User Functions

Clips 4 thought. Visible, Critical Thinking

Type of tool: 
60-90 min
Topics addressed: 
Group dynamics
Personal development

Visible Thinking is a broad and flexible framework for enriching meaningful learning. A selection of resources based on videos, reasoning topics and critical thought to motivate young people, raise awareness and stimulate learning will be shown.


The main goal of this tool is to provide a context, set examples about the way we associate an approach to help or accompany trainees to understand, to learn or to work. It is, therefore, a tool centred in the learning process with the intention of making facilitation easier focusing on communicative and social aspects to interpret reality. Besides, introducing videos for reflection and further exploitation seeks to access contents in a simple and easy way. Visual thinking helps developing competences such as learning to learn, digital competence and communicative competence, not to mention skills such as critical and creative thinking. Helping others analyse, reflect and communicate effectively and synthetize and organise complex messages.


Reflective and Visible Thinking makes extensive use of learning/training routines that are thinking rich. These routines are simple structures (set of questions or short sequence of steps) that can be used across various grade/levels and content. What makes them routines, versus merely strategies, is that they get used over and over again in training or coaching process, so that they become part of the gained knowledge and young people´s culture. The routines become the way in which youngsters go about the process of learning. Some of the methodologies approached will be based on discovery, video exploitation or problem based learning.

Step by step process: 

The workshop involves activities and resources to use with trainees and facilitators using a number of "thinking routines" (simple activities for exploring ideas) around whatever topics are important (digital, communication and citizenships are topics to be introduced) Visible Thinking includes attention to understanding, problem solving and creativity. It also emphasizes several ways of making trainees´ thinking visible to themselves and others, so that they can improve new ideas to raise awareness and promote debate and discussion on key issues. A routine may be introduced by means of an example, video for reflection and later exploitation in discussion.

Materials and resources: 

In order to run the workshop, a presentation projected from computer with sound will be required. Besides, a hand-out will be given to participants to do activities which are an example of the thinking routines proposed.
• PPT with videos (Computer and projector) in a room
• Photocopied worksheets/hand-out (to be done at the workshop with the participants)
• Suggested music:


At an educational/training level, putting into practice new methodologies to reach young people in a more effective way will be one of the aims of the workshop. Dissemination of best practices is likely to be widespread. Also, in a real context-putting into practice innovative methodologies linked to non-formal education in a teaching context, fostering synergies with other stakeholders.
The expected outcomes will be the awareness of key topics and how to develop rational ways to solve problems which might be similar in different contexts


Debriefing will be conducted in order to assess the effectiveness of the suggested activities in the workshop. The main focus of evaluation is to ascertain whether the overall outcomes or positive changes resulting from any given activity have been achieved. This information can be important for measuring impact or developing and improving activities in the future. Questionnaires will be set to evaluate proposed routines which have been run and evaluated several times. The main goal is convenient to share the advantages, disadvantages, potentialities and limits of the tool.
• Is it goal oriented in that it targets specific types of thinking?
• Can it be used over and over again with different groups of learners
• Does it consist of only a few steps?
• Is it easy to learn and teach?
• Is it easy to support when students are engaged in the routine?
• Can it be used across a variety of context?
• Can it be used by the group or by the individual?

Notes for further use: 

Different variations on each routine can be applied according to each context.

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DISCLAIMER: SALTO-YOUTH EuroMed cannot be held responsible for the inappropriate use of these training tools. Always adapt training tools to your aims, context, target group and to your own skills! These tools have been used in a variety of formats and situations. Please notify SALTO-YOUTH EuroMed should you know about the origin of or copyright on this tool.

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