ideas quickly from individuals.

Instructions

 Introduce a topic/question.

 Ask students to form a circle and throw a focus ball to both volunteers and non-
volunteers to contribute or give an answer.

 Encourage students holding the ball to throw it to anybody in the group and give a
response.

 Consolidate by correcting any misconceptions.

 4 Brainstorming

Aim: Gathering ideas

Instructions

 Divide the students into groups and introduce the topic.

 Allow the students in their groups to list what they understand about the topic and write
on a piece of paper.

 Teacher to select one or two groups to present and will later consolidate.

Note: Let them know that no contribution will be questioned, criticized or

commented on at this time of brainstorming.

5 Bus stop

Aim: To encourage thinking and sourcing of views from learners

Instructions

 Divide the topic into different subtopics or objectives.

 They may be four or more objectives which will form the bus stops.

 Divide the students into groups according to the number of bus stop/work station (each
group has bus /work station).

 Each bus station has a specific sub topic of interest as related to the subject.

 Let the groups (students) write what they know about the topic on the work station.

 Let them move from one station to another to read what other groups have written on
their stations (after specified time given by the teacher).

 Let the group discuss in plenary

 The teacher then summarizes and consolidates.

Reflection: After delivering the content, the teacher should ask students to look
back at what happened. The teacher should ask a few questions from the success
criteria to see if the students are able to answer questions correctly.
This will help the teacher to evaluate if he/she has achieved to deliver the content
effectively.
 6 Card collecting and clustering

Aim: Soliciting ideas and grouping them

Instructions

 The teacher asks his/her students a question on any topic in life skills teachers’
guide

 Students are provided with a piece of paper or cards on which to write their
responses

 The teacher collects the cards and chooses two students to read the cards in front
of all the others

 The students together with their teacher cluster the cards that carry similar
responses on a chart or board

 The teacher asks students to comment on the responses from every cluster

 Then the teacher comes in to consolidate the findings from the exercise.
 Note: Students should write letters that are readable from a distance.
This exercise could also be done in groups if the class is very big.
Reflection: After delivering the content, the teacher should ask students to look
back at what happened. The teacher should ask a few questions from the
success criteria to see if the students are able to answer questions correctly.
This will help the teacher to evaluate if he/she has achieved to deliver the
content effectively.

7 Case studies

Aim: To enhance learning and solving problems through other people’s experience

Instructions

 The teacher identifies the case which is real or fictitious story about an incident
which the students can face. (You can also invite a person who experienced an
incident in real life to narrate their experience)

 Divide the students into groups and give them questions about the incident, for
example; what went wrong in the story? What would you do if it happened to
you? What did you learn from the story?

 Let one student read the case study to the groups

 Let the students answer the questions and ask them to report their findings to the
entire class for discussions

 Then the teacher comes in to consolidate the findings from the discussions

Note: The case study should be brief and clear so that students can solve.
The case study should be realistic and believable, it is better to use
situations that are familiar in that community.
Reflection: After delivering the content, the teacher should ask students to look
back at what happened. The teacher should ask a few questions from the
success criteria to see if the students are able to answer questions correctly.
This will help the teacher to evaluate if he/she has achieved to deliver the
8 Character rating
Aim: students analyzing behaviours of their colleagues.

Instructions

 Stick / pin a piece of paper at the back of each student.

 Ask each student to move around the class.

 Ask each student to write a behaviour (word or phrase) at the back of the person they
meet.

 Ask the students to remove the papers from their backs and read out the behaviours
contributed by others.

 Consolidate by asking the students to reflect on the behaviours and make some
commitments.

9 Debate

Aim: To promote interactions among learners while learning by exploring both side of an issue.

Instructions

 The teacher will introduce the topic and involve a learner to divide the class into three
groups:

1st group: Proponents

2nd Group: Opponents

3rd Group: Arbitrators / Referees

 Allow group 1 and group 2 to discuss in their groups possible arguments.

 Group 1, will identify chief proponent and group 2, chief opponent who will lead in
presenting and defending their case.

 Group 3 should select representatives as referees.

 All the groups will go into plenary.

  The chief proponent will start presenting their case and then the chief opponent will
counter argue.

 The referees will reflect on the arguments and decide which group had been most
convincing.

 The teacher should conclude the debate by highlighting important areas and clarifying
where necessary.

Note: The topic of the debate should be given in advance to the learners (it
could be given to the learners the day before the session), so that they
research on it and be able to prepare for the arguments.
When used as a method of teaching, do not steer it too strongly.
Reflection: After delivering the content, the teacher should ask learners to look
back at what happened. The teacher should ask a few questions from the
success criteria to see if the learners are able to answer questions correctly.

10 Ego booster

Aim: to enhance the positive behaviours in students.

Instructions

 Ask the students to sit in a circle.

 Ask each student to get a piece of paper and write their name on top.

 Let each student pass the paper to the next person in one direction.

 Write the positive behaviour of the person indicated on the paper. Write from the bottom
and fold the paper so that the next person does not see what you have written. Keep on
passing the paper until it reaches the owner.

 Ask the owner to unfold and read out to the class.

 Consolidate by encouraging the students to maintain the behaviours written by their

friends.

11 Fish bowl
Aim: exchanging opinions, experiences and aspects on a topic.

Instructions

 Identify a topic on which student can discuss and exchange ideas.

 Arrange five seats in a semi-circle in front of a classroom.

 Ask four students to sit down on the chairs and discuss the identified topic publicly.

 Encourage the public/other students to contribute to the discussion by coming forward

and take over/sit on the empty chair.

 Tell the students in the fish bowl (in the semi-circle) that they are free to leave their seats
and join the public once they feel they have nothing more to contribute to the discussion.

 Whenever somebody has left the fish bowl group, encourage students from the public to
take over the empty seat and contribute.

 Consolidate by asking some students to summarise the discussion and the teacher
corrects any misconceptions.

12 Futures’ wheels

Aim: To explore the effects of behaviour

Instructions

 Select an aspect of a topic you would want to demonstrate the cause and effect.

 The stated problem should have a variety of factors and possible effects.

 Ask learners to brainstorm factors which contribute to the problem (causes) then
brainstorm possible effects of the problem.

 Ask the learners to come up with a diagram showing cause and effects.

 Below is an example of a diagram showing cause and effect:

 Povert
y
Parenthood

Dropo
ut

Teenage pregna-ncy
Repetiton
Povert
y

Poor performance School drop out

Sexual relationship

Violence HIV and AIDS

Note: Allow learners to explore as many causes and effects as they can.
Respect each learner’s views and make sure they are kept in context of the
discussion.
Reflection: After delivering the content, the teacher should ask learners to look
back at what happened. The teacher should ask a few questions from the success
criteria to see if the learners are able to answer questions correctly.
This will help the teacher to evaluate if he/she has achieved to deliver the content
effectively.
 13 Gallery walk

Aim: To encourage peer to peer learning through group work

Instructions

 Divide the learners into groups.

 Give them a task to discuss in their groups and write on a paper.

 Display the work and allow the groups to go around each other’s work.

 Add responses that you think are missing and ask questions where necessary on the other
group’s work.

 Groups should select a representative to present the work taking into consideration the
questions and comments from the other groups.

 The teacher consolidates the work done by the groups.

Note: Make sure all the learners walk through each and every station. During
presentations all the learners should go to one station and move to the next
station together (not even the presenter should be left behind)
Reflection: After delivering the content, the teacher should ask learners to look
back at what happened. The teacher should ask a few questions from the success
criteria to see if the learners are able to answer questions correctly.
This will help the teacher to evaluate if he/she has achieved to deliver the content
effectively.

14 Give one take one / T – chart

Note: This method is used together with a T-Chart

Aim: encourage students to share ideas with anyone in the class.

Instructions

 Introduce a topic or question which can generate many responses.

 Ask each student to create a T-Chart as follows:

Give one Take one

 Ask each student to write few responses to the question in the Give One column and
give the following instructions:

a) Move around the room when a teacher claps hands once.

b) Stop and find a partner to work in pairs when a teacher claps hands twice.

c) Ask the pairs to Give One response and Take One response from each other.

d) Repeat steps a, b and c two to three times.

 Ask selected individuals to read out their responses from the T-Chart and ensure that
responses that have already been said are not repeated.

 Consolidate by emphasizing on correct responses and eliminate wrong ones.

15 Jigsaw

Aim: enabling students to master one aspect of a unit and share with colleagues.

Instructions

 Divide students into groups, according to number of tasks (the groups are known as home
groups or jigsaw group).
  Assign a number to each member in the home group.

 Ask all participants with a similar number, for example: all ones, twos …… to go and
form their own group known as expert groups.

 Give each group a task to work on and remind each participant to record important points
being discussed.

 After the discussion ask each member to go back to their home groups and start sharing
with the rest of the members. One member contributing at a time.

 Consolidate by asking a member from each group to summarize a given task.

16 Know-Want to know-Learn (K-W-L)

Aim: Guiding students understanding a topic or text.

Instructions

 Introduce a topic to the whole class.

 Write K-W-L on a chart or chalkboard.

 Ask students to mention what they know about the topic or text (prerequisite
knowledge) and record under K column.

 Ask them about what they want to know about the topic or text and record under W
column.

 Proceed teaching according to the topic as planned.

 At the end of the topic/lesson, ask students what they have learnt and record under L
column.
  In the conclusion, find out from the W column what has been covered and not
covered during the topic/lesson.

 Ask students to research on the work not covered during the topic/lesson.

Note: This method is used in the introduction, development and conclusion of the lesson. It can
be used in one or more lessons depending on the topic.

17 . M – Chart

Aim: structure ideas into three different categories.

Instructions

 Ask a three segment question (e.g. explain the difference between sex, sexuality and
gender).

 Allow learners to discuss the topic/question in groups

 Create an M-chart (chart with three columns with sex, sexuality and gender)

 Paste the chart on the wall

 Ask group representatives to come in front and write down their responses in the
appropriate columns of the M – Chart

 Ask learners to highlight main differences between sex, sexuality and gender from the M
– Chart

 Consolidate the activity by emphasizing on the correct responses

 18. Make an appointment

Aim: solicit sensitive views in pairs

Instructions

• Ask learners to move around and choose a trusted partner

• Ask them to make an appointment for instance to meet at the school ground at a
particular time

• Let them go back to their places

• Write the topic for discussion on the chalkboard

• Tell the partners to go and meet at the agreed places for a discussion and record their
points

• Monitor the discussions (should not go near to them)

• Ask them to go back to class

• Ask selected partners to share with the class what they discussed

• Let the partners put their scripted responses together and mix them up

• Pick the most sensitive ones for class discussion

• Consolidate by emphasizing on correct resolutions

19. Meet at the middle

Aim: bringing different ideas together from a discussion.

Instructions

 Spread charts on various work stations.

 Ask four participants at a time to write their responses on the spread charts, beginning
from each corner of the chart to meet at the middle (center). Continue doing that until
everybody has finished.
  Paste the charts on the walls for a gallery walk.

 Consolidate by emphasizing on correct responses.

20. Mix-Freeze-Pair

Aim: completing a closely defined task with new partners.

Instructions

 Create space in the classroom and ask students to follow the following instructions.

a) Mix (move around the room) when a teacher claps hands once.

b) Freeze (stop) when the teacher claps hands twice and find a partner to
work in pairs

 Ask a question for students to share their responses.

 This process should be repeated two to three times and ask a different question at
each time.

 Consolidate by asking selected individuals to share their responses with the whole
class and correct misconceptions.

21. One Stay, Three Stray

Aim: groups sharing results of their discussions when there is no time to hear from each group.

Instructions

 Ask students to be in groups of four (home groups) and assign a number to each member.
  Groups to be arranged in circular format. Groups to be numbered chronologically.

 Give the groups a similar task to do or discuss.

 Ask all number ones to stand up and move to the next group and sit down. All number
twos to move two groups away and sit down. Number threes to move three groups away.
Number fours should not move as they are hosts.

 The three visitors to ask the host what they had discussed in their original group. The
visitors should not contribute what was discussed in their home groups.

 Visitors should record only what they did not discuss in their home groups.

 Ask visitors to go back to their home groups and share the additional information from
the away groups.

 Consolidate by asking some students to summarize their discussions.

22. Pens in the middle

Aim

To ensure that each and every learner contributes in the group discussion

Instruction

• Ask learners to be in groups for a discussion on a given topic

• Ask each of them to put his/her pen at the middle of the group when making
contributions
 • Go round monitoring the discussions, pick a pen randomly and ask its owner to state
the contribution he/she made

• Ask selected learners to share with the whole class what they had learnt from the
discussion

• Consolidate by emphasizing on the correct responses

23. Quick write (a brief written reflection on a topic)

Aim: a quick method of introducing, summarizing or concluding a task.

Instructions

 After a discussion or doing a task, ask each participant to write down main ideas they
have covered. They should write quickly (non-stop).

 Ask selected students to read out their responses. The responses should not be criticized.

 The reading should be done through the author’s chair.

 Consolidate by correcting misconceptions.

24. Role play

Aim: Help learners to act out and be aware of a given situation.

Instructions

 Select a topic concerning a social situation or a typical conflict to be solved.

 The topic should reflect something that affects the learners in their communities or day to
day life and relationships.
  Learners should be given the roles to play

 Let them role play (improvise) the situation

 De-role the different roles that they played

 Learners and their teacher should discuss jointly what has been shown in the play

 Formulate solutions to the situation that has been role played

 The teacher comes in to consolidate the findings from the discussion

Note: The teacher provides the story to be role played. The teacher should be
mindful of the time and should make sure that learners do not get carried
away. Shy learners should also be encouraged to participate
Reflection: After delivering the content, the teacher should ask learners to look
back at what happened. The teacher should ask a few questions from the
success criteria to see if the learners are able to answer questions correctly.
This will help the teacher to evaluate if he/she has achieved to deliver the
content effectively.

25. Songs

Aim: Learning through singing

Instructions

 Let the learners compose songs on a subject of that day

 Let the learners sing the songs

 The teacher asks questions on the content of the songs

 The teacher consolidates the whole exercise

Note: the message in the song should be in line with the

topic of that day

26. Think – Ink – Pair – Share

Aim: Students thinking about an issue or problem and sharing the results with a partner.
Instructions

 Identify a topic and ask a question to the whole class. Ask each student to think through
an answer and write down the responses.

 Ask each student to choose a partner and share their written responses.

 Ask selected pairs to share their responses with the whole class.

 Consolidate by coming up with correct answers.

27. Think – Pair – Share

Aim: Students thinking about an issue or problem and sharing the results with a partner.

Instructions

 Ask a question to the whole class from a topic. Ask each student to come up with an
answer.

 Ask each student to choose a partner and compare their responses.

 Ask selected pairs to share their agreed responses with the whole class.

 Consolidate by coming up with correct answers.

28. Values clarification

Aim: encouraging students to make informed choices and clarify their personal values.

Instructions

 Choose a topic and prepare statements or questions (binary).

 Paste the statements or questions on the walls or sometimes a teacher reads out a
question or statement.
  Ask students to freely choose their sides according to their values and stand on the
side of their choice.

 Ask students to give reasons for their choices.

 Encourage the students to switch sides if convinced by others on the other side.

 Consolidate by highlighting the main points generated from both sides.

29. Walk Around Talk Around

Aim: sharing a lot of information within a short period of time.

Instructions

 Present a problem to the whole class and ask each student to write down one or two
responses

 Create space in the classroom and give the following instructions

a) Students to walk around the room when the teacher claps hands once

b) Students to stop when the teacher claps hands twice and immediately find a partner to
work in pairs

 Students to share information which they do not have from their partner’s list.

 This process should be repeated two to three times.

 Consolidate by asking selected individuals to read out their lists and emphasise on correct
responses.

Note: The question or task to be asked should generate

more responses.
 30. The Baobab Tree Competition-this method promotes creativity in the students as
they strive to work out a given situation or task in a competitive manner.

Instructions

1. Mount a model of a Baobab tree in front of the classroom with the following inscription
on both sides of its stem (the inscriptions should be the task to be discussed)

2. Divide students into groups and give them a similar task to do.

3. Ask the students to discuss and record their responses on strips of paper. ( indicate group
number or name on each strip).

4. Tell the students that the group that comes up with the highest number of correct
responses will be declared the winners.

5. Ask each group to paste/pin their strips on the branches of the tree: (the strips should be
hanging like baobab fruits).

6. Ask a representative from each group to come to the tree and present their work to the
class and find total number of effects they have come up with.

7. Consolidate by confirming correct responses and removing wrong ones from the tree.

Award the group with the highest number of confirmed responses (verbal award is encouraged)

31. Mixed Bag- This method helps students to express secrets on sensitive topics
anonymously without fear of intimidation

Instructions

1. Ask each student to write down issues that affect them on a piece of paper-encourage
them to disguise their hand writing

2. Place a box in front of the class and ask each student to come in front and drop in their
responses
 3. Mix the contents of the bag

4. Ask students to be in groups and give each group a set of challenges/issues to find their
solution

5. Let each group present their work in plenary

6. Consolidate by highlighting common challenges and their solutions

32. Survey- this method helps learners develop research skills such as data collection,
recording, analysis and interpretation.

1. Ask a question to the class

2. Appoint/ask for volunteers to be researchers in a survey

3. Assign roles to the researchers and the rest as participants in the survey.

4. Ask the researchers to go round the classroom collecting data from participants

5. Ensure that researchers are recording the data.

6. Ask the researchers to report their findings to the class whilst standing in front of the
class.

7. Ask some learners to comment/ask questions on the findings.

8. Consolidate by eliminating incorrect findings

33. Revolution-this method encourages equal participation by all learners in a group as

each one is demanded to write down one example of a given task.

Instructions

1. Ask a question to the class/write it on the chalkboard

2. Divide learners into groups.

3. Ask the learners to sit in a circular group format and give a paper to each group.
 4. Ask one learner in the group to write down one response to the question

5. Ask the learners to keep on passing the paper, in a clock/anti clock wise direction, and the
one who gets the paper should add one example onto the list.

6. Tell the learners not to repeat what their friends had already written.

7. After a complete revolution, ask a representative from each group to present their
responses.

8. Consolidate by confirming correct responses

34. Le café: This method promotes social interaction in the classroom, giving learners
opportunities to freely choose partners to work with as they contribute towards a given
task.

Instructions

1. Ask a question to the class. The question can be written on the chalkboard or chart paper.

2. Ask learners to be in groups to work on the task and record their findings on a paper or
chart.

3. Let each group identify one member to act as an owner of a restaurant.

4. Ask the restaurant owners to start calling/advertising their menu to customers.

5. Allow the rest of the learners/customers to freely visit a restaurant of their choice.

6. The restaurant owners should explain what they have in stock by explaining responses on
the paper or chart paper and encourage them to contribute additional points and record.

7. Repeat steps 4 to 6 until learners have visited a good number of restaurant (be mindful of
time).

8. Ask one restaurant owner to share with the whole class contributions made by the
customers.

9. Let other owners add points not raised by the first owner.
 10. Consolidate by eliminating misconceptions.

35. Who am I: This method helps learners to share information and describe/explain it
objectively. It also promotes public speaking skills.

1. Give learners a group task, such as poster making. Each group to be assigned a different
task.

2. Let each group work on their task and choose a person who will present their work.

3. Call out the presenter from each group to give a description/explanation of their work by
calling out “Who are you?” and the presenter to respond by mentioning the title they
were given.

4. Let the presenter give a description/an explanation of their task.

5. Allow learners to comment/ask questions on each presentation.

6. Repeat steps 3 and 4 until all groups representatives have contributed.

7. Consolidate by emphasizing on correct responses.

36. SUGGESTION BOX

This method promotes independent thinking in the learners and expression of their views without
fear of discrimination

1. Ask learners a question that can generate varied thinking or personal opinions.

2. Let each learner write their ideas or opinions on pieces of paper (they should not write
their names, it should be anonymous).

3. Place box in front of the classroom or at any convenient place.

4. Ask each learner to put their pieces of paper in the box.

5. Mix the contents of the box.

 6. Ask one learner to pick a piece of paper at a time and read out.

7. Let other learners comment on each idea or opinion.

8. Consolidate by confirming the responses.

Character rating

Aim: students analysing behaviours of their colleagues.

Instructions

 Stick / pin a piece of paper at the back of each student.

 Ask each student to move around the class.

 Ask each student to write a behaviour (word or phrase) at the back of the person they
meet.

 Ask the students to remove the papers from their backs and read out the behaviours
contributed by others.

 Consolidate by asking the students to reflect on the behaviours and make some
commitments.

Construction blocks

Aim: This method will help participants to derive and create meanings of terms from given
situations.

Instructions

 Ask participants to form small groups.

 Ask participants to read an already prepared passage containing elements of the concept
to be defined and then answer the questions that follow.

 Let each group present their responses to class.

 Discuss with participants responses from each group and highlight attributes of the
concept from the passage.
  Ask each group to construct the meaning of the intended concept.

 Let each group present their definition to class.

 Discuss with participants the definitions from each group.

 Consolidate by emphasizing on the correct definition.

M – Chart

Aim: structure ideas into three different categories.

Instructions

 Ask a three segment question (e.g. explain the difference between sex, sexuality and
gender).

 Allow students to discuss the topic/question in groups

 Create an M-chart (chart with three columns with sex, sexuality and gender)

 Paste the chart on the wall

 Ask group representatives to come in front and write down their responses in the
appropriate columns of the M – Chart

 Ask students to highlight main differences between sex, sexuality and gender from the M
– Chart

 Consolidate the activity by emphasizing on the correct responses

Meet at the middle

Aim: bringing different ideas together from a discussion.

Instructions

 Spread charts on various work stations.

 Ask four participants at a time to write their responses on the spread charts, beginning
from each corner of the chart to meet at the middle (centre). Continue doing that until
everybody has finished.
  Paste the charts on the walls for a gallery walk.

 Consolidate by emphasizing on correct responses.

Appendix 2: When to use the participatory methods

Method Introduction Development Conclusion

Authors’ chair  

Ball bearing 

Ball game   

Brainstorming  

Bus stop 

Card collection and 

clustering

Case studies 

Character rating 

Debate 
Drama 

Ego booster  

Fish bowl 

Futures’ wheels 

Gallery walk 

Give one-Take one   

T-Chart   

Jig saw 

Know-Wants to   
know-Learnt (K-W-
L)

M- Chart   

Make an 
Appointment

Meet at the middle  

Mix-Freeze-Pair   

One Stay-Three 
Stray

Pens in the Middle   

Quick Write   

Role play   

Songs   
Think- Ink-Pair -   
Share

Think-Pair-share   

Values clarification  

Walk around-Talk   
around

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