Critical Thinking and Problem Solving

Introduction

Critical thinking and problem solving help you make sense of information, make better decisions, and respond to challenges instead of guessing. In this aiMOOC for Grades 7–8, you will learn how to ask useful questions, examine evidence, notice assumptions, compare possible solutions, test ideas, and improve your thinking.

Critical thinking means thinking carefully about what you should believe or do. It includes asking whether a claim is clear, whether the evidence is relevant and reliable, whether another explanation is possible, and whether your conclusion really follows from the information you have.

Problem solving means moving from a situation that is not working as desired toward a goal. Good problem solvers do not jump at the first answer. They define the problem, gather information, create options, compare them, test a choice, and learn from the result.

The diagram above connects critical thinking with skills such as analysis, reasoning, and problem solving. As you work through the course, keep one question in mind: What makes a conclusion or solution well supported?

Learning Goals

By the end of this aiMOOC, you should be able to:

distinguish a claim from the evidence used to support it;
identify important assumptions and possible biases;
ask questions that make a problem clearer;
check sources for relevance, reliability, purpose, and supporting evidence;
generate more than one possible solution;
compare solutions using clear criteria and trade-offs;
explain your reasoning so that another person can follow it;
test a solution, use feedback, and improve it;
work with other people while listening to different perspectives;
transfer these skills to English, Mathematics, Science, Media literacy, and everyday decisions.

What Critical Thinking Looks Like

Critical thinking is not the same as criticizing everything. It is a careful way of deciding how strongly a claim should be accepted. You can disagree thoughtfully, but you can also agree for good reasons. The key is to connect your conclusion to evidence and reasoning.

A useful pattern is claim + evidence + reasoning.

A claim is a statement that someone wants you to accept.
Evidence is information that can support or challenge the claim.
Reasoning explains how the evidence connects to the claim.

For example, imagine a student says, "Our class should have a five-minute reading break because it will improve concentration." The claim is that the class should have the reading break. Evidence might include observations, survey results, or research about short breaks and attention. Reasoning explains why that evidence makes the proposal more or less convincing.

Facts, Opinions, and Inferences

A fact is a statement that can be checked against evidence. An opinion expresses a judgment, preference, or value. An inference is a conclusion you draw from evidence.

Suppose the school library records 120 visits on Monday and 180 on Tuesday. "There were more visits on Tuesday" is a fact based on the record. "Tuesday is the best library day" is an opinion unless "best" is clearly defined. "A Tuesday activity may have increased visits" is an inference that needs more evidence.

Strong thinkers label these differences because they prevent an opinion or guess from being treated as a proven fact.

Ask Better Questions

Good questions slow down weak reasoning and open up useful possibilities. When you meet a claim or a problem, try questions such as:

What exactly is being claimed or solved?
What evidence supports this?
Where did the information come from?
What information is missing?
What assumptions are being made?
What might someone with another viewpoint notice?
What would change my mind?
What result would count as success?

These questions work in many subjects. In English, they help you analyze an argument. In science, they help you examine a hypothesis. In mathematics, they help you check a method. In social studies, they help you compare interpretations and sources.

Evidence and Source Checking

Not all evidence is equally useful. A source can look confident and still be wrong, incomplete, outdated, or misleading. Before using information, check several features.

Check	Question to ask	Why it matters
Relevance	Does this information actually address the claim or problem?	Interesting information can still be irrelevant.
Evidence	Does the source show data, examples, observations, or other support?	Unsupported claims deserve less confidence.
Expertise	Does the author or organization have suitable knowledge for this topic?	Expertise can increase reliability when it matches the subject.
Date	Is the information current enough for the question?	Some facts change quickly while others remain stable.
Purpose	Is the source trying to inform, persuade, entertain, or sell?	Purpose can shape what is emphasized or omitted.
Corroboration	Do independent reliable sources agree?	Agreement from independent evidence can strengthen confidence.

Do not judge a source only by its appearance or popularity. A polished page can contain poor evidence, while a plain document can contain excellent evidence. Also remember that a source may be reliable for one question but not for another.

Bias and Fairness

A bias is a tendency that can influence judgment. Everyone can be affected by bias. One important example is confirmation bias: the tendency to notice or prefer information that supports what you already think.

You can reduce this risk by deliberately looking for evidence that could challenge your first idea. Ask, "What would a reasonable person who disagrees with me say?" Then examine that response fairly rather than trying to defeat it immediately.

Fair thinking does not mean pretending all claims are equally strong. It means judging claims by clear standards and evidence.

Arguments and Reasoning

An argument is a set of reasons offered to support a conclusion. In critical thinking, "argument" does not mean a fight. It means a structure of reasons.

An issue map can help you make reasoning visible. You can place a question in the center, add possible positions, and connect reasons for and against each position. This is useful when a problem has several reasonable viewpoints.

A strong argument usually has:

a clear conclusion;
relevant evidence;
reasoning that explains the connection;
attention to important counterarguments;
language that matches the strength of the evidence.

Be careful with absolute words such as "always," "never," and "everyone." They make a claim stronger and therefore harder to support.

The Problem-Solving Cycle

Problems come in different forms. Some have one correct answer, such as a well-defined mathematics problem. Others have several workable answers, such as improving a school recycling system. In open problems, the goal, constraints, people affected, cost, time, and consequences all matter.

A useful problem-solving cycle is:

Stage	Key question	Useful output
Define	What is the real problem and what would success look like?	A clear problem statement
Investigate	What evidence, causes, constraints, and viewpoints matter?	Notes, data, and source checks
Generate	What different solutions could work?	A range of possible options
Evaluate	Which options best meet the criteria?	A comparison or decision matrix
Test	What happens when the best option is tried?	Results and feedback
Improve	What should change based on what you learned?	A revised solution

The cycle is not a straight line. New evidence can send you back to redefine the problem or generate a better option. This repeated improvement is called iteration.

Define the Real Problem

A weak problem statement may describe only a symptom. For example, "The hallway is noisy" identifies what you notice, but not why it happens or what outcome you want.

A stronger version might be: "During the ten-minute lunch transition, sound levels near the library make quiet reading difficult. How might we reduce disruptive noise without preventing students from talking as they move?"

This version gives a situation, a time, people affected, and a goal. It also avoids assuming one solution before the problem has been studied.

A problem tree can help you separate a central problem from possible causes and effects. However, the first cause you think of is not automatically the real cause. Treat causes as ideas to investigate.

Generate Before You Judge

Good problem solving often needs two different modes of thinking.

Divergent thinking creates many possibilities. During this phase, delay judgment long enough to explore unusual ideas.

Convergent thinking compares possibilities and selects the most promising ones using criteria.

If you evaluate too early, you may stop at the first acceptable idea. If you never evaluate, you may collect ideas without choosing a workable solution. Strong problem solving uses both modes at the right time.

Criteria, Constraints, and Trade-Offs

A criterion is a standard used to judge options. A constraint is a limit you must work within. A trade-off happens when improving one feature makes another feature worse.

Imagine choosing a class project. Your criteria might include learning value, cost, time, safety, and enjoyment. A video project may be engaging but take more editing time. A poster may be faster but show less detail. The best choice depends on the criteria and how important each one is.

A simple decision matrix can make this visible. List the options, choose criteria, rate each option consistently, and then discuss whether the ratings are supported by evidence. Numbers can help organize thinking, but they do not replace reasoning.

Use Flowcharts for Decisions

A flowchart is useful when a process includes clear decisions and different paths.

The lamp example shows how a practical problem can be broken into questions. A flowchart works best when the decision points are specific and the possible paths are clear. For messy human problems, you may also need interviews, observations, or discussion because people and contexts are more complex than a machine.

Heuristics, Algorithms, and Puzzles

An algorithm is a step-by-step procedure that, when correctly applied to a suitable problem, leads to a result. A heuristic is a useful shortcut or strategy that often helps but does not guarantee success.

For example, when searching a maze, "always turn left" is a heuristic that may help in some mazes but not all. In a number problem, applying a valid written calculation procedure can be algorithmic.

Puzzles can train planning and flexible thinking because you must compare moves, predict consequences, and sometimes undo a poor choice. The goal is not only to get the answer but to explain why a strategy works.

Collaboration and Perspective

Many real problems are solved by groups. Collaboration can improve thinking when people contribute different knowledge and question one another respectfully. It can also go wrong if everyone follows the loudest person or avoids disagreement.

Useful group habits include:

ask each person to explain a reason, not just state a preference;
invite quieter members before making a decision;
separate the person from the idea;
record disagreements so they can be checked against evidence;
agree on decision criteria before arguing for favorite solutions;
summarize what the group knows, what it assumes, and what remains uncertain.

A different perspective can reveal a missing constraint or unintended consequence. The goal is not to collect viewpoints for decoration; it is to use them to improve the quality of the decision.

Testing, Feedback, and Learning from Failure

A solution is an idea until it has been tested. Testing can be simple: try a paper prototype, run a small experiment, compare before-and-after observations, or ask users to complete a task.

Before testing, decide what evidence would count as success. After testing, compare the result with your prediction. If the solution did not work, do not hide the result. A failed test can reveal a wrong assumption, a missing factor, or a better direction.

Feedback is most useful when it is specific. "I do not like it" is weak feedback. "The instructions were hard to follow because step three used a word I did not understand" gives information that can guide improvement.

Ethical and Responsible Problem Solving

A solution can be effective for one goal and still create harm. Responsible problem solving asks who benefits, who carries the cost, whose voice is missing, and what unintended consequences might appear.

For a school technology idea, for example, consider privacy, accessibility, fairness, cost, and whether all students can use the solution. For an environmental idea, consider both immediate effects and longer-term effects.

When a decision affects other people, strong reasoning includes respect, safety, and fairness as part of the criteria.

A Worked Example: Reducing Food Waste

Imagine your school wants to reduce food waste in the cafeteria.

Define: Instead of saying "Students waste too much food," define the problem more carefully. When and where is food discarded? Which foods are most often left? Is the goal to reduce waste by mass, cost, or number of unopened items?

Investigate: Collect observations for several days, speak with cafeteria staff, and check whether portion sizes, scheduling, menu choices, or lack of time may contribute. Protect privacy and avoid blaming individuals.

Generate: Possible ideas might include adjustable portions, a share table where rules allow it, clearer menu information, schedule changes, or a student awareness campaign.

Evaluate: Compare options using criteria such as safety, cost, likely impact, fairness, ease of testing, and school rules.

Test: Try one small change with permission. Measure the same kind of evidence before and after the test.

Improve: Review the results. If waste falls only slightly, investigate why. If the change creates a new problem, revise it. The aim is not to prove your first idea correct; the aim is to learn what actually works.

Interactive Tasks

Quiz: Test Your Knowledge

Why should you define a problem before choosing a solution? (To make the goal and limits clear) (!To guarantee the first idea will work) (!To avoid collecting any evidence) (!To remove all disagreement)

Which item best supports a claim? (Relevant evidence) (!A louder voice) (!A popular guess) (!An unrelated example)

What is a good way to check an important online claim? (Compare it with independent reliable sources) (!Accept it if many people shared it) (!Trust it if the page looks professional) (!Ignore the date and author)

Which behavior is an example of confirmation bias? (Searching only for information that supports your first belief) (!Comparing evidence from different viewpoints) (!Changing your mind after strong evidence) (!Checking whether a source is relevant)

What is the main purpose of divergent thinking? (To generate many possible ideas) (!To select one final answer immediately) (!To prove that one idea is perfect) (!To avoid unusual suggestions)

What is the main purpose of convergent thinking? (To compare options and select promising ones) (!To create unlimited ideas without judging them) (!To ignore criteria) (!To avoid making a decision)

What does iteration mean in problem solving? (Improving a solution after testing and feedback) (!Repeating the same action without checking results) (!Choosing the fastest idea without evidence) (!Ending the process before a test)

What is an assumption? (An idea accepted without enough proof) (!A measurement collected during a test) (!A final answer that cannot change) (!A source checked by several experts)

Which argument is strongest? (A clear claim supported by relevant evidence and reasoning) (!A claim repeated many times) (!A claim supported only by personal preference) (!A claim that ignores counterarguments)

What should a group do when members disagree about a solution? (Ask for reasons and compare the evidence) (!Let the loudest person decide) (!Pretend the disagreement does not exist) (!Choose randomly to finish faster)

Memory Game

Claim	A statement that someone wants others to accept
Evidence	Information used to support or challenge a claim
Assumption	An idea accepted without enough proof
Criteria	Standards used to compare possible choices
Iteration	Repeating a process in order to improve a solution
Tradeoff	A situation where gaining one benefit may require giving up another

Drag and Drop

Match the correct terms.	Topic
State the goal and constraints	Define the problem
Find relevant and reliable information	Gather evidence
Create several possible approaches	Generate options
Compare choices using clear standards	Evaluate options
Try a solution and revise it from results	Test and improve

...

Crossword Puzzle

Evidence	What information can support or challenge a claim?
Assumption	What is an idea accepted without enough proof?
Criteria	What standards are used to compare options?
Iterate	What verb means to test, revise, and try again?
Bias	What tendency can influence judgment unfairly?
Perspective	What word means a particular way of viewing a situation?

LearningApps

Cloze Text

Critical thinking asks you to connect a claim with relevant

. A conclusion becomes stronger when your

explains why the evidence matters. Before solving a problem, you should define the goal and important

. Creating many possibilities is called

thinking. Comparing those possibilities and selecting promising ones is called

thinking. A standard used to compare choices is a

. Testing a solution can reveal a hidden

. Revising a solution after feedback is part of

. Looking only for information that supports your first belief can show confirmation

. Responsible problem solving also considers fairness and possible

.

Open-Ended Tasks

Easy

Question Detective: Choose a school-safe claim from a poster, article, or conversation. Write five questions that would help you decide whether the claim is well supported, then label any facts, opinions, and inferences you find.
Evidence Sort: Create a one-page visual that sorts six pieces of information into strong evidence, weak evidence, and irrelevant information. Explain each choice in one sentence.
Everyday Problem Map: Pick a small everyday problem such as a messy backpack or slow group setup. Draw a problem tree with the central problem, possible causes, and possible effects, then circle one cause you could actually test.
Think-Aloud Puzzle: Solve a suitable logic puzzle while recording a short audio explanation of your thinking. Name one strategy that helped and one moment when you changed your plan.

Standard

Source Check Investigation: Compare three sources about a school-safe topic. Evaluate relevance, evidence, expertise, date, purpose, and corroboration, then write a short conclusion about which source is most useful and why.
Mini Design Challenge: Redesign a simple classroom process such as handing out materials or organizing shared supplies. Generate at least four ideas, select criteria, build a quick prototype, test it with permission, and revise it.
Interview a Problem Solver: Interview a teacher, librarian, coach, technician, health professional, or other trusted adult about a real problem they have solved. Ask how they defined the problem, what evidence they used, what failed, and what they changed.
Reasoning Video: Produce a two- to three-minute video explaining a claim using the structure claim, evidence, and reasoning. Include one counterargument and explain how it affects your conclusion.

Advanced

School Improvement Study: Investigate one realistic school issue with permission. Gather observations or anonymous data, identify stakeholders and constraints, generate several solutions, and present a reasoned proposal with limitations.
Small Experiment: Design a safe classroom experiment to compare two ways of completing a simple task. State a prediction, keep important conditions consistent, collect results, and explain what the evidence does and does not show.
Community Observation Visit: With appropriate adult permission and supervision, visit a library, museum, public space, or community service location. Identify one design or organizational problem, document evidence respectfully, and propose an improvement that considers different users.
Debate and Decision Brief: Research a school-appropriate issue with more than one reasonable viewpoint. Build an argument map, compare options with a decision matrix, write a recommendation, and explain what new evidence could change your decision.

Learning Assessment

Unfamiliar Claim Analysis: Analyze a new claim by identifying its conclusion, evidence, assumptions, source quality, and one reasonable counterargument, then give a justified confidence judgment.
Problem Brief: Turn a vague school scenario into a precise problem statement that names the goal, stakeholders, constraints, missing information, and a measurable sign of success.
Source Comparison: Compare two sources that disagree and explain which is better supported, using relevance, evidence, expertise, date, purpose, and corroboration rather than personal preference.
Decision Matrix Challenge: Evaluate three possible solutions to a practical problem using at least four criteria, explain the trade-offs, and defend the final choice in writing.
Test and Revision: Given results from a failed prototype, identify what assumption may have been wrong and propose a revised test that could produce more useful evidence.
Transfer Reflection: Choose a recent task from English, mathematics, science, or daily life and explain how critical thinking changed or could change the way you approach it.

Evidence of Learning

Knowledge

You can explain claims, evidence, reasoning, assumptions, bias, criteria, constraints, trade-offs, divergent thinking, convergent thinking, and iteration in your own words.

Skills

You can ask focused questions, check sources, build and evaluate arguments, define problems, generate options, compare solutions, test ideas, use feedback, and revise your thinking.

Products

Your evidence may include an argument map, problem tree, decision matrix, source evaluation, prototype, experiment record, interview summary, reasoning video, or written proposal.

Transfer

You can apply the same habits to new situations in school and beyond: checking a viral claim, planning a group project, interpreting data, improving a routine, or making a decision with consequences for other people.

Reflection

You can identify where your first idea changed, which evidence caused the change, what uncertainty remains, and what you would investigate next.

OERs on the Topic

Explore these English Wikipedia articles as starting points for further open learning. As with any source, check the references and compare important claims with other reliable sources.

Linked Learning Areas

Critical Thinking and Problem Solving

Critical thinking and problem solving connect strongly with English language arts, mathematics, science, social studies, digital citizenship, media literacy, design, technology, and life skills. They help you explain your ideas clearly, test whether evidence is strong enough, and make decisions that can be revised when better information appears.

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