What is it:

The pupils are presented with a dilemma and must think about whether they are more in favour or against it. They weigh the pros and cons, argue their point of view, and justify their choices based on their reasoning.

How does it work:

Step 1: Introduction to the theme and giving the dilemma.

Step 2: giving content

Step 3: thinking activity in small groups and making a decision

Step 4: class discussion. Each group presents their opinion and arguments. Encourage a variety of viewpoints.

Step 5: Reflection on thinking

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Students are working at critical thinking because:

• they weigh multiple perspectives against each other.
• they are required to make deliberate choices and justify them.

Pupils can analyse a real-world dilemma (living near a volcano) by identifying and weighing advantages and disadvantages.

Pupils can articulate their reasoning, justify their decisions, and support their viewpoint with evidence.

Pupils demonstrate collaborative problem-solving skills by discussing, negotiating, and reaching a decision in small groups.

Pupils show critical thinking and reflection by considering multiple perspectives and evaluating the reasoning behind their own and others’ choices.

The dilemma must be realistic and meaningful.

Examples of dilemma’s; Would you live near a volcano?​ Should we eat fruit or cookies every day?

See attachment: Would you live near a volcano?

It depends of the dilemma.  But provide enough information about the topic so that pupils can make well-considered choices

Analysing the Problem / Situation

• What are the main aspects of this situation?
• What information do you need to make a well-informed judgment?
• Are there different ways to look at this problem?

 Weighing Pros and Cons

• What are the possible advantages of this choice?
• What disadvantages or risks do you see?
• Which advantage or disadvantage do you consider most important, and why?

Reasoning and Justifying

• How can you explain your choice to others?
• What evidence or examples support your opinion?
• What objections might someone raise, and how would you respond?

If pupils struggle to start thinking

• Encourage them to first list any advantages and disadvantages they can think of.
• Suggest focusing on one aspect at a time to avoid feeling overwhelmed.

If pupils give vague or shallow answers

• Ask prompting questions like: “Why do you think that is important?” or “Can you give an example?”
• Encourage them to consider both sides of the dilemma before deciding.

If pupils disagree strongly in groups

• Remind them that it’s okay to have different opinions.
• Encourage listening to each other and finding common ground or compromises.

If pupils are stuck on the decision

• Ask them to think about what additional information would help them decide.
• Suggest imagining the situation from different perspectives (e.g., farmer, tourist, child).

If pupils rush the process

• Remind them that careful thinking is more important than quickly choosing an answer.
• Encourage them to write down reasons and evidence before announcing their decision.

Beginner:

• Provide clear, concrete dilemmas with pros and cons that are easy to understand.
• Use short texts, pictures, or videos to give context.
• Example: “Should we eat fruit or cookies every day?”

Advanced learners :

• Provide more complex dilemmas where multiple factors play a role.
• Let pupils think of pros and cons themselves and justify their choices.
• Example: “Should people live near a volcano?”

Expert:

• Provide abstract or real-world dilemmas where pupils must weigh multiple perspectives.
• Encourage them to justify their decision with evidence or data and reflect on possible counterarguments.

Example: “Should governments invest in nuclear energy or renewable energy to combat climate change?”

• What helped you to think more deeply?
• What helped you think carefully about your choice?
• What was difficult about making a decision?
• Would you change your decision if you had more information?