I feel that the definition of critical thinking is the ability to research and find information, analyze and evaluate that information, and use that information in an appropriate manner to solve real life problems.  To do this a teacher must provide students with opportunities to mull over relationships between facts learned and information gathered.  They need to be allowed to determine the relevance of the research they discover.  They need to be made responsible for the decisions made during learning.  They need ownership of what they are taking in cognitively.  This will provide the motivation for continued learning.
       This year I used many  lessons which I feel promote critical thinking skills but I would like to focus on three of these..  One of these lessons is What is a Verb?, a lesson for second to fourth graders.  The idea for this lesson came after I heard a third grader ask his teacher why they needed to know parts of speech, verbs in particular.  I began the lesson by leading the students through a video clip from United Streaming entitled, Herb and His Verbs.  This video clip provides a definition for verbs in a fun manner.  After the video, I showed various pictures that I gathered from a web site called Pics 4 Learning.  I showed the picture and put a sentence on the overhead to accompany the picture.  Students were asked to identify the verb and tell what kind of verb it was.  Next I checked for understanding by having students utilize a web site to test their knowledge of verbs.  While students were trying their skills on the web site game, I walked around and observed to see where student weaknesses fell.  I also carried with me a bag of tile letters and had students pull 3-5 letters from the bag.  Students were asked to create a made up word from their letters and to come up with a definition for that word.  They could not reveal that definition to anyone.  I then had the students open up a software program.  I gave them a choice between Power Point, KidPix, or Microsoft Paint.  They were to use the program to design a picture which would explain to the rest of us the definition of their word.  One child asked if he could use the school's digital camera to gather the pictures to define his word.  He put the pictures into a folder and used Windows to create the sideshow.  After the lesson I asked the students to think of times they may have to figure out a word that may not ever have heard of before.  Answers included, during reading, when learning a new language, and if you visited another country. 
     The second lesson I did was called Native American Adaptations.  Not being familiar with fourth grade
SOLs, I went straight through the VDOE's enhanced scope and sequence, refining it slightly to build technology skills.  I started off using a KWL  graphic organizer. Using a KWL helps students to access prior knowledge which helps build retention.   I again used a video from United Streaming and brought in many web sites.  Students were asked to research and I  provided students with an opportunity to discuss what they have learned in small groups using a "jigsaw".  After the students had thoroughly researched the topic of Native Americans and the adaptations to their environment, students were given an assessment project.  For the assessment, students were asked to prepare a report to the King of England on one Language Group.  The information prepared for the king will aid more incoming settlers in preparing for colonization.  By taking what they had learned from the lessons and research on Native Americans and applying it to English settlers, I was promoting the critical thinking skills of my students.  Students were given a choice between Publisher, Photo Story, or  Power Point to create the king's presentation.
     Often times, critical thinking means allowing the students to explore subjects and topics not typically covered by the tested SOLs and giving them an opportunity to see how the expanded topic relates back to what they are studying.  This is why I have included  the lesson on what a scientist does.  In this lesson students researched famous scientists and the scientific method.  They looked at their own SOLs and were asked to make a decision about which SOL a chosen scientist would have interest in.  At the end of the lesson a report or presentation was expected from the students.
      Students also need to have a chance to show their creativity.  Unfortunately, many teachers think that promoting creativity means allowing students to do anything they wish.  This could not be farther from the truth.  In my experience, when I told students to do whatever they wished, the students ended up imitating another child or imitated me.  This is not creative!  Providing limitations or guidelines actually enhances creative thinking skills since it provides safe boundaries for students to explore within and aids the student in focusing on the problem to be addressed rather than the how of addressing the problem..  In both my lessons I provided these comfortable limitations.  I limited the technologies to just a few so that the students could move more quickly into project.  Students were given 20 minutes to "play" with the different technologies so that they would know which one would best work for them.  After the 20 minutes of play, student were asked to write the name of the program they would use on a 3 x 5 card.  They were informed that they could not change their mind after the decision had been made.   Students were also given the chance to work in partners small groups if desired.  they were made aware that no "stretching room" in the evaluation would be allotted if they chose not work alone. I gave the rubrics out and I clarified what I was looking for.  They students then began the projects.  In the science lesson I again gave the students choices but supplied a rubric to guide those choices.
       Students were excited over the these lessons and the results were positive.  I think that next year I will spend a little more time teaching Publisher before the students actually use it.  I mistakenly thought that since Publisher was so much like Word, that students would quickly understand the program.  I was mistaken and as a result, Publisher was not a high priority in software programs.