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Trainer's Manual
Critical Thinking Lab

Help prevent radicalisation by

learning how to equip youths
with critical thinking skills

Released to the public in May 2021

The contents of this manual are the sole responsibility

of the authors and can in no way be taken to reflect the
views of the European Commission.

This project was funded by the European Union’s Internal

Security Fund — Police, under Grant Agreement No. 823683.
Contents

Executive Summary 3
Experimental Lab ‘Critical Thinking’ 4
Why teaching critical thinking? 4

Manual rationale 4
Key competences to be developed 4
Methodology 5

Experimental Lab Scenario 6

Theme 6
Target audience 6

Core questions to be answered 6

Core concepts to be addressed 6
Key learnings 7
Exercises 7
Further resources 26
Logistics 26

References 27

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Exercises
#1 Try one sentence 8
#2 Role playing in a conflict situation 10
#3 Critical thinking through solution fluency 11
#4 A checklist for reasoning 13
#5 Spinner 17
#6 The 6 questions exercise 20
#7 Guided discussion 22
#8 Six steps in critical thinking 24

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Executive Summary

The most fundamental definition of thinking is very simple and intuitive: all humans think. But critical
thinking begins when we start thinking about our thinking with a view toward improving it (Paul &
Elder, 2014, p. 6).

Critical thinking can be analysed as having two components: (1) a set of information and belief
generating and processing skills, and (2) the habit, based on intellectual commitment, of using those
skills to guide behaviour. It is thus to be contrasted with: (1) the mere acquisition and retention of
information alone, because it involves a particular way in which information is sought and treated; (2)
the mere possession of a set of skills, because it involves the continual use of them; and (3) the mere
use of those skills (“as an exercise”) without acceptance of their results.

This manual was designed as a tool to be used in the experimental lab dedicated to developing critical
thinking skills for children and youth in vulnerable environments, in order to develop their capacity of
self-guided, self-disciplined thinking which attempts to reason in a fair-minded way.

This project was funded by the European Union’s Internal 3

Security Fund — Police, under Grant Agreement No. 823683.
Experimental Lab ‘Critical Thinking’

Why teaching critical thinking?

By being taught how to think critically, we learn how to pursue “truth” over our own biases, persist
through challenges, assess our own thinking fairly, and abandon mistaken reasoning for new and
more valid ways of thinking.
Why is critical thinking important when addressing societal polarisation caused by the adoption and
spread of extremist ideologies? Because it empowers young people to think independently, to make
sense of the world based on personal experience and observation, and to make critical well-informed
decisions in this way. As such, they gain confidence and the ability to learn from mistakes as they build
successful and productive lives.

Manual rationale
This manual is aimed to provide the curricula and actual content of the experimental lab dedicated to
critical thinking techniques in the form of innovative games, exercises and techniques to be adopted
in working with children and youth in vulnerable environments, in order to develop their critical
thinking capacity.
Thinking or reasoning involves objectively connecting present beliefs with evidence determining an
individual to form new beliefs and opinions. By comparison, critical thinking is a deliberate meta-
cognitive (thinking about thinking) and cognitive (thinking) act whereby a person reflects on the
quality of the reasoning process simultaneously while reasoning to a conclusion. The thinker has two
equally important goals: coming to a solution and improving the way she or he reasons (Moore, 2007,
p. 2).
The curricula and content of the lab should be used in direct correlation with the support material
provided in the present document.

Key competences to be developed

Becoming aware of the inherently flawed nature of human thinking when left unchecked and
thus diminishing the power of human egocentric and socio-centric tendencies.
Improving participants’ reasoning abilities and their awareness about the situations when they
become victims of mistakes in reasoning, human irrationality, prejudices, biases, distortions,
uncritically accepted social rules and taboos, self-interest, and vested interest.
Avoiding thinking simplistically about complex issues and striving to appropriately consider
the rights and needs of others.

This project was funded by the European Union’s Internal 4

Security Fund — Police, under Grant Agreement No. 823683.
Methodology
This experimental lab is based on developing knowledge and skills though the cognitive-behavioural
instructional model and the learning by doing model. Its main aim is to provide trainees with an
essential set of skills and behaviours easily usable and adaptable when dealing with young
individuals. Participants will also be encouraged to learn and replicate these techniques whenever
adequate within communities.

The lab is designed to be used as a safe chamber where participants can learn and experiment
alternative ways of responding to contexts where stereotyped and unreasonable thinking is displayed
or experienced by young individuals in connection to social isolation, polarisation and extremism.
Participants will also be encouraged to learn and replicate these techniques whenever adequate
within communities.

The lab proposes techniques that help teach young individuals respond to anger stimuli in concrete
situations. It equips professionals involved in interaction with young people with solutions to
encourage them how to control the episodes of undisciplined or irrational thought, raise the quality
and depth of experience and identify own blind spots and tendencies towards self-delusion.

Educational techniques
Instruction
Demonstration
Role play
Rehearsal in pretend scenarios
Feedback
Reinforcement
Extended practice
Guided discussions
Cognitive modelling through mentor think aloud
Free discussions
Covert self-instruction (student inner speech)

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Experimental Lab Scenario

Theme
Critical thinking – understand, learn how to use, integrate into everyday professional interaction with
individuals vulnerable to radicalisation and violence those strategies and techniques that can empower
young people avoid thinking simplistically about complicated issues and strive to appropriately
consider the rights and needs of relevant others.

Target audience
First line professionals working with youth vulnerable to radicalisation – teachers, school councillors,
social workers, police and security officers.

Core questions to be answered

What is critical thinking?

Can we enhance our ability to think on sensitive issues that usually lead to conflict?

How can we address questions to de-conflict and better understand the reasons that lay
behind mental shortcuts, presuppositions and deeply routinized mental models?

What is the relationship between thinking and thinking about the way we think?

What are the best strategies to identify stereotyped patterns of thinking and acting in your
personal life?

What are the best strategies to counter simplistic and biased thinking of vulnerable teenagers?

How much can a teacher or a social worker help and where do we need to address professional
help (e.g. individual therapy, group therapy)?

Core concepts to be addressed

Critical thinking, stereotyped thinking, questions, biases, thinking outside the box, independent
thinking.

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Key learnings
Recognise the signs of simplistic and simplifying thinking in themselves and others

Identify the psychological fundamentals of thinking, how it affects the attitudes and
behaviours of the individual, how it can be enhanced towards self-directed, self-disciplined,
self-monitored, and self-corrective thinking expressions

Understand how they can offer support in the short term and advice troubled individuals on
the psychological support they might need in the long run

Develop social responsibility and social skills to address individuals with stereotyped thinking

Reflect on how strategies and tactics used in addressing biased thinking can be integrated and
adapted to their professional routine

Exercises
Types of exercises to be developed:

Try one sentence

Role playing in a conflict situation
Critical thinking through solution fluency
A checklist for reasoning
Spinner
The 6 questions exercise
Guided discussion
Six steps in critical thinking

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 1 Try one sentence

Exercise No. 1 Try one sentence 1

Objective Understanding the impact of different perspectives on the same

topic

Target audience Age groups - teenage/adult

Timing 30 minutes

Input White paper, pens, markers

Description The trainer form groups of 8-10 participants. Next, the trainer asks
the first participant from each group to write on a piece of paper
one sentence describing a pre-defined topic (i.e. defining tolerance,
hate, bullying etc.).
After the first participant writes the sentence, he passes the paper
to the second one who adds her/his sentence that illustrates the
understanding of the topic also in a single sentence.
After writing, the participant folds the paper down to cover the
sentence received. Now only their sentence can be visible, so each
time they pass the paper, the next participant can read only the last
sentence.
The goal is for participants to understand how each participant ads
his/her own vision on the topic and how their perspectives vary.
Additionally, they learn to apply their knowledge and logic to
explaining themselves as clearly as possible.
At the end, the trainer collects the paper and presents to the group
the definitions, explaining the importance of having different
perspectives when addressing a problem.

TIPS:
At the end of the exercise, it is important to note that analysing a
problem from different perspectives is helpful in finding the best way
to solve it and reducing uncertainty 2.

1 Adapted from (Watanabe-Crockett, 12 Solid Strategies For Teaching Critical Thinking Skills, 2019)
2 Subject developed by Richards. J. Heuer, Psychology of intelligence analysis, Center for the study of intelligence, CIA, 1999, Figure 3

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 Also, by acknowledging the fact that humans have different
perspectives, the trainer reinforce the notion of tolerance and
acceptance of diversity.
“One of the many ways in which our mind attempts to make life easier
is to solve the first impression of the problem that it encounters. Like
our first impressions of people, our initial perspective on problems
and situations are apt to be narrow and superficial. We see no more
than we’ve been conditioned to see — and stereotyped notions
block clear vision and crowd out imagination. This happens without
any alarms sounding, so we never realize it is occurring”3.

Learning method Learning by doing demonstration and guided discussion

Visual support -

Figure 1. Perspectives

3 Creative thinking, http://creativethinking.net/different-perspective/#sthash.ZFpbQ5wz.dpbs

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 2 Role playing in a conflict situation

4
Exercise No. 2 Role playing in a conflict situation

Objective Developing critical thinking skills via role-playing, construct

arguments and debate

Target audience Age groups - teenage/adult

Timing 60 minutes

Input internet access for research

Description The starting premise is that role-playing is a good method for

exercising critical thinking and becoming someone else calls upon
stretching both one’s analytical and creative mind.
The trainer pairs students up and ask them to do research about a
possible conflict involving an interaction between two persons (i.e.
civil-rights professor vs. student with Islamic orientations, parent
– children, teacher – student, policemen – delinquent teenager,
prosecutor – defence lawyer etc.).
Then the trainer asks them to decide which character they each
choose to play. The participants will adopt different points of view in
this conflict, related to the character chosen to play.
The scope of the exercise is to let them discuss the subject until they
can mutually explain the other’s point of view.
In the end, the final challenge for each participant will be to suggest
a compromise and solve the potential conflict.

Learning method Role play

Visual support -

4 Adapted from from (Watanabe-Crockett, 12 Solid Strategies For Teaching Critical Thinking Skills, 2019)

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 3 Critical thinking through solution fluency

5
Exercise No. 3 Critical thinking through solution fluency

Objective Developing the critical thinking skills following a predefined guideline

for addressing the problem and constructing arguments

Target audience Age groups - teenage/adult

Timing 90 minutes

Input Access to internet for research and documentation, white papers,

flipchart, and markers

Description The trainer divide participants into groups of 8-10 persons and ask
them to work together to create an European strategy for combating
the drug consumption among young people by using the Solution
Fluency process which is defined by the 6 Ds - Define, Discover,
Dream, Design, Deliver, and Debrief:
DEFINE: Participantsmust decide exactly what needs to be solved
and give proper context to the problem.
DISCOVER: Includes researching, gathering, and analysing
information about the problem.
DREAM: Here we open the heart and mind to the possibilities of a
solution the way we want it.
DESIGN: This is the workshopping phase. Here the actual mechanics
of your solution begin to take shape.
DELIVER: This involves the action for completing the product
(produce) and presenting the proposed solution (publish).
DEBRIEF: The reflection stage is where participants look at the ways
they succeeded, and ways they can use to improve their approach in
future situations.

5 Adapted from (Watanabe-Crockett, The One Critical Thinking and Problem Solving Process Everyone Needs, 2019)

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 For each stage, the trainer provides and discuss the following guiding
questions:
DEFINE: What are the details of the challenge we face? What do we
want to overcome specifically? What do we want to solve?
DISCOVER: What do I need to know and what do I need to be able
to do? Why do we need this to happen? Why hasn’t it been done
previously? If it has, why wasn’t it successful? What can we change?
DREAM: What do we truly want to create? How will it function? What
will it look like? What’s our best-case scenario for the end goal?
DESIGN: What does it look like “on paper”? How will we create
and implement it? What are the steps we must take? What are the
milestones and guidelines we will set for ourselves? How will we
ensure everything is being done right and on time? How will we deal
with problems?
DELIVER: How do we bring this idea into functional reality? How do
we practically apply what we’ve done? How will we present this to
people? How will we know it’s working?
DEBRIEF: What were the results of our efforts? How did we succeed
or fall short of accomplishing our goal? What went well, and what
didn’t? How can we improve our efforts and outcome in the future?
How can we apply what we’ve done to similar problems?
At the end of the process, each team must present the final product
and the trainer ask other participants to evaluate and compare the
results.

Learning method Brainstorm, guided discussion, feedback

Visual support -

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 4 A checklist for reasoning

6
Exercise No. 4 A checklist for reasoning

Objective Developing the critical thinking skills following a predefined guideline

for addressing the problem and constructing arguments

Target audience Age groups - teenage/adult

Timing 90 minutes

Input Access to internet for research and documentation, white paper,

vide-projector, flipchart, and markers

Description The trainer asks participants to form teams of 3 people. Then,

present the task, common for all teams: to write a 1-page paper that
will convince their peers to reduce the energy consumption in their
school (institution).
Afterwards, the trainer will provide participants with a guide of steps
that they should take into account when solving the task (projected
on the screen):
1) All reasoning has a PURPOSE
• State your purpose clearly
• Distinguish your purpose from related purposes
• Check periodically to be sure you are still on target
• Choose significant and realistic purposes

2) All reasoning is an attempt to FIGURE something out, to settle

some QUESTION, solve some PROBLEM
• State the question at issue clearly and precisely
• Express the question in several ways to clarify its meaning and
scope
• Break the question into sub-questions
• Distinguish questions that have definitive answers from those
that are a matter of opinion and from those that require
consideration of multiple viewpoints

6 Adapted from (Paul & Elder, 2008, pg. 4-6).

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3) All reasoning is based on ASSUMPTIONS
• Clearly identify your assumptions and determine whether they
are justifiable
• Consider how your assumptions are shaping your point of view

4) All reasoning is done from some POINT OF VIEW

• Identify your point of view
• Seek other points of view and identify their strengths as well
as weaknesses
• Strive to be fair-minded in evaluating all points of view

5) All reasoning is based on DATA, INFORMATION and EVIDENCE

• Restrict your claims to those supported by the data you have
• Search for information that opposes your position as well as
information that supports it
• Make sure that all information used is clear, accurate, and
relevant to the question at issue
• Make sure you have gathered enough information

6) All reasoning is expressed through, and shaped by, CONCEPTS

and IDEAS
• Identify key concepts and explain them clearly
• Consider alternative concepts or alternative definitions of
concepts
• Make sure you are using concepts with care and precision

7) All reasoning contains INFERENCES or INTERPRETATIONS by

which we draw CONCLUSIONS and give meaning to data
• Infer only what the evidence implies
• Check inferences for their consistency with each other
• Identify assumptions that lead to inferences

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8) All reasoning leads somewhere or has IMPLICATIONS and
CONSEQUENCES
• Trace the implications and consequences that follow from your
reasoning
• Search for negative as well as positive implications
• Consider all possible consequences

For each stage provide and discuss the following guiding questions
using the elements of thought:

PURPOSE:
• What am I trying to accomplish?
• What is my central aim? My purpose

QUESTIONS:
• What question am I raising?
• What question am I addressing?
• Am I considering the complexities in the question?

INFORMATION:
• What information am I using in coming to that conclusion?
• What experience have I had to support this claim?
• What information do I need to settle the question?

INFERENCES/CONCLUSIONS:
• How did I reach this conclusion?
• Is there another way to interpret the information?

CONCEPTS:
• What is the main idea here?
• Can I explain this idea?

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 ASSUMPTIONS:
• What am I taking for granted?
• What assumption has led me to that conclusion?

IMPLICATIONS/CONSEQUENCES:
• If someone accepted my position, what would be the
implications?
• What am I implying?

POINTS OF VIEW:
• From what point of view am I looking at this issue?
• Is there another point of view I should consider?

At the end of the process, each team has to present the final product
and the trainer ask other participants to evaluate the impact of the
papers.

Learning method Brainstorm, guided discussion, feedback

Visual support -

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 5 Spinner

Exercise No. 5 Spinner 7

Objective Understanding the role of questions for critical thinking

Target audience Teenage/adult

Timing 90 minutes

Input White paper, pencil, flipchart, and markers

Description The trainer divides the participants into two separate groups: Team
A and Team B. Then, ask participants from both teams to form the
working groups in form of a circle.
Next, the trainer asks the participants from team A to remember the
last book they read (or a journal article) and to write a maximum 3
page paper about it.
The trainer gives the same assignment to team B but presents the
team members a printed A4 paper with the fiction or nonfiction
spinner (or writes it down with a marker) and a pencil.
Next, the trainer asks each participant from team B to spin the pencil
and then write the answer to the question indicated by the pencil. If
they land on the same question more than once, the trainer instructs
them to spin again. This step will be repeated, until the participants
answer all the questions.
In the end, the trainer collects the answers from both teams and
offers general feedback, stressing the importance of questions in the
critical thinking process.
Also, the trainer asks the participants to evaluate how easy/difficult
was the process for members of team A and team B and compares
the results for the audience.

7 http://ilove2teach.blogspot.com/2012/09/reader-response-freebies.html

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 TIPS:
It is important for the trainer to address the importance of questions
in guiding the critical thinking process and also to present some
strategies to compensate the limitations of working memory and
overcome the cognitive biases (e.g. Heuer’s decomposition and
externalization; “decomposition means breaking a problem down
into its component (…) and externalization getting the decomposed
problem out of one’s head and down on paper or on a computer
screen in some simplified form that shows the main variables,
parameters, or elements of the problem and how they relate to each
8
other” ).

Learning method Brainstorming, demonstration, guided discussion, feedback

Visual support Printed graphics representing the spinners

8 Richards. J. Heuer, Psychology of intelligence analysis, Center for the study of intelligence, CIA, 1999, p. 86-87

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Figure 2. Fiction spinner

Figure 3. Nonfiction spinner

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 6 The 6 questions exercise

Exercise No. 6 The 6 questions exercise 9

Objective Understanding the role of questions for critical thinking

Target audience Age groups - teenage/adult

Timing 45 minutes

Input Internet access for research and documentation, white paper,

flipchart, and markers

Description The trainer divides the group of participants in pairs. Then ask them
to choose an article related to a recent event or development in their
local language (e.g. immigration, global warming or development of
technology like internet of things, artificial intelligence) and present
it to the audience.

Next, the trainer asks each team to provide answers to all 6 questions
in the order presented in Figure 4.

In the end, the trainer asks each group to decide if the article can be
trustworthy or not, based on the answers provided to the guiding
questions, stressing the importance of questions for the critical
thinking process.

Learning method Demonstration, feedback

Visual support Printed graphic representing Figure 4

9 Adapted from Watanabe-Crockett, How to Develop A Critical Thinking Mindset in Elementary Students, 2016

This project was funded by the European Union’s Internal 20

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Figure 4. Steps to a critical thinking process (5WH)

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 7 Guided discussion

Exercise No. 7 Guided discussion 10

Objective Understanding the importance of constructing valid arguments and

developing the critical thinking skills

Target audience Age groups - teenage/adult

Timing 30 minutes

Input Internet access for research and documentation, video projector,

white paper, flipchart, and markers

Description The trainer divides the participants in two teams and assigns the
teams with the task: Team 1 – PRO, and Team 2 – CON; with regards
to the hypothesis: students using computers during the lectures in
the classrooms.
In the end, each team will present their arguments.

TIPS:
The trainer have to address the problem of logical fallacies, giving
the example of hasty or faulty generalisation and the fact that
sometimes the statistics can be misleading, if the numbers are
interpreted in a biased way or the research is not done according to
the methodology.
“Hasty generalization (also known as: argument from small numbers,
statistics of small numbers, insufficient statistics, argument by
generalization, faulty generalization, hasty induction, inductive
generalization, insufficient sample, lonely fact fallacy, over generality,
overgeneralization, unrepresentative sample) can be defined as the
process of drawing a conclusion based on a small sample size, rather
than looking at statistics that are much more in line with the typical
or average situation” 11.
YouTube video recommended about hasty generalization:
https://www.youtube.com/watch?v=b_UqIfw7Zmw

10
https://www.slideshare.net/NikPeachey/exploiting-infographics-developing-critical-thinking
11
https://www.logicallyfallacious.com/tools/lp/Bo/LogicalFallacies/100/Hasty-Generalization

This project was funded by the European Union’s Internal 22

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Learning method Demonstration, feedback

Visual support YouTube video

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 8 Six steps in critical thinking

Exercise No. 8 Six steps in critical thinking 12

Objective Understanding the role of questions and paraphrasing in the process

of critical thinking

Target audience Age groups - teenage/adult

Timing 60 minutes

Input Internet access for research and documentation, video projector,

white paper, flipchart, and markers

Descripción The trainer asks the participants to follow the TED talk related to
the global warming issue available at the link below (please use the
transcription for your local language):
https://www.ted.com/talks/greta_thunberg_school_strike_for_
climate_save_the_world_by_changing_the_rules/transcript
Then, the trainer provides each participant the printed chart and ask
them to fill in the CHART (Figure 5).
The scope is to check if the participants recall all the points raised
by the speaker. Also, in order to response to all the questions listed
in the chart, the participants have to evaluate and analyse the main
ideas presented.

TIPS:
In the end the trainer has to stress the importance of questions in the
process of critical thinking and also the importance of paraphrasing,
as the first level of reading proficiency and understanding 13.

Learning method Instruction, demonstration, feedback

Visual support Printed chart

12 https://www.educatorstechnology.com/2013/05/a-must-have-chart-featuring-critical.html
13 https://www.criticalthinking.org/files/ReadWritingTestOp1.pdf

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Figure 5. Critical thinking skills

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Further resources
Critical thinking Fundamentals: Introduction to critical thinking, YouTube video available at
https://www.youtube.com/watch?v=Cum3k-Wglfw
Moore, D. T. (2007). Critical Thinking an Intelligence Analysis. Occasional Paper Number
Fourteen. Washington, DC: National Defense Intelligence College.
Paul, R., & Elder, L. (2008). The Miniature Guide to Critical Thinking. Concepts and Tools. Dillon
Beach: Foundation For Critical Thinking Press.
Hasty Generalization, YouTube video available at:
https://www.youtube.com/watch?v=b_UqIfw7Zmw

Logistics
Working space description: video projector and screen, laptop, white A4 paper, flipcharts,
markers, chairs that can be placed flexibly around the room
Lab support: Internet access, links available if any

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References

Critical thinking Fundamentals: Introduction to critical thinking, YouTube video available at:
https://www.youtube.com/watch?v=Cum3k-Wglfw

Heuer, R. J. (1999). Psychology of intelligence analysis. Washington DC: Center for the study of
intelligence

Moore, D. T. (2007). Critical Thinking an Intelligence Analysis. Occasional Paper Number

Fourteen. Washington, DC: National Defense Intelligence College.

Paul, R., & Elder, L. (2008). The Miniature Guide to Critical Thinking. Concepts and Tools. Dillon
Beach: Foundation For Critical Thinking Press

Watanabe-Crockett, L. (06 05 2019 r.). 12 Solid Strategies For Teaching Critical Thinking Skills.
Extracted from Wabisabi Learning: https://www.wabisabilearning.com/blog/teaching-critical-
thinking-skills

Watanabe-Crockett, L. (10 04 2019 r.). The One Critical Thinking and Problem Solving Process
Everyone Needs. Extracted from Wabisabi Learning:
https://www.wabisabilearning.com/blog/critical-thinking-problem-solving-process

Watanabe-Crockett, (2016) How to Develop A Critical Thinking Mindset in Elementary Students

https://www.slideshare.net/NikPeachey/exploiting-infographics-developing-critical-thinking

https://www.educatorstechnology.com/2013/05/a-must-have-chart-featuring-critical.html

https://www.ted.com/talks/greta_thunberg_school_strike_for_climate_save_the_world_by_
changing_the_rules/transcript

http://creativethinking.net/differentperspective/#sthash.ZFpbQ5wz.dpbs

http://ilove2teach.blogspot.com/2012/09/reader-response-freebies.html

https://www.slideshare.net/NikPeachey/exploiting-infographics-developing-critical-thinking

https://www.logicallyfallacious.com/tools/lp/Bo/LogicalFallacies/100/Hasty-Generalization

https://www.educatorstechnology.com/2013/05/a-must-have-chart-featuring-critical.html

https://www.criticalthinking.org/files/ReadWritingTestOp1.pdf

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 www.armourproject.eu

LEGAL NOTICE: The work presented reflects the findings of ARMOUR Work Package 3 ‘Experimental Labs’.
The views expressed here are the sole responsibility of the respective authors and do not necessarily
reflect the views of the European Commission.

This project was funded by the European Union’s Internal

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