This instructional strategy involves students responding to statements by determining whether they agree (yes), disagree (no), or are not sure (maybe). Students proceed to different areas of the room designated for each response, where they speak to peers in groups of two to three and explain why they chose yes, no, or maybe. After each group has reported, the teacher emphasizes the diversity of perspectives and rationales and allows pupils to return to their seats.

By repeating this game with different prompts, kids get to share and hear their peers' perspectives many times. This deepens students' reflections, particularly when structured around selected readings on intellectual humility.

Students often don’t know whether the information they are reading online is accurate. Students who lack intellectual humility are more likely to believe websites that appear authoritative. They lack the ability to determine whether what they read is true or false.

To build up healthy skepticism, pupils might learn how to read laterally and triangulate. This method entails opening new browser tabs to look for further information regarding the site they just viewed, the claims made, or the sources cited. Above all, teachers want students to learn that there are no shortcuts to receiving reliable information and that they should listen to their misgivings about a source.

Curiosity is an important component of intellectual humility. It is characterized by a proclivity to consider how something else could be, could have happened, etc. Presenting kids with an image like the one below and asking them to name all the things each one could be are two tactics for developing curiosity.

A comparable activity involves taking an object, such as a ruler, paper clip, or pen, and asking how many different things it may be. Doing either or all of these on a frequent basis helps pupils break the habit of believing that a single answer or explanation is the only, or even the best, solution.

To assist students to develop a sense of intellectual humility, the teacher can show them an ambiguous picture or optical illusion, such as the one below, and ask them to write down what they perceive. The teacher inquires as to how they know they are correct about what they are seeing. Then, the teacher can ask them to discuss their thoughts and rationale with one or more classmates.

When this type of activity is conducted on a regular basis, it helps students recognize that what they are so certain about may appear differently to others who see the same thing but perceive it differently, for reasons they can defend.

The teacher cuts the shape of two pairs of feet out of colorful paper. When two students disagree, place the pairs of feet on the floor and ask each student to step on one of the pairs, facing each other from about three feet apart. This practice works well when kids are having regular low-stakes classroom conflicts. The teacher then invites each student to state their side of the argument. The teacher then instructs them to stand on the feet of the other person. The teacher has each student fully repeat the position of the other student and has them switch feet as needed so that the other student's position can be stated and repeated as needed. The teacher then asks what the other individual said that they can agree with. The teacher concludes by asking what each of them can do so that the situation does not happen again.

Intellectual humility necessitates a willingness to listen and maybe see a viewpoint that differs from one's own. For most students in conflict, having to put oneself in the shoes of another is an unusual exercise. They are usually uninterested in hearing another person's point of view. This task necessitates that they do so correctly. They recognize that they will have to "drop their feet" during any such conflict, so it could be a good idea to start listening and evaluating their certainties sooner rather than later.