Using Thinking Strategies and Tools to lead and manage yourself and others around you

1. Using Thinking Strategies and Tools to lead and manage yourself and others around you Richard Coe

2. Let’s look at an issue The school day should be extended for all students from 8a.m. – 6 p.m. Discuss – 3 minutes 2

3. Ask yourselves.. • Was everyone involved in the discussion? • Were ideas listened to? • Did everyone get a chance to speak? • Did you focus on the proposal? • Did you develop any ideas? • Did you try and see the discussion from a range of point’s of view? • Was the discussion constructive? • Did you argue? • Was there a better way to approach this task?.......

4. A bit about Thinking Tools They give us a structured way to help with • Planning • Evaluating • Consultation • Refereeing • Predicting • Visualising • Creating

5. Plan for the session

6. Perceptual Thinking A B D C

7. Perceptual Thinking ABCD ABCD ABCD ABCD

8. Structured and inclusive consultation or evaluation

9. Gut Reactions Emotional response. How do I FEEL about an idea?

10. What makes this a great idea? What are the potential benefits of endorsing this idea? What advantages might there be ?

11. What are the possible problems? What do I find myself feeling cautious about about in regards to this proposal? What issues or challenges are we potentially likely to face?

12. Look at the black hat points – what creative solutions can we find? What creative ideas can I come up with to make this really work or to move the idea forward?

13. The 6 Hats – a few tips • Set strict time limits for each – RED needs least amount of time. This means ONE person needs to be the CHAIR throughout and stay neutral. • Be strict about staying in ONE hat thinking at a time – again the CHAIR should facilitate this • ALL must wear ALL hats to see all POV • Red = NO justification • Black and Yellow =MUST be justified • Green = ALL ideas are welcome • Not all Hats are needed all of the time – therefore a decision must be made about which hats and which order before commencing discussion.

14. Applying the hats The school day should be extended for all students from 8a.m. – 6 p.m. • Nominate a CHAIR / TIMEKEEPER • Decide on the hats and sequence (2 minutes to decide and 10 minutes to discuss) • All wear same hat at same time – no deviation

15. Idea Generation and prioritising

16. Perceptual Thinking • David Perkins argues that 90% of great thinking happens in the perception stage but only 10% of time is spent at this stage. We move too quickly from perceptual to logical thinking. De Bono’s Cort 1 tools help us be both divergent and convergent in our thinking

17. A.P.C. Alternatives, Possibilities and Choices Key Points: Creative Tool encouraging divergent thinking – we are naturally convergent thinkers The deliberate attempt to find alternatives Can require deliberate effort if initially satisfied with position As a self organising mechanism the brain develops habitual ways of doing things – this deliberately moves away from this Reminds you that there are always choices 17

18. Using APC / Divergent Thinking Your school has just been given £10,000 for staff • You have 5 mins to think of all the Alternatives, Possibilities and Choices for this money. • Record EVERY idea and do NOT evaluate • This task is very much about more IS more!

19. FIP: First Important Priorities Key Points: Crystallising the most important ideas, factors, objectives, consequences, etc Judgement situation – with no absolute answers Priorities may occur because they are first in a list of actions or because they are most important Enhances decision making skills 19

20. Using FIP / Convergent Thinking Your school has just been given £10,000 for staff • You have 5 mins to decide on your FIP for this money • You might find that the best way to do this is democratically and / or by using the yellow and black hat • NB - You are not expected to necessarily decide a final outcome at this point

21. Visualising / Setting Criteria Knowing what you want to achieve Looks Like Feels Like Sounds like

22. Applying The Y Map – 10 minutes • Your school wants to conduct a whole school review of CREATIVITY in the classroom • Use the Y Map to consider what it is the school should be trying to find evidence of. • Try NOT to differentiate between subject areas – this is a generic review • This is a group activity – record ALL Ideas

23. Creativity in the classroom…. Looks Like Feels Like Sounds like

24. Creativity – some definitions • ... the ability to use different modes of thought to generate new and dynamic ideas and solutions • Creative thinking involves imagining familiar things in a new light, digging below the surface to find previously undetected patterns, and finding connections among unrelated phenomena

26. Creative thinking involves imagining familiar things in a new light, digging below the surface to find previously undetected patterns, and finding connections among unrelated phenomena

27. Anyone know who drew this?

28. This is how he did it

31. Designing a new canteen 1. Decide on the number and nature of the parameters (Food, Seating, Theme..6 in each list) Ask “Would this challenge exist without the parameter I am considering? “ 2. Design a box with parameters 3. Explore combinations (do it more than once) 4. Decide on preferred possibilities 5. Make recommendations

33. Time to Reflect • Think about your own teams • How would 6 Hats / Y Maps / APC + FIP/Da Vinci ideas box work with them? • Would it be beneficial? • How would you set it up?