Using the de Bono 6-Hats Technique as a Learning Styles Model

1. ELSIN Seminar 1st September 2004 Durham Using the de Bono 6-Hats Technique as a Learning Styles Model Damian Gordon, Gerald Craddock, Barry Lynch

2. Topics • The Central Remedial Clinic • Inclusive Learning though Technology • Six-Hats Technique • Six-Hats as a Learning Styles Model • Hexagrid • Similarities • Conclusions

3. The Central Remedial Clinic The non-residential national centre for the care, treatment and development of children and adults with physical and multiple disabilities with its headquarters based in Dublin.

4. Inclusive Learning though Technology (ILT) St Gabriel’s School in Limerick

5. Inclusive Learning though Technology (ILT)

6. Inclusive Learning though Technology (ILT) • ILT wishes to explore ways in which the techniques of Edward de Bono - especially CoRT and the Six-Hats - may be incorporated into the delivery of a more individualised curriculum for students in special education. • One of the other main aims of the project is to create a broader definition and procedure for the implementation of a Statement of Needs (SoN) or Individual Education Plan (IEP) and part of this process is to include a learning styles evaluation.

7. Inclusive Learning though Technology (ILT) St Gabriel’s School in Limerick

8. Inclusive Learning though Technology (ILT) St Gabriel’s School in Limerick

9. Inclusive Learning though Technology (ILT) The McMahan Foundation Edward de Bono St Gabriel’s School in Limerick

10. Edward de Bono Edward de Bono has written 56 books with translations in 34 languages. He has been invited to work in 52 countries.He was born in Malta and graduated from the University of Malta. He proceeded as a Rhodes Scholar to Oxford and has held appointments at the Universities of Oxford, Cambridge, London and Harvard. Dr de Bono is the originator of the term 'lateral thinking' which now has an official entry in the Oxford English Dictionary. He is regarded as the leading international authority in conceptual and creative thinking, and also the direct teaching of thinking as a skill.

11. Six-Hats Technique

12. Six-Hats Technique • Many major international organisations use this technique for problem solving • Each ‘hat’ represents a perspective or way of thinking • They are metaphorical hats that a thinker can put on or take off to indicate the type of thinking they are using • In a group we can ask members to ‘put on’ different hats in a sequence to aide the problem solving process • This can help overcome the problem of each group member adopting random positions at random times • It also permits us to control people who insist of sticking to one perspective (ie. negative) - we can ask them to assume a different hat

13. White Hat • White Hat (Logical) • Separates fact from speculation • Specifies action needed to fill gaps • Assesses the relevance and accuracy of information

14. Yellow Hat • Yellow Hat (Positive) • Explores the benefits of an idea • Must give reasons why an idea is valuable or might work • Reinforces creative ideas and new directions

15. Black Hat “the most valuable of all the hats” - de Bono • Black Hat (Negative) • Explores why an idea may not work • Must give logical reasons for concerns • Points out difficulties

16. Green Hat • Green Hat (Creative) • Encourages a search for new ideas • Seeks to modify and removes faults from existing ideas • Makes time for creative effort

17. Red Hat • Red Hat (Emotional) • Gives permission to express feelings, hunches and intuitions • Does not require justification or explanation • Can be used to help make a decision

18. Blue Hat • Blue Hat (Facilitator) • The role of the facilitator • Focuses and refocuses thinking • Makes calls for the group to make decisions

19. Six-Hats Technique

21. Dimensions of a L.S. Logical Emotional Creative Leader Practical Roles in the 6-Hats White=Logical Emotional=Red Creative=Green Blue=Leader 6-Hats vs. Learning Styles

22. Using 6-Hats as a Learning Styles Model • de Bono says often and clearly that the 6-Hats is not a learning styles model • Previous attempts have been made to make it so, which have concentrated on classifying learners as either ‘wearers’ of one single hat or as having a primary and a secondary hat • This gross approach to cataloguing learners is antithetical to the central premise of the 6-Hats • Our approach has his approval

23. White Hat White Hat (Logical) The ‘White Hat’ is the logical approach to learning, which is similar to the logical dimension of any number of learning styles models. For example, the Thinking dimension of the Myers-Briggs Type Indicator, the Quadrant A dimension of the Herrmann Brain Dominance Indicator, the Assimilators of the Kolb Model, and the Logical-Mathematical intelligence of Howard Gardner’s Multiple Intelligences. White Hat learners are therefore logical and analytical, they like the facts, figures and theories, and tend to be objective about ideas. Ideally they like to do independent research, read books, and compile facts and figures. They usually work best alone and are generally very strong at academic subjects.

24. Yellow Hat Yellow Hat (Positive) The ‘Yellow Hat’ is the optimistic approach, this dimension describes learners who are upbeat and positive, like the Participant dimension of the Grasha- Riechmann Model. Yellow Hat learners are upbeat and optimistic, and try to find the positive side to all situations. They enjoy learning real-world examples, are group-orientated and very supportive of other members of the group. They like practical subjects and demonstrations.

25. Black Hat Black Hat (Negative) The ‘Black Hat’ is the so-called negative approach, but is better described as the cautious or practical approach. It is equivalent the practical dimension in a number of models, for example, the Quadrant B dimension of the Herrmann Brain Dominance Indicator, Pragmatists in the Honey-Mumford Model, but most particularly it is like the Concrete Sequential learners of the Gregorc Model. Black Hat learners are cautious and practical, and they worry that the costs will outweigh the benefits of their decisions. They enjoy learning from real-world examples and like to work in groups to help them explore ideas. They like practical subjects and demonstrations.

26. Green Hat Green Hat (Creative) The ‘Green Hat’ is the creative approach, this dimension describes learners who are creative and think laterally. It is equivalent to the creative dimension in a number of models, for example, the Quadrant D dimension of the Herrmann Brain Dominance Indicator, Divergers in the Kolb Model, and Type 4 (Dynamic Learners) in the 4MAT Model. Green Hat learners are creative and innovative in their approach to learning, they enjoy puzzles and problem-solving exercises. They like to think “outside the box” and will keep seeking alternative solutions to problems and should therefore be challenged with practical exercises that require many points-of-view to fully solve.

27. Red Hat Red Hat (Emotional) The ‘Red Hat’ is the emotional approach, this dimension describes people who are in touch with their feelings and with themselves, like the Intrapersonal intelligence of Howard Gardner’s Multiple Intelligences. Red Hat learners are emotional and instinctive, they love to debate and discuss ideas. They are in touch with their feelings and care a lot about their own environments. They like to participate in lectures, love working in groups and are very strong at practical subjects.

28. Blue Hat Blue Hat (Facilitator) The ‘Blue Hat’ is the facilitating approach, this dimension describes the learners who are holists and natural leaders. It is like the Interpersonal intelligence of Howard Gardner’s Multiple Intelligences. The Blue hat learners are holistic in their approach, can be very effective leaders, but need lots of thinking time to help them ensure they have thought things out fully. They prefer lectures or exercises where a clear overview is given, can have a strong visual preference, and tend to be very rule-orientated.

29. Questionnaire • Particularly for the non-verbal students in this study, two key decisions were taken, • the questions were kept relatively straightforward • the number of questions was kept to a minimum.

30. Red Hat White Hat 4 4 3 3 2 2 1 1 Black Hat Blue Hat 0 4 3 2 1 1 2 3 4 1 1 2 2 3 3 4 4 Green Hat Yellow Hat

31. Red Hat White Hat Black Hat Blue Hat Green Hat Yellow Hat

32. Red Hat White Hat Black Hat Blue Hat Green Hat Yellow Hat

33. Some Heuristics for forming teams • Only one learner with strength in the blue hat to avoid conflict between multiple leaders. • As many learners with strengths in green hat as possible, to ensure high creatively. • An equal number of yellow hat as black hat learners, to balance the positive with the negative. • An equal number of white hat as red hat learners, to balance the logical with the emotional. • Considering that black hat thinking is heavily emphasised by Western thinkers (de Bono 00, p. xii) and comes most naturally to us, as an alternative to point (c) it may be worth considering having a few more yellow hats than black hats. Clearly it may not always be possible to have all of these criteria

34. A new Model ?

35. Logical & Analytical Structured & Practical Imaginative & Holistic Intrapersonal & Discussion

36. Black Hat White Hat Logical & Analytical Structured & Practical Green Hat Red Hat Imaginative & Holistic Intrapersonal & Discussion Blue Hat Yellow Hat

37. Black Hat Structured & Practical White Hat Green Hat Red Hat Imaginative & Holistic Intrapersonal & Discussion Blue Hat Yellow Hat

38. Black Hat White Hat Green Hat Red Hat Imaginative & Holistic Intrapersonal & Discussion Blue Hat Yellow Hat

39. Black Hat White Hat Red Hat Intrapersonal & Discussion Green Hat Blue Hat Yellow Hat

40. Black Hat White Hat Green Hat Red Hat Yellow Hat Blue Hat

41. Validity of Model ?

42. ???Questions???