90-120min

Edward de Bono's Method of Hats

Edward de Bono’s Six Thinking Hats is a structured method for group discussion and individual thinking, designed to explore problems from multiple perspectives. Each of the six metaphorical hats represents a different mode of thinking, guiding participants to analyze topics systematically while reducing cognitive biases and fostering creativity. The method promotes parallel thinking, where all participants focus on the same aspect of a problem simultaneously, enhancing collaboration and reducing conflict. This approach ensures a holistic exploration of topics, improving decision-making, communication, and cultural understanding.

Themes:

Reflective thinking

Game-based learning

Problem solving

Intercultural dialogue

Objectives

Enhance decision-making and problem-solving skills.
Develop critical thinking and parallel thinking (focusing on one perspective at a time).
Promote effective communication and collaboration.
Improve language proficiency through structured discussions.
Foster cultural understanding and creative expression.
Reduce cognitive biases by considering multiple perspectives.
Encourage collaborative learning and time efficiency.

Settings

In-person: Classrooms, cultural spaces, museums, or outdoor settings (e.g., parks, historical sites).

Online: Virtual platforms (e.g., Zoom, Microsoft Teams, Google Meets) with interactive tools (e.g., Mentimeter, Kahoot, Minecraft Education Edition).

Materials

Physical

Colored hats (or printed cards)
Visual aids (posters, charts)
Role cards
Storyboard/flipchart
Question cards
Role-play props

Digital

Interactive whiteboard
Mind mapping software (MindMeister, XMind, or Coggle)
Polling tools (e.g., Mentimeter)
Quiz tools (e.g., Kahoot, Quizizz)

Overview

What is it? A structured discussion and problem-solving activity based on Edward de Bono’s Six Thinking Hats method. Each ”hat” represents a different perspective, guiding learners to analyze topics systematically while practicing language skills, critical thinking, and collaboration. The activity can be adapted for cultural discussions, role-playing, vocabulary brainstorming, and language games. By switching between perspectives (hats), learners can: Examine facts and information (White Hat). Explore emotions and feelings (Red Hat). Identify risks and concerns (Black Hat). Highlight benefits and advantages (Yellow Hat). Generate creative ideas and innovations (Green Hat). Organize the thinking process (Blue Hat).

Step-by-step description

Introduction: Introduce Edward de Bono’s Six Thinking Hats method and explain the purpose of each hat:

White Hat: Facts and information (neutral, data-driven).
Red Hat: Emotions and feelings (intuitive, subjective).
Black Hat: Caution and concerns (critical, risk-focused).
Yellow Hat: Benefits and advantages (optimistic, solution-oriented).
Green Hat: Creativity and new ideas (innovative, out-of-the-box).
Blue Hat: Process and organization (meta-thinking, big-picture).

Assign roles (hats) to participants and provide cue cards explaining their perspective.

Warm-Up Activity: Discuss the meaning of colors in different cultures to set the stage for the activity. Use a visual or cultural artifact (e.g., a painting, mural, or historical object) as a starting point for discussion.
Structured Discussion: Present a topic, problem, or scenario (e.g., cultural texts, real- life situations, or hypothetical dilemmas). Guide participants to contribute from their assigned hat’s perspective:

Example prompts:
- White Hat: ”What facts do we know about this topic?”
- Red Hat: ”How does this topic make you feel?”
- Black Hat: ”What are the potential risks or concerns?”
- Yellow Hat: ”What are the benefits or advantages?”
- Green Hat: ”What creative solutions or ideas can we generate?”
- Blue Hat: ”How can we organize our thoughts or next steps?”

Role-Playing or Language Games:

Option 1 (Role-Playing): Simulate cultural scenarios (e.g., ordering food, negotiating a deal) using the Six Hats method.
Option 2 (Cultural Discussions): Analyze cultural texts (e.g., literature, films, news articles) from each hat’s perspective.
Option 3 (Vocabulary Brainstorming): Use the Green Hat to brainstorm creative ways to remember and practice new vocabulary.
Option 4 (Language Games): Play word association or trivia games incorporating the hats.

Reflection: Facilitate a group reflection on the process: What new insights emerged from the discussion? How did the Six Hats method influence their thinking? What language or cultural challenges did they encounter? Encourage participants to share feedback on the activity.

Practical insights

What worked well:

Role-Playing Scenarios: Students enjoyed taking on cultural roles (e.g., ordering food, negotiating) using the Six Hats method.
Vocabulary Brainstorming: The Green Hat inspired creative ways to practice new words.
Language Games: Incorporating the hats into games reinforced language skills.

Common challenges and solutions:

Abstract Concept: Some learners found the method too abstract. Use visual aids, role cards, or real-life examples to clarify.
Role Adherence: Participants struggled to stay in their assigned roles. Allow flexibility while gently guiding them back to their perspective.
Language Barriers: Lower-level learners felt constrained by the structure. Simplify roles for A1-B1 levels and encourage spontaneous conversation.

Field reflections

The activity in Luxembourg blended the Six Hats method with a hike to Hohllay Cave and a visit to the Abbey of Echternach, where learners wore colored hats to explore perspectives - like the White Hat sharing hike facts or the Red Hat describing emotions. Participants enjoyed discovering Luxembourg beyond the city, and the method encouraged diverse viewpoints while structuring discussions. Though the picnic was a highlight, food supplies were insufficient, and learners struggled to stay in their roles. To improve, facilitators allowed more flexibility in contributions. Despite logistical challenges, the experience was well-received. Future sessions should focus on better transportation, improved picnic provisions, and balancing role adherence with spontaneity.

The session in Warsaw began with a discussion on the meaning of colors across different cultures, which seamlessly transitioned into an analysis of Wojciech Fangor’s mural, where learners donned colored hats to explore the artwork from their assigned perspectives. The activity sparked strong engagement and curiosity, particularly around the artist’s life and post-WWII Poland, with the playful hats themselves serving as a focal point that kept participants focused and enthusiastic. The discussion flourished with diverse viewpoints and expanded vocabulary, though higher-level learners often stepped outside their roles, revealing a natural tendency to blend perspectives. To balance this, educators found it effective to allow creative flexibility for lower-level (A1–B1) learners, who sometimes lost spontaneity when constrained by rigid role assignments, while gently reinforcing structure for advanced participants. Ultimately, the session proved to be a pleasant surprise for educators, as participants - despite the unstructured, dynamic nature of the discussion - thoroughly enjoyed interpreting the artwork in Polish and exploring its multiple layers of meaning. The integration of Visual Thinking Strategies further helped bridge language gaps, making the experience both accessible and enriching for all involved.