Six Thinking Hats
Also known as: de Bono's Six Thinking Hats, lateral thinking, parallel thinking
Six Thinking Hats supports the exploration of a problem from different perspectives in order to move beyond obvious answers to creative solutions. It:
- supports educators to differentiate learning as each hat represents a different lens for thinking (white: logic, red: emotion, black: caution, yellow: optimism, green: creativity, and blue: control)
- encourages all students to participate and develops their critical, creative and innovative thinking skills
- was developed by Edward de Bono in 1986.
ICT templates
|
Google templates |
Ensure you are logged into your Google account before accessing these templates. |
|
Microsoft templates |
Ensure you are logged into your Microsoft account before accessing these templates. To edit Microsoft templates, go to: |
How to use with ICT
- Explore a range of templates on the Thinking skills activity card to further engage students in higher order thinking.
ICT tools
External resources
| Title | Link | Description |
|---|---|---|
| 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. |
Disclaimer
Links to third-party websites:
If you use the links provided on this website to access a third party’s website, you acknowledge that the terms of use, including licence terms set out on the third party’s website apply to the use which may be made of the materials on that third party’s website or where permitted by the Copyright Act 1968 (Cth).
The department accepts no responsibility for content on third-party websites.
Personalised learning
Students with disability
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.
To support your understanding of inclusive curriculum planning, enrol in the microlearning course: Curriculum planning for every student in every classroom. This online series is designed to equip K-12 teachers to effectively identify and meet the diverse learning needs of all their students
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.
Recognising the diversity of high potential and gifted students represented in classrooms across 4 domains of potential can be explored further by accessing illustrations of practice.
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.