In the classroom, we ask questions constantly. However, not all questions are created equal. Most classroom dialogue falls into one of three categories:

1. Factual: "Where does your mother live?"
2. Personal Preference: "What is your favorite ice cream flavor?"
3. Critical Inquiry: "What would be the best action for this character to take next?"

While factual and preference-based questions have their place, critical inquiry is where the real magic happens for language learners.

As teachers, we often assign tasks that are easy to grade but offer little "stretch." A checklist of requirements makes marking 200 projects manageable, but it doesn't necessarily inspire.

The secret to balancing a manageable workload with high-level thinking is Criteria. Criteria are the attributes that help us recognize quality. When we teach students to develop and use criteria, we empower them to make reasoned judgments about their own work.

Try this process: Have students work in pairs to brainstorm criteria for a project, then move into small groups to select the best ones. Finally, as a class, narrow the list down to a few essential pillars of quality. This process extends the thinking before the "real" work even begins.

If you are at the very beginning of a play or working with "level zero" students, your focus will naturally be on vocabulary. However, as the year progresses, you can weave in critical thinking even with a limited lexicon.

Your goal for this week: Notice the moments where you can encourage "extra" thinking. Start incorporating these challenges into Teacher-Led Self-Expression and Spontaneous Talk. These are the areas where language truly blossoms and where students take ownership of their learning.

Making them think is the icing on the cake!