The fundamental 4 cs of critical thinking in education K-12
by Teaching staff
What are the 4 C of critical thinking?
Critical thinking, as a concept and practice, can be framed in several ways. It can be seen, for example, through its function as a social construction, its relationship with literacy, its need in political elections, etc.
One of the most popular ways seen is in the 4 C critical thinking, communication. Collaboration and creativity.
Critical thinking: The suspension of the trial by identifying biases and assumptions to draw precise conclusions
Key features: evidence, support, analysis, humility, clarity, flexibility
Communication
To communicate is to express ideas, questions and refer clearly and so that it can be understood, evaluate and respond constructively. It implies not only speaking or writing, but also Translate thinking into the formRecognize the audience and use evidence and logic to support clarity and precision.
Key features: Clarity, coherence, logical structure, ability to respond to feedback.
Collaboration
Collaboration is the intentional process of deceiving others to explore ideas, challenge thinking and co-construct meaning or solutions. Requires openness to several perspectives, Evaluate the arguments respectfullyAnd Constitution of construction based on reason and evidence, not just the agreement.
Key features: Listen to active, shared reference, respectful disagreement, joint problem resolution.
Creativity
Creativity is the ability to generate original, flexible and effective ideas by connecting concepts in a novel way. It is not just expression, but Innovative problem resolution—There assumed, exploring alternatives and building new frames for understanding.
Key features: Divergent thinking, intellectual risk, synthesis, originality with purpose.
See too The definition of a Socratic seminar
The definition of the 4 Cs
1. Critical thinking
The idea: cultivate students who are demanding thinkers, capable of analyzing the information objectively, evaluating the evidence rigorously and forming well -reasoned judgments. Hope is to bring students beyond the reception of passive information to active intellectual commitment.
Short definition: analyze information and identify biases and assumptions underlying to draw precise conclusions. We know that “critical thinking implies the” suspension of the trial by analyzing the information to reach well -supported understandings. ” (See The definition of critical thinking.
BENEFIT: Critical thinking helps students become independent students and problem solving. They develop the ability to question, investigate and make informed decisions, essential skills for academic success and navigate life beyond the classroom.
See 10 benefits of consultation based on consultation
Classroom example
After reading a main source document on the civil rights movement, instead of simply summarizing the events, students participate in a critical thinking activity.
They can be asked to identify the author’s perspective, analyze the reliability of the source and compare it with other accounts with their own nuanced understanding of the period.
2. Communication
The idea: develop students who can articulate their effective thoughts and ideas, both orally and in writing, clearly, coherence and purpose. Our goal is that students can transmit complex information and participate in a significant dialogue with several audiences.
Short definition: Express ideas, thoughts and information clearly and effectively through various media (oral, written, visual, digital).
Benefit: Strong communication skills allow students to share their understanding, collaborate effective and actively participate in their learning community. The ability to articulate your reasoning is intrinsically linked to critical thinking, which allows them to explain Because They have reached a particular conclusion.
Classroom example
Students work in small groups to investigate a local environmental problem. Your task is not only to collect information, but to prepare a persuasive presentation for the class, describing the problem, possible solutions and its justification. This requires that they synthesize your research and communicate it clearly and convincingly.
3. Collaboration
The idea: to grow students who can work effectively and respectfully with the ethers to achieve common objectives. Our goal is to develop its ability to share ideas, negotiate, compromise and contribute to their unique strengths within a team.
Short definition: work cooperatively with others, share ideas and contribute to a collective effort to achieve a shared objective.
BENEFIT: Collaboration improves learning by exposing students to various perspectives and an intensity of shared understanding. It reflects real world scenarios where problem solving requires teamwork and the ability to take advantage of different skills and points of view. The research highlights the link between collaborative learning and improved critical thinking skills (Johnson and Johnson, 2009).
Classroom example
Students are assigned a complex scientific problem requesting multiple steps to solve. Working in teams, they must divide the tasks, share their findings and collaboratively synthesize their knowledge to reach a solution. This process requires communication, negotiation and mutual respect for different approaches.
4. Creativity
The idea: Cultivate students who are innovative thinkers, capable or generating novel ideas, exploring possibilities and addressing challenges with imagination and originality. Our goal is to promote its ability to “think out of the box” and find unique solutions.
Short definition: Generating new ideas, making novel connections and focusing tasks with imagination and originality.
Benefit: Creativity allows students to address problems from fresh angles and develop unique solutions. It encourages innovation and adaptability, crucial skills in a world that changes rapidly. Participating in creative tasks can also deepen understanding and make learning more memorable.
Classroom example
After learning about different forms of government, students challenge their own ideal society, describing their structure, laws and cultural norms. This task requires that they apply their understanding in a novel way, fostering the resolution of creative problems and imaginative thinking.
Ceded works
Johnson, DW and Johnson, RT (2009). An elaboration of psychological interdependence. Psychological Bulletin, 135(2), 28-318.
Gay, G. (2018). Culturally receptive teaching: Theory, Research and Practice (3rd ed.). Masters College Press.
