Six Thinking HatsAlso known as: de Bono's Six Thinking Hats, lateral thinking, parallel thinking
Six Thinking Hats is a thinking tool that supports the exploration of a problem from different perspectives in order to move beyond obvious answers to creative solutions. Each hat represents a different lens for thinking and can be accompanied by question prompts which provide a scaffold for a variety of viewpoints to be shared. These are:
- White hat – facts, data or information
- Red hat – feelings and emotions
- Black hat – problems, caution or judgement
- Yellow hat – benefits or a positive view
- Green hat – new ideas or creative thinking
- Blue hat – process or thinking about thinking.
Six Thinking Hats:
- offers opportunities for educators to differentiate the learning for their students
- encourages all students to participate
- develops students' critical, creative and innovative thinking skills.
Google G Suite
How to use with ICT
The Six Thinking Hats template provides students with questions that scaffold the development of solutions through different perspectives. Ideas can be shared and analysed in small groups or across classes using asynchronous discussions.
Project the template onto a screen and draw out multiple perspectives to form the basis of a whole class discussion.
|De Bono Six Thinking Hats by Dr, Edward de Bono||De Bono Six Thinking Hats||Dr. Edward de Bono’s Six Thinking Hats website. Short description about his creative thinking technique and a link to his book.|
|Coburg North Primary Schools Thinking Hats||Coburg North Primary Schools Thinking Hats||A collection of resources to support the implementation of thinking tools such as de Bono’s Six Thinking Hats.|
|Six thinking hats - University of South Australia||Thinking and mind tools||Thinking and mind tools to support students engaging in thinking about their learning. Scroll down to see information about de Bono’s Six Thinking Hats.|
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Disability, Learning and Support
When planning to use technology in the classroom it is important to consider the diversity of your learners. Universal Design for Learning (UDL) is a framework to guide the design of learning environments that are accessible and effective for all. For UDL guidelines, information and additional materials, visit the CAST website.
Many students require technology as an adjustment to support their access to learning. Adjustments (NESA) are actions taken that enable a student with disability and additional learning needs to access syllabus outcomes and content on the same basis as their peers. Enrol in the Personalised learning with technology online course to help you make more informed decisions regarding technology.
For a range of simple, how-to videos visit the Assistive Technology page on the Disability, Learning and Support website. Resources are organised into four sections; Literacy and Learning, Vision, Hearing, Physical and Motor Skills.
High potential and gifted learning and support
When planning to use technology in the classroom it is important to consider the full range of abilities of all learners. High potential and gifted learners may require additional adjustments and deliberate talent development. These strategies include differentiation, grouping, enrichment and advanced learning pathways so students can be engaged, grow and achieve their personal best.
Assessing and identifying high potential and gifted learners will help teachers decide which students may benefit from extension and additional challenge. Effective strategies and contributors to achievement for high potential and gifted learners helps teachers to identify and target areas for growth and improvement. School leaders can access the Evaluation and Planning Tool to support strategic improvement planning.
For further support and advice about how to tailor learning for high potential and gifted students from all backgrounds, visit the High Potential and Gifted Education web section, High Potential and Gifted Education Policy or attend one of the professional learning courses on offer.