Strategy name:
Thinker’s keys
Source:
Michael Pohl
Pohl, M. (2000) Teaching Complex Thinking Number #6122, Hawker
Brownlow Education.
Overview:
The creative thinking process can be accidental or
deliberate. When planned processes are implemented the
creative output by students is faster and more consistent.
To help students extend their creativity deliberate practice
is essential. Creative thinking is a valuable technique
helping students to analyse, synthesise and evaluate
products, systems or environments to better able them to
develop a design solution to meet a specific identified
need.
A useful key to use when generating and developing
ideas is the BAR key. This key encourages students to
think creatively about everyday objects. When students
begin to think creatively about what products, systems or
environments already exist they ponder ways to make
these existing products, systems or environments better
that is, they explore existing solutions.
The BAR key
The BAR Key uses the acronym BAR to help students modify existing market
solutions. Students use this key to generate new designs/products.
B = Bigger
Make something on the existing market solution bigger
A = Add
Add something to the existing market solution
R = Replace or remove
Replace something on the existing market solution
Technology Unit, Curriculum K–12 Directorate,
NSW Department of Education and Training
http://www.curriculumsupport.education.nsw.gov.au/technology/
thinker.doc
page 1 of 3
Using the BAR key to generate and develop ideas
1. Class discussion needs to take place about how designers generate new
ideas and the importance of improving on existing market solutions.
2. As students generate and develop ideas for the project they are
undertaking they will explore specific market solutions. Students collect
data on product specifications, diagrams etc.
3. The BAR Key uses the acronym BAR to help students modify existing
market solutions. Students use this key to generate new designs/products.
B = Bigger
Make something on the existing market solution bigger
A = Add
Add something to the existing market solution
R = Replace or remove
Replace something on the existing market solution
4. Students may then choose to further explore their newly created ideas,
generated from existing market solutions, as possible design solutions.
Tips and hints:

To positively foster creative thinking using the BAR Key the technology
classroom must be one that values the process of learning as well as the
final product. For the best student outcomes allow students adequate time
for thinking, in turn this allows them to develop complex ideas.

Be flexible in the manner you structure your lesson. Provide students with
a variety of opportunities for group and individual work. Most importantly
be open and accept a wide range of possible solutions from your students.
Technology Unit, Curriculum K–12 Directorate,
NSW Department of Education and Training
http://www.curriculumsupport.education.nsw.gov.au/technology/
thinker.doc
page 2 of 3
BAR key
B
Bigger
What could be made bigger?
Increase the size of everything?
Increase the size of some parts
A
Add
What can be added to the design
to make it more appealing?
to make it more versatile?
Remove/Replace
What can be removed from the design?
to make it cheaper?
to make it more durable?
to make it less complex?
R
Pohl, M. (2000) Teaching Complex Thinking Number #6122, Hawker Brownlow Education.
Technology Unit, Curriculum K–12 Directorate,
NSW Department of Education and Training
http://www.curriculumsupport.education.nsw.gov.au/technology/
thinker.doc
page 3 of 3