De Bono’s Thinking Hats

1. Emotion Facts NegativeLogic Positive Thinking Creative Control De Bono’s Thinking Hats Parallel thinking

2. ‘Parallel Thinking’ • Focus on one thing at a time; • ‘direction, not description’; • Not to be associated with multiple intelligences or learning styles, does not define the thinker; • Diversity of thought • Allows thinkers to consider other viewpoints • Avoids ‘closed-mindedness’

3. The hats in a classroom context… • Use any hat, as often as needed • Sequence can be preset or evolving • Not necessary to use every hat • Time under each hat: generally, short • Adds an element of play, play along • Can be used by individuals and groups

4. The Blue hat… • This put on at the start and end of the lesson • METACOGNITION: getting brains in gear • Allows children to know the process of the experience

5. The Red Hat-Feelings

6. The Red Hat signifies feelings, hunches and intuition. When children wear the red hat, they can focus themselves to think about how they feel about a specific topic or activity. During this time, children will reflect on their own views whilst taking into consideration other viewpoints. Red Hat Thinking is very valuable because it makes clear that intuition, feelings, and emotions are going to be expressed as such. There is no need to pretend that they are something else. If feelings are indeed present, it is helpful to know what these feelings are. We can then see what we are dealing with.

7. White Hat Thinking- Facts Information and data Neutral and objective What do I know? What do I need to find out? How will I get the information I need? White Hat Thinking focuses on data, facts, and information known or needed. White Hat Thinking separates fact from speculation. With the White Hat, we look for information that is relevant to the current focus. The value of the information will fall along a spectrum of relevance and of accuracy. Relevance may range from crucial fact to barely relevant. Accuracy may range from hard fact that can be checked easily to information that is likely to be untrue. Information that falls at any point along these two spectrums can be offered in White Hat thinking so long as the person who offers it also indicates where on each spectrum it falls. http://www.debonoconsulting.com/white-hat-thinking.asp White thinking hat

8. White thinking hat • White Hat Thinking: Information That We Have We can often find more information by taking a close look at what is known than we might expect. It’s like detective work: each known fact can be examined for its significance. “The dates of employment for each position on this applicant’s resume shows that she has never held a job for more than 18 months.” (Note: we don’t jump to conclusions, we just note the fact.) • White Hat Thinking: Information That We Would Like to Have Here we include everything that comes to mind, without deciding whether there is a way to get the information or how urgently it is needed. Sometimes there are ways of getting information that at first seems unattainable. “It would be nice to know how this applicant would cope if George retires early and she is left to sort out his recruiting system on her own.” • White Hat Thinking: Information That We Need If we focus on information that we need after we’ve listed everything that we’d like to have, then it’s a matter of prioritizing. If we’ve gone straight to thinking about what is most needed, then it’s a matter of discriminating. What’s the minimum information we must have before we can move forward? “We have to find out if this applicant has experience in integrating social media into a marketing plan before we put her in the final running.” • White Hat Thinking: Information That is Missing Here we are pinpointing exactly what information is missing. “We do not know why this candidate has never held a job for more than 18 months.”

9. Benefits Optimism Positivity Brightness Feasibility Logical and practical

10. The Green Hat Alternatives and creative ideas.

11. What is Creativity? Adjective Relating to or involving the use of the imagination or original ideas to create something: change unleashes people’s creative energy creative writing Having good imagination or original ideas: a creative team of designers Oxford Dictionary Ideas, alternative, possibilities Provocation - "PO" Solutions to black hat problems

12. Can Adults Still be Creative? Can you continue this Drawing?

13. Thinking Outside the Box

14. Creative Pluses Creative Minuses • Original ideas • Elaboration on those ideas • Tells a story • Coveys an emotion • Sees things from a different angle • Have a sense of emotion • Detailed • Humorous • A sense of visual perspective • Common responses (sharks and hats) • Simplistic drawings

15. Creativity in Schools 'Education should prepare people not just to earn a living but to live a life- a creative, humane and sensitive life. This means that the schools must provide a liberal, humanizing education.‘ Silberman 1973 p114 In convergent thinking the person follows the prevailing mode of thought, information and action to arrive at one right answer' 'Divergent thinking enables the individual to be more flexible and fluent, involving a richer flow of ideas resulting in some novel or creative solution.‘ Sarsani p35 2006

16. Questions to think of with your creative hats on. How else can we approach this? Is this the only way? How can we overcome this? What might a child think? What would someone with the opposite opinion do? Is this the best way to do this?

18. Young people must be given a true picture of Army life, not a "marketised version", the National Union of Teachers conference heard. The Ministry of Defence (MoD) denies actively recruiting in schools but says it does visit to raise awareness when invited in by head teachers. Some teachers complain the Army uses sophisticated methods of recruitment. Paul McGarr, a teacher from east London, said only when recruiting materials gave a true picture of war would he welcome them into his school.

19. Objectives • To evaluate the ethical implications of British army advertising campaigns. • To discuss whether army recruitment campaigns should be allowed in primary schools

20. Let’s put on our blue hat: • Why we are here? • what are we thinking about? • what do we want to achieve? • the background to the thinking?

21. Get your red hat on! • What are your first impressions of the army? • Would you join the army? • Does joining the army appeal to you?

22. Get your white hat on! • What do we know already about the army? • Can you think of different wars that Britain has been involved in over the last 100 years? • What does the army do when there isn’t a war?

23. Get your yellow hat on! • What are the benefits of joining the army? • Why do we need an army?

24. Get your black hat on! • What are the dangers of joining the army? • What impact could joining the army have on the human? • What are the risks of going to war for soldiers? For our nation?

25. Get your green hat on! • What would our country be like without the british army? • Are there any alternatices to miltiray action in dealing with world affairs? • How would your thinking change if yoyu were a citizen of an invaded country?

26. Get your blue hat on 1 last time… • What have we achieved • What conclusion have we all agreed on • Have we all agreed? • What could be our next steps?