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Intended Learning Outcome:

To analyse and evaluate a situation


This is a fun way to encourage students to use critical thinking skills to analyse and evaluate a situation.

‘Would you rather..?’ is a dilemma question such as ‘would you rather hug a slug or kiss a frog?’ or ‘would you rather always be 10 minutes late or always be 20 minutes early?’. The question has to be answered by choosing an option, ‘I don’t know’ is not an option.

Analytical: to study or examine something in detail, in order to discover more about it
SWOT: Use a SWOT to analyse the options (SWOT stands for Strengths, Weaknesses, Opportunities and Threats)
Evaluative: to judge or calculate the quality, importance, amount, or value of something (Cambridge Dictionary, 2020)


Put students into small groups and set a fun ‘would you rather..?’ question as a warm-up. They each have to choose one of the options and discuss and justify their choice.

Next, ask students to think about the reasons they chose that option – how did they analyse the pros and cons and then evaluate them to make their decision?
Explain analysing and evaluating as part of the critical thinking process.

Now set some ‘would you rather..?’ questions related to the module (such as ‘would you rather sign to a major international label or a new start-up one?’). Students have to analyse and evaluate the options, then justify their choice.

Finally, ask students to reflect on what they have learnt about themselves through the process.



This is useful in all modules and you can use the fun element such as ‘Would you rather be over auto-tuned or have no fold-back on a sell-out gig at the O2?’

Large Group Teaching:

This can work well with large groups.

Online Teaching:


Students can justify their choices and explain the decision-making process.



Next Steps:

Links to other activities:

See the READ Backwards TLAs for setting up critical thinking:

READ Backwards –

READ Backwards Applied –

Further reading:


Cambridge Dictionary (2020) Cambridge University Press. Available at:


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