A teaching strategy I often recommend is allocating roles to discussion participants. Edward de Bono’s Six Thinking Hats is a particularly effective technique for this. This technique encourages students to approach problems from multiple perspectives, leads to more comprehensive and creative solutions, and stimulates thought from diverse perspectives.
Introduction to the six thinking hats technique
De Bono’s Six Thinking Hats is a parallel thinking process that helps groups analyse issues more effectively. Each “hat” represents a different style of thinking:
- The White Hat calls for information known or needed and focuses on facts and data.
- The Red Hat signifies feelings, emotions and intuition.
- The Black Hat is judgement and examines potential risks, threats, and difficulties.
- The Yellow Hat symbolises optimism, opportunities, and positivity.
- The Green Hat focuses on creativity, which includes possibilities, alternatives, new ideas, and innovation.
- The Blue Hat manages the thinking process and ensures all hats are heard.
To implement this activity, ensure the students understand each hat. In a physical classroom, you can put a description of the thinking hats and some talking points onto cards so the students have these as a reference for the discussion. Online, you could share a PDF version of those cards with the class. In groups, students are given a scenario or a problem related to their coursework. Each student is allocated a different hat and must try to speak only from that hat’s perspective.
Exploring the six thinking hats and questioning prompts for students
White Hat (Facts and Information)
- What are the key facts and figures related to this topic?
- What information do we have, and what do we need to find out?
- Can you provide any data or evidence to support your point?
- What are the historical trends or patterns we can observe?
- Are there any reliable sources or references we should consider?
Red Hat (Emotions and Feelings)
- How do you feel about this issue or topic?
- What are your gut reactions or instincts telling you?
- Are there any emotional responses we should be aware of?
- How might this situation affect people’s feelings or morale?
- Can you share any personal experiences that influence your perspective?
Black Hat (Critical Judgment and Caution)
- What are the potential risks or downsides of this idea?
- What could go wrong if we proceed with this plan?
- Are there any weaknesses or flaws in the current approach?
- What are the possible obstacles or challenges we might face?
- How can we mitigate any negative impacts or consequences?
Yellow Hat (Optimism and Benefits)
- What are the potential benefits or positive outcomes of this idea?
- How can this approach improve the current situation?
- What are the strengths and advantages of this plan?
- Are there any opportunities we can capitalise on?
- How can we maximise the positive impact of our actions?
Green Hat (Creativity and New Ideas)
- What are some alternative solutions or approaches we haven’t considered?
- How can we think outside the box to solve this problem?
- What innovative ideas can we bring to the table?
- Are there any creative ways to overcome the challenges we identified?
- How can we encourage more creative thinking in our discussion?
Blue Hat (Process and Control)
- What is our main objective or goal for this discussion?
- How should we structure our discussion to cover all perspectives?
- Are we following the Six Thinking Hats process effectively?
- What steps should we take next to move forward?
- How can we ensure that everyone’s input is heard and valued?
Tips and considerations for implementing the six thinking hats in the classroom
Repeat for mastery: The first time this activity runs it may be messy or challenging for the students, but repeating the activity multiple times with different problems or scenarios will give students an opportunity to refine their understanding of the concept and speak from different perspectives for each activity.
Embed reflection: This activity pairs well with reflection. Ask the students questions that allow them to reflect on which hats they found difficult or easy to speak from, and what that says about their skill set. Did they have any insights on how to better deal with people who only speak from a particular perspective? Were any of the other hats useful in changing that person’s view?
Keep it fresh: If you repeat the activity and it begins to get stale, take one or two of the hats out and have the students analyse how it changed the dynamics of the discussion.
Ongoing Skill Growth with Six Thinking Hats
Integrating the Six Thinking Hats into professional development strategies empowers students to master future workplace skills, from creative problem-solving to effective communication and emotional intelligence. This approach cultivates respect for diverse perspectives, enhances negotiation capabilities, and develops interpersonal skills, preparing students for more meaningful future collaboration.