INSTRUCTOR GUIDE

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Career Development Series

Critical Thinking
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Courseware Version: 4.0

 Table of Contents
Preface ......................................................................................................................... 1

Understanding Your Training Package ............................................................................................... 1

Preparing for Training........................................................................................................................ 2

Our Top 10 Training Tips.................................................................................................................... 3

Materials Required ............................................................................................................................ 4

Related Courses................................................................................................................................. 5

Additional Resources ......................................................................................................................... 5

Agenda Day One .......................................................................................................... 6

Icebreaker: Creating Norms .......................................................................................... 7

Session One: Course Overview ..................................................................................... 8

Setting the Stage ............................................................................................................................... 8

Agenda Review................................................................................................................................ 10

Course Overview ............................................................................................................................. 11

Learning Objectives ......................................................................................................................... 11

Action Plans and Evaluations ........................................................................................................... 12

Session Two: Understanding Critical Thinking............................................................. 13

What is Critical Thinking? ................................................................................................................ 13

Characteristics of a Critical Thinker .................................................................................................. 16

Common Critical Thinking Styles ...................................................................................................... 18

Making Connections ........................................................................................................................ 19

Break ............................................................................................................................................... 20

Developing Your Critical Thinking Skills ............................................................................................ 20

Session Three: Where Do Other Types of Thinking Fit In? ........................................... 21

Left- and Right-Brain Thinking ......................................................................................................... 21

Whole-Brain Thinking ...................................................................................................................... 23

Session Four: Pitfalls to Reasoned Decision Making .................................................... 24

Getting Over the Barriers ................................................................................................................ 24

Debrief ............................................................................................................................................ 25

Morning Wrap-Up ........................................................................................................................... 30

Lunch .............................................................................................................................................. 30

Energizer: Puzzle Paradise ............................................................................................................... 31

Session Five: The Critical Thinking Process.................................................................. 33

The Critical Thinking Model ............................................................................................................. 33

The Standards of Critical Thinking ................................................................................................... 34

Identifying the Issues....................................................................................................................... 36

Break ............................................................................................................................................... 38

Identifying the Arguments ............................................................................................................... 38

Debrief ............................................................................................................................................ 40

Clarifying the Issues and Arguments ................................................................................................ 41

Establishing Context ........................................................................................................................ 43

Checking Credibility and Consistency............................................................................................... 45

Case Study: Changing Cafeteria Offerings ........................................................................................ 46

Evaluating Arguments ..................................................................................................................... 46

Case Study ....................................................................................................................................... 47

Debrief ............................................................................................................................................ 50

Day One Wrap-Up ...................................................................................................... 52

Agenda Day Two ........................................................................................................ 53

Re-Connect: Day 2 Reflection ..................................................................................... 54

Session Six: Critical Thinking Mindset ......................................................................... 55

Answering Questions Activity .......................................................................................................... 55

Session Seven: A Critical Thinker’s Skill Set ................................................................. 58

Asking Questions ............................................................................................................................. 58

Probing Techniques ......................................................................................................................... 59

Pushing My Buttons ........................................................................................................................ 62

Critical Thinking Questions .............................................................................................................. 64

Active Listening Skills ....................................................................................................................... 65

Break ............................................................................................................................................... 66

Session Eight: Creating Explanations .......................................................................... 67

Defining Explanations ...................................................................................................................... 67

Steps to Building an Explanation...................................................................................................... 69

Making Connections ........................................................................................................................ 72

Debrief ............................................................................................................................................ 73

Session Nine: Dealing with Assumptions .................................................................... 74

What is an Assumption? .................................................................................................................. 74

Morning Wrap-Up ........................................................................................................................... 76

Lunch .............................................................................................................................................. 76

Energizer: Cup Challenge ............................................................................................ 77

Session Ten: Critical and Creative Thought Systems.................................................... 78

Techniques for Thinking Creatively .................................................................................................. 78

More Methods ................................................................................................................................ 82

Creative Thinking Exercise ............................................................................................................... 84

Debrief ............................................................................................................................................ 85

Break ............................................................................................................................................... 85
Session Eleven: Putting It Into Practice ....................................................................... 86

Presenting and Communicating Your Ideas to Others ...................................................................... 86

Pre-Assignment Preparation ............................................................................................................ 88

Presentations .................................................................................................................................. 91

Debrief ............................................................................................................................................ 93

Workshop Wrap-Up ................................................................................................... 94

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PREFACE

UNDERSTANDING YOUR TRAINING PACKAGE

Your Velsoft training package contains the following items:

• Instructor Guide: Contains all textbook information plus this preface, icebreakers,
activities, delivery tips, and more!
• Student Manual: Contains textbook information as well as areas to take notes. Each
manual also includes an evaluation form, action plan, and recommended reading
list.
• Handouts: Contains Pre- and Post-Course Assessment Answer Keys as well as any
additional information or activity resources.
• Pre-Assignment: Task for participants to complete before the workshop to get them
thinking about the learning that will take place.
• PowerPoint Slides: PowerPoint presentation highlighting talking points in the
course.
• Quick Reference Guide: Two-page cheat sheet of tips and facts covered in the
course.
• Outline: Word document that outlines the overview and objectives of the course
and summarizes each session to be covered.
• Advertorial: Pre-made flyer that you can customize and distribute.

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PREPARING FOR TRAINING

To begin, read through this Instructor Guide. This is intended to be a guide and not
absolute! Be guided by your experience, the needs of the participants, and your own
common sense, as well as the information in here. Most of the suggestions and all of the
information have been developed through research and hands-on, classroom experience,
but you will want to customize the material for your particular audience.

Practice writing on flip chart paper before the workshop. You may want to draw lines on
the paper (lightly, in pencil) to help you. As well, many of the flip charts suggested in this
course can be prepared ahead of time. The first page should be set up like this:

• Name of Workshop
• Facilitated by < Your Name>
• Your Organization’s Name
For an extra touch, include sheets with the words Courtesy, Participation, and
Confidentiality written on them and post them around the room. You might also want to
add the words Exercises, Role Play, Learning, and Fun.

Have an emergency kit ready with the following items:

• Extra markers
• Tape and sticky putty
• Adhesive bandages
• An extension cord
• Safety pins
• Tissues
• A bottle of water
• A fuzzy toy (which can be used for many activities and to spice up any lecture)

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Arrive at least one hour before the start of the session to ensure that:

• Signs are placed directing trainees to your room.

• The classroom is set up as desired.
• You know where washrooms, break facilities, smoking areas, and fire exits are
located.
• You have all necessary resources for the day.
• Materials for the morning are laid out, particularly for the icebreaker.
• Pens, sticky notes, and scrap paper are placed at every table.
• If you are using a laptop, it should be connected to the projector and both items
should be turned on.

OUR TOP 10 TRAINING TIPS

Although we will provide advice throughout the workshop, there are a few tips that we
think every trainer should know.

1. Always shake hands with each participant and introduce yourself as they come into
the classroom. This breaks the ice and sets the type of friendly atmosphere that is
conducive to learning.

2. Always practice before the big day, even if you have delivered the course
beforehand.

3. Bring extra activities with you, such as a list of children’s games that is adjusted for
adults.

4. Always have a backup plan! For example, if you plan to use PowerPoint slides, make
sure you have a copy of the Instructor Guide, which includes the information to be
covered.

5. It is a good idea to print the instructor guide and place it in a three-ring binder,
including any customized information. Also, during the workshop make notes about
what worked and what did not. This will be a resource that you can build on in the
future too!

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6. Things will go wrong during your workshop. If you are well prepared and confident,
you should be able to resolve most situations quickly and easily. Try not to let
participants see you stressed!

7. Involve participants as much as you can. Have them help you set the agenda, guide
activities (by passing out or collecting forms, for example), lead discussions, and
improve the course. The more participants put into it, the more they will get out of
it.

8. Be ready to learn. Often, workshop instructors learn something during the sessions.
Challenge yourself!

9. Tie everything back to the workplace. It is no good knowing information unless

participants know how to use it.

10. And finally… do not be afraid to have fun! Bring a few fuzzy toys and use them as a
speaking hat during discussions – whoever is speaking has the toy. Plus, it sparks
creativity and keeps participants interested.

MATERIALS REQUIRED
• Flip chart paper

• Markers

• Soft ball or object

• Masking tape or sticky tack (Day One Icebreaker)

• One sheet of flip chart paper with each of these headings: How we will solve
problems, How we will ensure information is shared, How we will make decisions,
How we will deal with conflict, and How we will support each other (Day One
Icebreaker)

• Two index cards or sticky notes per participant (Day One Morning Wrap-Up)

• One Puzzle Paradise handout per participant, plus answer keys if desired (Day One
Energizer)

• One paper cup and one sheet of blank paper per participant (Day Two Energizer)

• Several stopwatches or timers (Session Eleven)

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RELATED COURSES
• Creative Thinking and Innovation
• Emotional Intelligence
• Self-Leadership

ADDITIONAL RESOURCES
If you would like more information on training, Velsoft offers Train-the-Trainer courses at
several different levels. We also like the following books:

• The Trainer’s Tool Kit, by Cy Charney and Kathy Conway

• Diversity Training, by Cris Wildermuth
• Games that Teach, by Steve Sugar
• Sivasailam Thiagarajan’s books on games and activities
If you have a favorite resource, please share it with us!

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AGENDA DAY ONE

8:30-8:45 AGENDA

8:30-8:45 Icebreaker: Creating Norms

8:45-9:00 Session One: Course Overview

9:00-10:30 Session Two: Understanding Critical Thinking

10:30-11:00 Session Three: Where Do Other Types of Thinking Fit In?

11:00-11:45 Session Four: Pitfalls to Reasoned Decision Making

11:45-12:00 Morning Wrap-Up

12:00-1:00 Lunch

1:00-1:15 Energizer: Puzzle Paradise

1:15-4:15 Session Five: The Critical Thinking Process

4:15-4:30 Day One Wrap-Up

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SESSION ONE: COURSE OVERVIEW

(8:45-9:00)

SETTING THE STAGE

Introductions

Introduce yourself. Establish credibility by giving examples of training experience, and your
own experiences with today’s topic, including some war stories if you have them.

Give the participants a chance to introduce themselves to you. You will probably want to
know their name, their department, their position title, and what their interest is in today’s
topic.

Ground Rules

Ask participants for some ground rules that should be followed during the course. Record
ideas on flip chart paper. After the activity, create a final version and post them where
everyone can see.

Some common ground rules include:

• What we say in this room will stay in this room.

• We can disagree with one another and provide feedback as long as we do so
constructively and respectfully.
• We will all put on our listening hats when someone else is speaking.
• Everyone will participate to the extent that he or she feels comfortable. You get out
of a workshop what you put into it.
• We agree that this is the place to make mistakes and to learn.
• We agree to each be responsible for our own behavior.

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Housekeeping Items

Let participants know:

• When the workshop will end
• When breaks and lunch will be
• Where they can find break and restroom facilities
• Where fire exits are and what will happen if there is an emergency
• What the building’s smoking policy is
• How you would like cell phones to be handled, although this should be agreed upon
by all participants
• What the classroom food and drink policy is

Instructor information will appear in text boxes with one of the following titles:

 Trainer’s Tip

 Activity Ideas

 Discussion Points

 Extra Information

 Slide or Handout or Workbook Material

 Handy Quotes

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AGENDA REVIEW
Present the agenda as a handout, PowerPoint slide, or on flip chart. Review the topics and
the timeline.

Here is how our in-house trainer handles some common concerns.

This looks like a lot of information. Will we be able to cover it all?

Reassure participants that today’s timeline is indeed feasible. If issues arise, promise that
you will involve participants in solving the problem, rather than cutting out topics or breaks
autocratically.

We would rather spend more time on x rather than y. Is that possible?

If it is at all possible, accept suggestions like these. For example, you may be able to move
an activity (particularly discussion activities) from one topic to another. Make a few minutes
before the session to prepare.

I was expecting to discuss _______. Is it included in today’s course?

If it is included, reassure participants and let them know when it will be covered. If it is not
included, suggest resources or provide additional information. If you do not have the
answers, promise participants that you will track the information down and get it to them
as soon as possible. (Give a timeline if you can.)

I did not realize that this course covered_______. Why is it included in today’s course?
This can be a tough one! Usually, I briefly explain the connection and let participants know
more information will be provided when the topic is covered.

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COURSE OVERVIEW
Ask students to turn to Session One in their workbooks. Read the introduction below.

 Workbook Material

In today’s society, many people experience information overload. We are bombarded with
messages that try to convince us to believe various ideas, purchase things, support causes,
and lead our lifestyle in a particular way. How do you know what to believe? How do you
separate the truth from falsity?

The answer lies in critical thinking skills. The ability to clearly reason through problems and
to present arguments in a logical, compelling way has become a key skill for survival in
today’s world. This two-day workshop will give you some practical tools and hands-on
experience with critical thinking and problem-solving.

LEARNING OBJECTIVES
At the end of this workshop, you will be able to:

• Define critical and non-critical thinking

• Identify critical thinking style(s), including areas of strength and improvement
• Describe other thinking styles, including left/right brain thinking and whole-brain
thinking
• Work through the critical thinking process to build or analyze arguments
• Develop and evaluate explanations
• Improve key critical thinking skills, including active listening and questioning
• Use analytical thought systems and creative thinking techniques
• Prepare and present powerful arguments
Give participants a moment to write down their own learning objectives in their workbook.

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ACTION PLANS AND EVALUATIONS

Next, pass out evaluations and action plans. (Both of these items are in the Handouts folder
and the Student Manual.) Ask participants to work on these throughout the day. They will
also have a few minutes at the end of the workshop to finalize their ideas.

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SESSION TWO: UNDERSTANDING

CRITICAL THINKING

(9:00-10:30)

Critical thinkers look at things quite differently from non-critical thinkers. How many of us
can identify which method we are using when we look at how we approach life, ask
questions, or express our curiosity about things?

In this session, we will define critical thinking, explore the characteristics of critical thinkers,
and consider how to increase the capacity for critical thought.

Let’s have a
WHAT IS CRITICAL THINKING? look at Session
Two, it’s one of
(15 minutes) my favorites.

Defining Critical Thinking

According to the 21st Century Lexicon, critical thinking is, “the mental process of actively
and skillfully conceptualizing, applying, analyzing, synthesizing, and evaluating information
to reach an answer or conclusion.”

In other words, it is about using a specific set of systems and tools to look at a problem, find
several alternatives, and choose the best one.

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In order to understand critical thinking, let us compare it to non-critical thinking:

Non-Critical Thinking… Critical Thinking...

• Sees the world as black and white • Accounts for shades of gray

• Is uninformed and indifferent • Is informed and curious

• Is passive or aggressive • Is assertive

• Is lazy • Is active

• Looks at only the superficial aspects of • Looks deeply at a problem and

a problem its surrounding issues

• Is reactive • Is proactive

• Is stubborn and rigid • Is flexible

• Is closed-minded • Is open-minded

A Closer Look

Let us look at a simple example. You are working on a project with a team of co-workers.
You are at lunch one day when one of them comes up to you in a complete panic and says,
“I have heard that the CEO is not happy about our approach! If we do not change course,
we will all be fired soon!”

A non-critical thinker might accept this statement at face value and react. A critical thinker
would look at the different parts of their co-worker’s statement and evaluate it objectively,
considering both the statement’s correctness and relevance.

One of the key ideas behind critical thinking is logic. If your argument is logical, a reasonable
person should be able to follow your line of thinking and reach the same conclusion – or at
least see how you got there.

Let us look at an example. Here are two statements:

• All fruit is good for you.

• Apples are fruit.

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What conclusion would you come to? Apples are good for you. Even if you disagree, you
should be able to see where I got my conclusion. (A good critical thinker, however, would
want to see some proof for those two statements!)

Glossary

When talking about critical thinking, we are going to use some special terms. Let us go over
them right now.

Term Definition

Argument The framework that a critical thinker uses to convince someone of a

particular conclusion with evidence.

Conclusion The position that a thinker takes on an issue.

Evidence Facts or reasons that support a particular conclusion.

Issue The statement or situation under evaluation.

 Discussion Points

Ask participants what benefits they might receive from critical thinking. Some possible
answers:

• Recognize your own hot buttons, biases, and perspective, which will help you
become more objective

• Contribute to your team in a deeper way, thereby gaining the trust and respect
of supervisors, colleagues, and customers

• Gain confidence in your problem-solving skills and be better equipped to

persuade others to see your point of view

• Be able to see the points of view of others, which will enable you to gain respect,
broaden your perspective, and make better decisions

• Improve your communication and presentation skills

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CHARACTERISTICS OF A CRITICAL THINKER

(15 minutes)

 Activity Ideas

 Slide and Workbook Material

Rating Yourself

Ask participants to rate themselves using the mini test in the workbook. There are no
right or wrong answers; this is simply intended to help participants see where they
might improve.

After about eight minutes, bring the group back together and discuss. Encourage
participants to note areas for improvement in their action plans.

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Choose how often each statement applies to you.

Never Rarely Sometimes Usually Always

I pay attention to the world around me and

try to be observant.

I am open-minded and listen to other

people’s points of view.

I am able to admit when I am wrong.

I am able to admit that I am not perfect.

I know that I see the world through a

particular set of glasses, and that these
glasses may distort my perception.

I welcome criticism from others.

I listen actively.

I speak with impact.

I have independent opinions.

I communicate and think assertively.

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COMMON CRITICAL THINKING STYLES

(15 minutes)

There are some commonly accepted styles of critical thinkers. Unlike other style
assessments, you may have one or more predominant styles. To become a better critical
thinker, focus on strengthening your weak areas.

The Investigator

• Questions everything
• Very self-aware and honest
• Concerned about facts and figures

The Pilot

• Looks at the big picture and the future

• Good at guiding others through the issues
• Spends majority of time on planning

The Pioneer

• Good at looking at all sides of a problem and identifying the key issues
• Is very curious and adventurous
• Looks for new ideas and approaches to problems

The Learner

• Looks at things very carefully and meticulously

• Spends majority of time on research
• Concerned about doing things correctly and fixing problems

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The Soldier

• Good at solving difficult problems

• Perseveres to get to the truth
• Willing to take on challenges

MAKING CONNECTIONS
(15 minutes)

 Activity Ideas
 Slide Material

What is Your Style

Divide participants into groups of four to six.

Ask each group member to answer the following questions:

• What is your strongest style?

• What is your weakest style?
• What other styles do you use?
Then, ask participants to brainstorm ways that they can develop their critical thinking
skills.

If meeting as an in-person group, have participants number off and rearrange in groups
according to their numbers. If meeting virtually, assign participants to breakout rooms.

 Workbook Material

There is room in the workbook for participants to record their ideas.

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BREAK
(15 minutes)

DEVELOPING YOUR CRITICAL THINKING SKILLS

(15 minutes)

 Activity Ideas

Improving Your Skills

Bring participants back together and ask them to share their ideas for improving their
critical thinking skills. Some ideas:

• Be more attentive and observant

• Work on your questioning and listening skills
• Become more honest and self-aware
• Keep evaluating yourself and learning
• Use different models to ensure you are looking at the big picture, such as the
Whole-Brain model that we will explore in the next session
• Focus on being fair and open minded
• Stay committed and focused to logic and reason
• Try to use precise, accurate language every day

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WORKSHOP WRAP-UP

(4:15-4:30)

Take the last 15 minutes for a quick review and to answer any questions the class may have.

In closing:

• “We learn from history that we do not learn from history.” — George Wilhelm
Hegel, German philosopher

• “Education’s purpose is to replace an empty mind with an open one.” — Malcolm S.

Forbes, American entrepreneur and publisher of Forbes magazine

This is also a good time to help participants wrap up their action plans, collect evaluations,
and to pass out certificates.

 Trainer’s Tip

If you have not provided students with the Student Manual, print out the Recommended
Reading List and give it to participants as a bonus.

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