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  • Evaluating practical work using de Bono’s ‘Thinking Hats’ · 16 SSR June 2010, 91(337) Science notes What are the hats? There are six Thinking Hats (de Bono, 1999), each of
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16 SSR June 2010, 91(337) Science notes What are the hats? There are six Thinking Hats (de Bono, 1999), each of which defines a type of thinking. They were originally developed for use in industry to improve the quality of thinking in business meetings. You can put on or take off one of these metaphorical ‘hats’ to indicate the type of thinking that you are using and, according to de Bono, this putting on and taking off is essential as it allows you to switch from one type of thinking to another. The intention, in the context described here, is to encourage pupils to develop creativity, to think about a problem from a range of angles and to improve their critical-evaluation skills through extending the ways in which they evaluate the practical work they have undertaken. Each Thinking Hat represents a different way of thinking (de Bono, 1995): l White Hat calls for information and facts; l Yellow Hat focuses on the positive elements; l Black Hat asks for negative aspects and critical thinking; l Red Hat represents feelings and emotions; l Green Hat calls for improvements; l Blue Hat gives an overview. Using the hats A group of 12- to13-year-olds (year 8) made pinhole cameras in a lesson but they had not been very successful. The pupils found it difficult to see what might be expected, and in fact one caught fire as the pupil had held it too close to a tea-light. When it came to evaluating the practical work, de Bono’s Thinking Hats were used. In order to make the activity more kinaesthetic, rather than using metaphorical hats real laminated hats were made for the pupils to hold (Figure 1). The class was divided into six groups of five pupils with each group having a hat of a different colour. To minimise TOOT (talking out of turn) and general chatter, the rule was that during group discussions only the person holding the hat could speak. It was then passed to another member of the group so that they could contribute. The whole idea was to find something positive that had come from the practical work. Each group focused on the element of evaluation that matched the colour of their hat. The pupils enjoyed the session and loved the laminated hats, often holding them above their heads as if they were wearing them. They made some good attempts at thinking in the different ways but it was clear that more structured support was needed in order to get them to focus on the specific aspect linked to the hat colour. Developing the idea It was felt that this approach to teaching and learning had wider potential and so it was used with a year 11 (ages 15–16) applied science group, who had completed their exams before Christmas and had coursework until July. Applied science courses tend to be offered to year 11 pupils who are less academically inclined and who might have more of an interest in vocational science courses. The group had undertaken a qualitative analysis where the protocol involved testing known substances in order to identify unknown substances, using a precipitate test, a flame test, a chloride test and sulfate test. When the investigations had been completed pupils were asked individually to evaluate them. The class discussed what they thought needed to be included in an evaluation and a ‘mind map’ was drawn up on the whiteboard. This consisted mainly of Evaluating practical work using de Bono’s ‘Thinking Hats’ Abby Garner and Roger Lock Figure 1 Laminated hats given to the student groups (photos, Roger Lock)

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Page 1: Evaluating practical work using de Bono’s ‘Thinking Hats’ · 16 SSR June 2010, 91(337) Science notes What are the hats? There are six Thinking Hats (de Bono, 1999), each of

16 SSRJune2010,91(337)

Science notes

What are the hats?

TherearesixThinkingHats(deBono,1999),eachofwhichdefinesatypeofthinking.Theywereoriginallydevelopedforuseinindustrytoimprovethequalityofthinkinginbusinessmeetings.Youcanputonortakeoffoneofthesemetaphorical‘hats’toindicatethetypeofthinkingthatyouareusingand,accordingtodeBono,thisputtingonandtakingoffisessentialasitallowsyoutoswitchfromonetypeofthinkingtoanother.Theintention,inthecontextdescribedhere,istoencouragepupilstodevelopcreativity,tothinkaboutaproblemfromarangeofanglesandtoimprovetheircritical-evaluationskillsthroughextendingthewaysinwhichtheyevaluatethepracticalworktheyhaveundertaken.

EachThinkingHatrepresentsadifferentwayofthinking(deBono,1995):

l WhiteHatcallsforinformationandfacts;l YellowHatfocusesonthepositiveelements;l BlackHatasksfornegativeaspectsandcriticalthinking;l RedHatrepresentsfeelingsandemotions;l GreenHatcallsforimprovements;l BlueHatgivesanoverview.

Using the hats

Agroupof12-to13-year-olds(year8)madepinholecamerasinalessonbuttheyhadnotbeenverysuccessful.Thepupilsfounditdifficulttoseewhatmightbeexpected,andinfactonecaughtfireasthepupilhadheldittooclosetoatea-light.Whenitcametoevaluatingthepracticalwork,deBono’sThinkingHatswereused.Inordertomaketheactivitymorekinaesthetic,ratherthanusingmetaphoricalhatsreallaminatedhatsweremadeforthepupilstohold(Figure1).Theclasswasdividedintosixgroupsoffivepupilswitheachgrouphavingahatofadifferentcolour.TominimiseTOOT(talkingoutofturn)andgeneralchatter,therulewasthatduringgroupdiscussionsonlythepersonholdingthehatcouldspeak.Itwasthenpassedtoanothermemberofthegroupsothattheycouldcontribute.Thewholeideawastofindsomethingpositivethathadcomefromthepracticalwork.

Eachgroupfocusedontheelementofevaluationthatmatchedthecolouroftheirhat.Thepupilsenjoyedthesessionandlovedthelaminatedhats,oftenholdingthemabovetheirheadsasiftheywerewearingthem.Theymadesomegoodattemptsatthinkinginthedifferentwaysbutitwasclearthatmorestructuredsupportwasneededinordertogetthemtofocusonthespecificaspectlinkedtothehatcolour.

Developing the idea

Itwasfeltthatthisapproachtoteachingandlearninghadwiderpotentialandsoitwasusedwithayear11(ages15–16)appliedsciencegroup,whohadcompletedtheirexamsbeforeChristmasandhadcourseworkuntilJuly.Appliedsciencecoursestendtobeofferedtoyear11pupilswhoarelessacademicallyinclinedandwhomighthavemoreofaninterestinvocationalsciencecourses.Thegrouphadundertakenaqualitativeanalysiswheretheprotocolinvolvedtestingknownsubstancesinordertoidentifyunknownsubstances,usingaprecipitatetest,aflametest,achloridetestandsulfatetest.Whentheinvestigationshadbeencompletedpupilswereaskedindividuallytoevaluatethem.Theclassdiscussedwhattheythoughtneededtobeincludedinanevaluationanda‘mindmap’wasdrawnuponthewhiteboard.Thisconsistedmainlyof

Evaluating practical work using de Bono’s ‘Thinking Hats’

Abby Garner and Roger Lock

Figure 1 Laminatedhatsgiventothestudentgroups(photos,RogerLock)

Page 2: Evaluating practical work using de Bono’s ‘Thinking Hats’ · 16 SSR June 2010, 91(337) Science notes What are the hats? There are six Thinking Hats (de Bono, 1999), each of

SSR June2010,91(337) 17

Science notes

statementsthatcouldbesummedupas‘Whatwentwrong?’and‘Howcanweimprove?’LinkswerethenmadebetweentheirstatementsandthoseassociatedwithdeBono’sThinkingHats.Forexample,whatwentwrongwaslinkedwiththeblackhatandimprovementswiththegreenhat.Inthisway,pupilscouldseethattherewasawiderrangeofwaysinwhichtheycouldthinkabouttheevaluationofpracticalwork.

Supporting resources

Eachgroupwasgivenalaminatedcardthatprovidedmoreguidanceonthespecificelementsoftheevaluationassociatedwiththedifferent-colouredhats(Figures2and3).Theywerealsogivenanindividualworksheetonwhichtorecordtheirownandothergroups’ideas.

Thefinaltouchwastoreplacethelaminated2Dhatswithsomerealhatsforthepupilstowearduringtheevaluationsessions(Figure4).ThesewereboughtfromsitesontheInternet(seeWebsites)forpricesrangingfrom£1.50to£7.00,costingabout£20intotal,butcheaperresourcescouldbeobtainedfromyourlocalcharityshop,jumbleorcarbootsale.Pupilsworethehatstofeedbacktotheclassandsomeevenprovidedanaccenttomatchthehat,suchasapiratevoice,animitationofatelevisionchefortheposh,receivedpronunciationassociatedwithajudge.

Evaluation quality

ToseehoweffectivetheThinkingHatsapproachwas,acomparisonwasmadeoftheevaluationsprovidedby15pupilspriortousingthehatsandthosetheymadewhenusingthehats.

Forthefirstevaluation,sevenofthe15pupilsdidnotwriteanevaluation,sixlefttheirpagesblankandonewrote‘I don’t know what goes in an evaluation’.Oftheremainingpupils,onewroteonlyaboutwhattheydid(information),whileanotherincludedonlywhatwentwellforthem(strengths).Fourpupilswroteabouttheirweaknessesandhowtoimprove,whiletheremainingtwopupilsincludedstrengthsandweaknesses.Afterusingthehatstrategy,11pupilsincludedaspectsofallsixassessmentcriteriaintheirevaluations,whilethreepupilsusedfivecriteria,missingouttheoverview.Onepupildidnotmentionfeelings.

ComparingthetwodatasetssuggeststhatuseofdeBono’sThinkingHatsasascaffolding

Figure 2 Supportforthegroupwiththechef’shat

Figure 3 Supportforthepirate’shatgroup

Figure 4 Thesixpartyhats

Page 3: Evaluating practical work using de Bono’s ‘Thinking Hats’ · 16 SSR June 2010, 91(337) Science notes What are the hats? There are six Thinking Hats (de Bono, 1999), each of

18 SSRJune2010,91(337)

techniqueimprovesthequalityoftheevaluationsandincreasestheproportionofpupilswhoincludeallthecriteria.Italsoprovidesaclosermatchtotheexpectationsembeddedin‘Howscienceworks’.

Pupils’ and teachers’ views

Asaplenarytothesession,pupilswereaskediftheyhadusedthehatsbefore.Nonehadandtheyallagreedthatusingthemhelpedinevaluatingpracticalwork.Whenaskedforthereasonsfortheirresponses,ninepupilsstatedthatusingthehatshelpedtobreakdownanevaluationintomanageablechunks,whilethreepupilssaidthatusingthehatshelpedtogivethemideasaboutwhattoincludeinanevaluation.Onepupilrepliedthatusingthehatshelpedhimtowritemoreinhisevaluation,whiletwopupilsthoughtthatusingthehatshelpedthemtowriteabetter evaluation.WhenaskediftheywouldliketousedeBono’sThinkingHatsagain,14replied‘yes’,andone‘maybe’.

Fromateacher’sperspectivethehatsareeasytouseandclearlydevelopthedepthandbreadthofpupils’evaluations,aswellasgeneratinglivelylessonsinwhichthepupilsareengagedwithscienceprocesses.

Conclusions

UsingdeBono’sThinkingHatsasamodelforwritinganevaluationofsciencepracticalworkappearstobesuccessfulintermsofthequalityandnumberofaspectsmentionedinevaluations.Fromapupil’spointofview,itisfun,enjoyableandmuchbetterthanchalk-and-talk.ThisdevelopmentoftheuseofdeBono’sideaswascarriedoutbyAbbyGarner,thefirstauthor,inthetwoschoolplacementsduringherinitialteachertrainingyearwhileengagedonaPostgraduateCertificateofEducationcourseattheUniversity

ofBirmingham.RogerLockisthetutoroftheScience:Biologycoursewherethedevelopmentofanovelapproachtoteachingandlearning,andassociatedschool-basedresearchlinkedtotheeffectivenessoftheapproach,isasmallpartofthecourseassessment.

Inordertodisseminategoodideassuchasthismorewidely,thestudentteachersarerequiredtodemonstratetheirideastoalltheircolleaguesandthementorsworkingwiththematatwilightsessionintheuniversity.Mentorsquestionthestudentsfollowingtheirpresentationsandmakeanassessmentbasedonthequalityoftheidea,thepresentationandthestudent’sresponsetoquestions.Thiscancreatepressureforthestudentsbutisgenerallyenjoyedbyall.Onthisoccasionsomestudents,includingallthosewhocontributedtothesciencenotesinthisissue,chosetokeepthehatsonfortheremainderofthesession(Figure5),possiblyinthehopethattheyhadthefirstelementinplaceforanovelapproachtotheirownevaluations.

Figure 5 PGCEstudentswiththehats;AbbyGarneriswearingthechef’shat,LouiseHammondtheberetandAndyRaistrickthebluehat

References

deBono,E.(1995)Exploringpatternsofthought...seriouscreativity.The Journal for Quality and Participation,18(5),12–18.

deBono,E.(1999)Six Thinking Hats.London:Penguin.

Website

www.partydelights.co.uk/hats

Abby Garner isascienceteacheratEllowesHallSportsCollege,Dudley.ThisteachingaidwasusedwhileAbbywasastudentonthePGCEScience:BiologycourseattheUniversityofBirmingham.Roger LockisaseniorlecturerinscienceeducationandtheScience:BiologytutorattheSchoolofEducation,UniversityofBirmingham.Thereisaccesstosimilarideasviawww.rogerlock.com

Science notes

http://www.partydelights.co.uk/hats
http://www.rogerlock.com

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