Before beginning a lesson, ask students to think about what they already know about the topic. Take a few moments to have a whole-group discussion on prior knowledge or ask students to make lists that they consult at the end of the lesson.
When you introduce a new subject to your class, do so thoroughly and objectively. Provide information that reflects various perspectives and presents materials from multiple disciplines. For example, when teaching a unit on the Great Depression, include perspectives from the wealthy and poor, laborers and executives and men and women. Discuss the social and political climate of the 1920s, 1930s and 1940s. Using the technology at your disposal -- such as projectors and audio equipment -- share with students art, music, fashion, inventions and literature of the time.
Allow students time to reflect on what you tell them. Instead of requiring them to take notes on your every word, ask them to write down the important elements and jot down their own questions and observations. You might need to slow down your lessons to provide time for reflection, but your students' learning experiences should be richer and more meaningful as a result.
Once students are provided enough time to reflect on new ideas, ask them to share their questions and observations. This can be accomplished in a number of ways, such as placing students in groups of two to four. While students are working with one another, walk around the room and listen to their observations and questions. Make sure all students have a turn to share. Group work can be followed by a whole-class discussion.
Introspection is the reflection and examination of one's thoughts. Active introspection on a classroom lesson requires students to retain information and apply it to other topics, such as through writing or research. For example, ask students to write a journal entry that applies the lesson to their own lives. Students could also conduct in-depth research on a specific topic of the lesson, such as the effects of the Great Depression on children, and then present their findings to the class.
Critical-thinking skills can and should be taught to both gifted and mainstream children. However, teachers might need more time to teach critical thinking to mainstream students than those labeled gifted for a couple of reasons. First, students in gifted programs are more regularly encouraged to think critically, and are therefore used to the process. Additionally, although the definitions for "gifted" vary considerably, students labeled gifted are often recognized as having advanced critical-thinking skills.