Inclusive Learning through Technology
Project Workbook
© 2005 The Inclusive Learning Through Technology project is a non-commercial project.
We would like to acknowledge the contribution of all project participants including the staff
and students of CRC School, Clontarf and St. Gabriel’s Limerick, CTS department - CRC,
DIT Kevin Street, Dell Ireland, the Institute for Matching Persons with Technology and the
McMahan Center Abilities Activists.
1
Table of Contents
INTRODUCTION ........................................................................................................................................ 3
1. WHAT IS LEARNING? .......................................................................................................................... 4
1.1 LEARNING AND ASSESSMENT ............................................................................................................... 4
1.2 ASSESSMENT FOR LEARNING ................................................................................................................ 5
1.3 LEARNING THEORIES ............................................................................................................................ 6
Pedagogical Background ...................................................................................................................... 8
1.4 LEARNING PREFERENCES.....................................................................................................................10
2. MINDMAPS.............................................................................................................................................11
2.1 EXAMPLES OF MINDMAPS IN THE CLASSROOM ....................................................................................13
2.1.1 Introduction to Mindmap #1 .......................................................................................................13
2.1.3 Introduction to Mindmap #2 .......................................................................................................15
2.1.5 Introduction to Mindmap #3 .......................................................................................................16
3. THE CORT TECHNIQUES...................................................................................................................17
3.1 PMI: PLUS, MINUS, INTERESTING ........................................................................................................17
3.1.1 Examples of PMI .........................................................................................................................18
3.2 CAF: CONSIDER ALL FACTORS ...........................................................................................................19
3.2.1 Examples of CAF ........................................................................................................................20
3.3 OPV: OTHER PEOPLE’S VIEWS ............................................................................................................22
3.3.3 Examples of OPV ........................................................................................................................22
4. THE SIX THINKING HATS TECHNIQUES ......................................................................................23
4.1 AS A METHOD OF INSTRUCTIONAL DESIGN ...........................................................................................24
4.1.1 Examples of 6-hats instruction ....................................................................................................24
GENERAL HAT SEQUENCES FOR LESSONS; ..........................................ERROR! BOOKMARK NOT DEFINED.
LESSON 1 – THE BLITZ EVACUATION .......................................................................................................27
LESSON 2 – CONCENTRATION CAMPS ................................................ERROR! BOOKMARK NOT DEFINED.
LESSON 3 – FRENCH RESISTANCE .....................................................ERROR! BOOKMARK NOT DEFINED.
LESSON 4 – D-DAY LANDINGS ...........................................................ERROR! BOOKMARK NOT DEFINED.
LESSON 5 – IRELAND DURING THE WAR ...........................................ERROR! BOOKMARK NOT DEFINED.
5. THE 6 HATS AS A LEARNING PREFERENCES MODEL .............................................................41
5.2 Reflective Learners ........................................................................................................................45
6. INTEGRATION OF TECHNOLOGY ..................................................................................................46
Technology in the Classroom ...............................................................................................................46
7. THE WORLD-WIDE WEB ...................................................................................................................48
7.1 GOOGLE – IMAGE SEARCH ...................................................................................................................48
7.2 THE BBC WEB SITE ............................................................................................................................49
7.3 WIKIPEDIA ...........................................................................................................................................49
8. STUDENT REFLECTIONS ON ILT ....................................................................................................50
APPENDIX A: FORMS TO HELP .............................................................................................................51
PMI (PLUS MINUS INTERESTING) ..............................................................................................................52
CAF (CONSIDER ALL FACTORS) ...............................................................................................................53
OPV (OTHER PEOPLE’S VIEWS) ................................................................................................................54
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Introduction
The Inclusive Learning through Technology (ILT) project is designed to harness the
convergence of educational technology, technical infrastructure and thinking techniques
to create a student-centred learning environment. This workbook includes an
introduction to the thinking techniques being used in this project, as well as a number of
actual student examples, and an outline of the technology being used in the project also.
The thinking techniques include MindMaps, The CoRT Techniques and the Six-Thinking
Hats Technique. MindMaps are an information organisation technique, which facilitate
better planning, memorization and creativity. The CoRT Techniques are a collection of
thinking tools, which can help a student to think critically and creatively. The SixThinking Hats Technique is used as both an approach to structuring classroom time and
as a learning styles model.
These techniques are being used in a rich technical environment, which includes
broadband, whiteboards, networked communications, and the World-Wide Web
(WWW). These technologies scaffold the learning process and will be discussed in some
detail.
The workbook also contains a number of examples of the thinking techniques, each of
which begins with a teacher’s introduction and then the example. These techniques can
help to create a dynamic environment where highly motivated students interact with their
peers and the wider world using technology as a social mediator and as a cognitive tool.
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1. What is Learning?
Learning has been defined as the cognitive process of acquiring skill or knowledge. For
learning to take place, it is no longer considered sufficient that knowledge be broken
down into small chunks for students to digest mentally. Learning is now considered to
occur through active engagement with material in a meaningful and authentic context and
involves the linking of new knowledge with previous understanding. We learn best not by
passively absorbing knowledge, but by making sense of the world and building our own
connections. This type of learning gives students a deeper understanding of what is
learned and helps them to remember it and to take ownership of it.
With the advent of the information society, the emphasis nowadays is less on acquiring a
mastery of facts and more on developing the thinking skills to analyze and evaluate the
information that is all around us. Equipped with these transferable thinking skills, our
students will be enabled to develop lifelong learning skills.
1.1 Learning and Assessment
The link between learning and assessment is crucial to the development of successful
learners. Studies have shown that the type of assessment used in schools exerts a
powerful pressure on the way teaching occurs in the classroom. We have seen that, in
terms of learning, the student is actively involved in building her own conception of the
world. In a similar way, we advocate an active role for the learner in the assessment of
her learning. This aligns with NCCA policy, which states that a crucial element in the
assessment process is the extent to which the student is actively involved in the learning
process and her understanding of the purpose of her learning and the role of assessment
to support that learning.
Traditional testing, in the form of paper and pencil tests, may militate against many
students with specific educational needs and may lead to a narrowing of learning
outcomes. Therefore, assessment needs to be designed to respond to the strengths of
individual students, to promote the attainment of learning goals that are clearly outlined
to the student and to be integrated into the teaching and learning process.
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1.2 Assessment for Learning
Assessment practice in the past has been dominated by summative assessment. This type
of assessment, either at the end of a module or at the end of the school year, gives
valuable information on what the student has learned. It is a snapshot of the student’s
progress at a particular point in time. However, its focus is primarily on what has been
learned and is therefore static and retrospective. Commentators now distinguish between
this type of assessment of learning and assessment for learning (AfL) which is concerned
with supporting the student’s progress as he learns. The focus in this formative (ongoing) assessment is on the process of learning.
The key principles of AfL have been summarized by the NCCA as follows:

Sharing learning goals with students

Helping students to recognise the standards they are aiming for

Involving students in assessing their own learning

Providing feedback, which helps students to recognise what they must do to close
any gaps in their knowledge or understanding

Communicating confidence that every student can improve

Adjusting teaching to take account of the results of assessment
1.2.1 AfL in Practice
The main thrust of AfL is the two-way communication of learning goals, quality criteria
and feedback in the classroom in order to enable the student to make the next step in the
learning process and to enable the teacher to adjust her teaching practices accordingly. In
most classrooms, some or all of these practices are evident. For example, many teachers
question their students in order to assess their learning strengths and weaknesses as they
teach and provide feedback to the students. The ILT project aims to build on this existing
practice by stressing the key role of AfL in each phase of the project.
1.2.2 AfL and the ILT Project
In order to support learning and assessment, a number of assessment instruments have
been used to date.
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1.2.2.1 Rubrics
These instruments have been designed so that learners can easily evaluate their progress
against a range of descriptive quality criteria. When presented to the class before an
activity, they enable the teacher to communicate the goals for that session. The
involvement of the students in the design of these rubrics further develops the active role
of the learner.
1.2.2.2 Electronic Portfolios
The project has used electronic portfolios as repositories of performance-based learning
outcomes for each student. Moreover, the use of rubrics allows for these various
portfolios to be assessed on an agreed scale of quality criteria.
As part of the electronic portfolio process the students are involved in:



Collecting digital artefacts that demonstrate their understanding
Selecting from this collection for particular views or portfolios
Reflecting (on their own and with peers) on their portfolio to identify strengths,
needs, strategies and future direction
Rubrics
o To self-evaluate their portfolio against a range of quality criteria.
o To jointly evaluate their portfolio with the teacher to communicate goals
and learning strategies

1.3 Learning Theories
The focus on process obviously takes us into the realm of learning theories - ideas about
how or why change occurs.



Behaviourist
Cognitive
Constructivist
Behaviourism was the predominant school of thought in learning theory in the 1950s and
1960s. This theory defines learning as the changes that take place in the observable
behaviour of a learner in terms of stimulus-response processes. Behaviourists were not
interested in internal mental states, but concentrated their attention on what was
observable and therefore external.
During the 50s and 60s many psychologists became dissatisfied with the behaviourist
approach due to its failure to incorporate mental events in the study of learning.
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Cognitivism countered the behaviourist perspective with a view of knowledge
acquisition as a symbolic, mental construction in the mind of individuals and as the
outcome of learning. Thus, they see learners understanding new relations among the parts
of a problem by acquiring and reorganizing information into understandable cognitive
structures or ‘schema’.
The shift in emphasis from teacher-centred to learner-centred education is further
developed in the work of the Constructivists. Constructivism views learning as a process
where the learner actively constructs new ideas or concepts based on his current and past
experiences. Learning therefore is a personal endeavour. According to Bruner and other
constructivists, the role of the teacher is now one of facilitator who helps the students to
discover principles for themselves by working on real-world problems, on their own or in
collaboration with their peers.
A related learning model, Social Constructivism, places a strong emphasis on the
paramount role of social-cultural context and interactions in the development of
cognition. In social constructivist terms, knowledge has a social nature and it is the result
of social interaction and the use of language. Social constructivists recognize the context
in which learning takes place and the social context that the learner brings to the learning
environments as paramount in facilitating meaning construction.
One of the main exponents of Social Constructivist theory was Lev Vygotsky who
perceived human development in a broad social context. He asserted that individual
mental processes stem from social processes. Furthermore, he highlighted language as a
paramount tool in social development since it allows the learner to detach herself from
the limitations of the immediate environment in which she is immersed.
This brief survey of learning theories demonstrates the shift in emphasis in learning from
a passive state where learning is broken down into discrete bits to be absorbed by the
student to an active process where the student is personally involved in developing his
own understanding of real-world issues.
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1.3.2 Pedagogical Background
In the ILT project, the development and refinement of pedagogic strategies is considered
to be essential in the creation of a sustainable and successful learning environment for our
participants. Our educational philosophy is grounded on the belief that the student is at
the center of the learning process. This view is in alignment with the Constructivist
school of thought, outlined above, which considers that knowledge is not received from
outside but rather constructed or interpreted by the learner through engagement with and
reflection on his own experiences, perceptions and beliefs. In this view, it is the learner
who interacts with objects and events and thereby develops understanding. Furthermore,
we believe that learning is a socially-mediated process that leverages the collaborative
effort of the group in knowledge construction.
1.3.3 Collaboration
Viewed from the theoretical background outlined above, learning can be defined as a
social process that stresses the collaborative effort of a group of learners as a significant
source of learning. In recent years the education community has been trying to find ways
to encourage children to develop collaborative and creative approaches to learning. This
is often seen as being driven by two considerations: first, that the nature of the workplace
is radically changing and will require young people able to work in teams and to respond
creatively to a rapidly changing world; and second, that learning is increasingly seen to
be most effective when learners work creatively together to build shared understanding.
The ILT project fostered collaborative activities in a variety of ways within each class
and between classes. This is exemplified in the following sections.
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1.3.4 Intra-class collaboration
The use of CoRT techniques, Six Hats tools and the technical infrastructure were
conducive to the use of a number of classroom configurations.
Activity
Mode
Description
peer - peer
CoRT
PMI
OPV
CAF
students work on each part of the activity in pairs or small
groups
group-group
pairs / group report back to class.
Interactive whiteboard is used to focus on learning
outcomes
plenary
Class uses the six hats framework to structure the lesson.
Six Hats
Research
using
wireless
laptops
group / plenary
Interactive whiteboard is used to display content and for
groups to annotate.
pairs of students work together to research material for the
project
Pairs / Groups present their findings to class using IWB.
Class decides on selection of material for on-going work.
peer – peer
small group
plenary
1.3.5 Inter-class Collaboration
Activity
e-mail
Time
daily
Mode
student student
teacher-teacher
video
conference
weekly
Class – class
group – group
teacher-teacher
June ‘05
face-toface
meetings
Dec ‘04
May ‘05
Class – class
(visit to
Limerick)
teacher teacher
Description
senior students and teachers in both schools
collaborating on project outcomes
weekly student conference to report on work
completed in each school and to ‘have a chat’
Weekly management meeting for teachers and
project team to discuss project issues.
Senior students meet to work, socialise and
reflect on the project.
Participating teachers in Junior Group meet for
training
Participating teachers in Senior Group meet to
plan for next stage of project
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1.4 Learning Preferences
Learning depends on a large number of factors, many of which are specific to the
individual person. The individual learning preferences or style represents the particular
set of strengths and preferences that an individual or group of people has in how they take
in and process information. The idea of a learning preference is certainly a controversial
one, and one which there is little agreement over. The most commonly accepted
definition is "the composite of characteristic cognitive, affective, and physiological
factors that serve as relatively stable indicators of how a learner perceives, interacts with,
and responds to the learning environment."
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2. MindMaps
A MindMap is a visual form of note-making that can be done either individually or as
part of a group. At its heart is a central image or idea.
This is then explored by means of branches which represent all the main ideas that
connect to the central concept. From each “main idea” these branch out into “sub-ideas”
which explore the specific themes in greater depth. And to these branches of sub-ideas
you can add more sub-branches, going on to explore the idea in even more depth.
Result
Returning
Officers
Security
secrecy
STV
Tellers
7
Rules
Council
Members
Elected
5
6
Officers
Counting
voting card
Ballot
Paper
Box
1
Start up
Student
Council
Elections
4
Electorate
Organizing
Booths
2
3
Candidates
Telling
Others
Explaining
Rules
Teachers
Students
E-mail
Canvassing
Presentations
Presentation
11
In this example, the students are working out how to run the student council elections in
their school. The main ideas are identified by number and the sub-ideas are then
explored in order that each student can be responsible for a specific part of the project.
Just as the branches are all connected, so all the ideas are all related to each other, this
gives MindMaps an additional depth that a simple list can never achieve. By working
from the centre outwards, a MindMap encourages learner’s thoughts to grow outwards.
Soon the learner’s ideas will expand and radiate creative thinking.
MindMaps are an effective thinking tool because they work with the brain and encourage
it to develop associations between ideas: each branch of the MindMap is associated with
the previous branch. This is a visual map which complements how the brain works and
can lead to significant results.
In this example, a MindMap explores different options for participation through the use
of simple branching.
Do you like
performing?
Yes
No
Do you like music?
Do you like drawing and
painting?
yes
No
Yes
No
Do you like dance?
Do you like using a digital camera?
yes
no
Yes
Find /
Compose
music
Work ou t
som e da nce
routines
Plea se d raw
or p aint
som ethi ng
Take p hoto s of
interesting
thi ngs.
No
Be the coordi nato r for
your g roup.
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2.1 Examples of Mindmaps in the Classroom
2.1.1 Introduction to Mindmap #1
This MindMap was used in order to guide the students towards an understanding of the
way the EU operates. The teacher first identified the main sections of the EU with a
MindMap and asked the students to find information in their textbooks or on the web in
order to add substance to the basic map.
13
The following MindMap shows the extent of the students’ work illustrated in yellow.
2.1.2 Teacher Reflection on Mindmap #1
In terms of differentiation, my intention was to communicate baseline information to my
students in a way that would be meaningful to them. Each group of students worked on
fleshing out one main idea and the result was entered into the mindmap. The final
mindmap enabled the students to concentrate on the institutions of the EU with minimal
text to read. As can be seen from the map, there were many gaps in understanding. These
were used as a basis for future lessons.
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2.1.3 Introduction to Mindmap #2
This MindMap was designed by a student who was building an electronic portfolio
through the use of hyperlinks to demonstrate the work she had done in a previous project.
meidalab
web site
The people
I met
website
My
thoughts on
the project
My
thoughts
about the
project
The Féileacán Project
My Photos
2.1.4 Teacher Reflection on Mindmap #2
Although unsophisticated in design, this map illustrates the way the student is thinking
about this task. This student’s physical access problems preclude her from writing
extensively, so this map conveys her thinking in an appropriate way.
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2.1.5 Introduction to Mindmap #3
This map was used in working on the World War 2 section of the project. The main
elements of the project form the main ideas of the map. The details of the main ideas
have been minimized with the exception of the D-Day Landings in order to focus
attention on the lesson at hand. The details of this section had just been completed by the
students after an initial lesson on the topic
ILT2 Project on World War 2
students focus on D-Day Landings
The
Resistance
The Germans
were taken by
surprise
French Resistance
fought with Allies
sabotaged trains
taking Jews to
camps
The Germans
were beaten
back
THE SECOND
WORLD WAR
The D-Day
Landings
The
Holocaust
Ireland
During the
War
The Allies won.
6th June 1944
A lot of
soldiers on both
sides were
killled
The Blitz
2.1.6 Teacher Reflection on Mindmap #3
The students enjoyed taking responsibility for filling in the details of each section. As a
teacher, I found that the mindmap served to remind the students of what we had covered
and what the focus of today’s lesson is.
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3. The CoRT Techniques
The CoRT (Cognitive Research Trust) Thinking Techniques are a collection of thinking
tools that provide a practical way to teach critical thinking skills. Each tool in the CoRT
toolbox has its own defined function and each is a simple but powerful way to structure
thinking. The seven tools that are in the CoRT I toolbox are;







PMI: Plus, Minus, Interesting
CAF: Consider All Factors
OPV: Other People’s Views
APC: Alternatives, Possibilities, Choices
AGO: Aims, Goals, Objectives
FIP: First Important Priorities
C&S: Consequences and Sequel
The first three of these - PMI, CAF and OPV - are explained in more detail.
3.1 PMI: Plus, Minus, Interesting
One of the most common flaws in traditional thinking is the use of it to back up an
opinion that has already been formed (based usually on first impression). The PMI is an
attention-directing tool that can help to prevent this. In doing a PMI attention is first
directed towards the Plus points, then towards the Minus points, and finally towards the
Interesting points. This is done in a very deliberate and disciplined manner over a short
period of time (usually about two or three minutes).
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3.1.1 Examples of PMI
3.1.1.1 Introduction to PMI #1
The following is a PMI from one of the senior classes. The theme of the PMI was ‘Going
back to school’
3.1.1.2 PMI #1
PMI – Going back to School





PLUS
Meet all your
friends
New Classroom
Learning to be
independent
Learning new things
Being Seniors





MINUS
Getting up early
Getting on/off the
bus
Homework
Traffic
Have to be more
organised
INTERESTING
 New Classrooms
 New Furniture
3.1.1.3 Introduction to PMI #2
This is a PMI from one of the junior groups. The class had just watched the film ‘Finding
Nemo’ and were asked to do a PMI on ‘Nemo’s first day of school’
3.1.1.4 PMI #2
PMI – Nemo’s First Day of School


PLUS
He could make new
friends
He could learn
things


MINUS
He got taken away
He shouldn’t have
swum out too far
INTERESTING
 Why did Nemo say
he hates his dad?
 Do the fish get
homework?
 Do they eat lunch?
 Are there bullies in
the class?
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3.1.1.5 Introduction to PMI #3
This PMI was following on from a discussion on superheroes in the junior class. They
were then asked to do a PMI on ‘Being a Superhero’
3.1.1.6 PMI #3
PMI – Being a Superhero



PLUS
Get lots of awards
Rescue people
They can fly


MINUS
Bad people can get
you
People will chase
you even when
you’re on holiday
INTERESTING
 How do they fly
without wings?
 How do they burst
through walls?
 How can they run
fast with a cape?
3.2 CAF: Consider All Factors
Like the PMI this is an attention-directing tool, in other words a tool to make concrete
what would otherwise remain a general intention to look broadly around an issue. Doing
a CAF means considering all factors associated with a situation. There is no attempt to
evaluate these factors. In doing a CAF the emphasis is on “What has been left out?” and
“What ought we also consider?” The CAF normally begins with deciding on the number
of factors and not stopping until that number of factors is identified.
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3.2.1 Examples of CAF
3.2.1.1 Introduction to CAF #1
This is a CAF done by the students in St. Gabriel's, Limerick. The theme of the CAF was
planning a holiday
3.2.1.2 CAF #1
CAF – Planning A Holiday
At Home




Abroad
What to bring?
















Where to go?
House, B&B, hotel?
Is the accommodation wheelchair
accessible?
What type of holiday? E.g. sightseeing,
shopping, relaxing?
How to get there?
Who is going with you?
Which country to go to?
Get holiday brochures/look up the net
Plane journey might be too long
Weather? Whether you like the heat
Get there by plane or boat?
What airport do you have to go from?
How long would you go for?
How much will it cost?
Tickets
Bag/case
Clothes
Passport
Binoculars
Sunscreen
20
3.2.1.3 Introduction to CAF #2
This CAF was done in the CRC School in Clontarf. The CAF was used to consider all the
things that had to be done for the class project on ‘The Homeless.’
3.2.1.4 5 CAF #2
CAF – Our Project on the Homeless
Make a display board
Find out information
 The Internet
 Newspapers
 Pamphlets
 Simon Community
Put CSPE on our timetable
Guest Speaker
 Prepare the Venue
 Make a Powerpoint Presentation
Set up Committees
Folders for our jobs
Collection for the Homeless
Organise a visit to a homeless shelter
 Get Permission from the School
Principal
Technology
 Camera
 Computer
 Consult with ICT co-ordinator
 E-mail
21
3.3 OPV: Other People’s Views
In using the OPV the thinker tries to put themselves in the other person’s shoes in order
to look at the world from that position. There are two parts to this tool; the first part
involves the identification of the other people who are part of a given situation, and the
second part involves getting into the “shoes” of all the other people. Doing an OPV does
not mean putting into the mouths of all parties involved rational arguments of the sort one
might hold oneself. But rather it means objectively trying to look at the world from their
point-of-view and perhaps learning from that to add what is thought by others to one’s
own point of view.
3.3.3 Examples of OPV
3.3.3.1 Introduction to OPV #1
This OPV was done in the same class as the ‘Finding Nemo’ PMI. Again the topic
chosen was ‘Nemo’s first day of school.’
3.3.3.2 OPV #1
OPV – Nemo’s First Day of School
People
Nemo
Teacher
Daddy
Diver







Views
I shouldn’t have gone out into the water
Nemo thought his dad was mean
I must help them solve their problems
Oh these noisy children!
Felt guilty when the children got lost
Trying to keep Nemo safe
May have felt guilty for taking Nemo
3.3.3.4 Introduction to OPV #2
This OPV is again from the junior class. The topic for this OPV was ‘Jesus on the Cross’
3.3.3.5 OPV #2
OPV – Jesus on the Cross
People
Apostles
Mary
Joseph
Pilate
Views





Sad
Annoyed
Angry at the soldiers
Scared
Didn’t want people to know
22
4. The Six Thinking Hats Techniques
A central element of Edward de Bono’s philosophies of learning is that thinking is a skill
which can be taught and he has developed a specific approach called the “Six Thinking
Hats” technique. This is a tool which can be used in a range of situations as a framework
for thinking, and in particular for communication tasks such as the structuring of
meetings, to help focus on the thinking process. Traditionally, for many people, one’s
own argumentation is a key tool for communication and discussion, however with the Six
Thinking Hats technique people are taught to think in parallel, rather than interaction by
opposition. This approach allows individuals to go beyond their own (and other people’s)
first reaction and instead look at different perspectives in order to make better decisions.
The Six Hats facilitates the separation of different interpretations of information at
different times, e.g. separating facts from opinions, positive from negative, practical from
creative. Each of the Six Hats has a colour associated with it which helps describes the
function of that particular hat. The hat associated with overviews is blue like the sky. The
hat associated with facts and figures is white like computer printouts. The hat associated
with being positive and sunny is yellow like the sun. The hat associated with cautious and
judgemental is black like judicial robes. The hat associated with creativity and growth is
green like all things in nature. The hat associated with passion and personal is red like the
heart.
When using the 6-Hats technique in a meeting situation people spend different phases of
the meeting in different modes of parallel thinking, notionally wearing different hats.
Each of the six hats represents a unique way of dealing with an issue, or communication
style, the hats are distinguished by colour as follows;
White Hat (Logical)
 Separates fact from speculation
 Specifies action needed to fill gaps
 Assesses the relevance and accuracy
of information
Red Hat (Emotional)
 Gives permission to express feelings,
hunches and intuitions
 Does not require justification
 Can be used to help make a decision
Black Hat (Critical)
 Explores why an idea may not work
 Must give logical reasons for
concerns
 Points out difficulties
Blue Hat (Facilitator)
 The role of the facilitator
 Focuses and refocuses thinking
 Makes calls for the group to make
decisions
Yellow Hat (Positive)
 Explores the benefits of an idea
 Must give reasons why an idea is
valuable or might work
 Reinforces creative ideas and new
directions
Green Hat (Creative)
 Encourages a search for new ideas
 Seeks to modify and removes faults
from existing ideas
 Makes time for creative effort
23
In this way attention can be paid to each aspect of an issue and dealt with separately. It
can also provide a neutral way of asking other people to switch their mode of thinking, so
for example, “stop being so negative” can be expressed as “that’s enough black hat
thinking, let’s try some yellow”.
4.1 As a method of Instructional Design
To help ensure that instructional sessions are presented with clarity and structure, this
research presents a new approach to the design of lectures and assessments using “The
Six Thinking Hats”. The hats can be used systematically in order to explore a subject in a
short amount of time. To facilitate this a sequence of hats is developed and each hat is
considered in turn for a fixed period of time. The sequences can be fixed, flexible or
evolving.
The lesson plans in this case consist of a sequence of hats (each for a fixed amount of
time), which are designed to ensure that the lesson has a beginning, middle and end.
Additionally it is important that each hat is present in the sequence so that the same topic
is illuminated from a range of different perspectives to give a more rounded view of the
topic. The requirement that each hat lasts for a fixed period of time is to help focus both
the teachers and students in a series of short, sharp sessions.
4.1.1 Examples of 6-hats instruction
As part of the JCSP program the students in the ILT project undertook a project on a
historical topic using the techniques and tools of ILT. The topic chosen was ‘The Second
World War.’ A series of lessons is provided as examples of how to use the 6-hats
instruction technique.
A generic sequence of hats is provided with timings to outline how to create a lesson plan
based on the Six Hats technique is included in the Appendix. Examples of these lessons
being taught in class can also be found on the ILT2 DVD.
The historical topics all relate to World War II and are as follows;
1.
2.
3.
4.
5.
The Evacuation during the Blitz
Concentration Camps
The French Resistance
The D-Day Landings
Ireland During the War
It is crucial to remember that the primary objective of these lessons is not to teach the
students about the particular topic but rather to teach the student how to think about that
topic.
24
General Hat Sequences for Lessons;
BLUE:
Introduction and overview of topic,
WHITE:
Facts and Figures about the Topic, Information, Questions
YELLOW: Good points, Positive outcomes of Topic
BLACK:
Critical outcomes of Topic. Judgment, did it work
GREEN:
Interesting outcomes of Topic
RED:
Personal, emotional and people-oriented aspects of topic, intuition
WHITE:
Review of new facts uncovered
BLUE:
Summary and finish up
25
Correlation of Six Hats with CoRT
Exercises
PMI
White Hat
(Logical)
PM
OPV
CAF
Red Hat
(Emotional)
OPV
CAF
Yellow Hat
(Positive)
Black Hat
(Critical)
P
M
Blue Hat
(Leader)
Green Hat
(Creative)
I
OPV OPV
CAF
26
Lesson 1 – The Blitz Evacuation
4.1.1.1 Introduction to lesson on Blitz Evacuations
This was the first lesson plan developed, and the first thing to consider was the hat
sequences. What order should things go in? Clearly, to start off with an introduction
(Blue Hat), then some facts (White Hat). After that, initially a creative phase (Green hat)
was considered, but it was decided to put the advantages (Yellow Hat) and disadvantages
(Black Hat) sections first. So following the Green hat is an interpersonal and
intrapersonal (Red Hat) exploration of the topic, and finally a summary of the new facts
uncovered (White Hat) and a closing phase (Blue Hat).
This exercise also was designed to tie in with the student’s reading of “Goodnight, Mister
Tom” a book concerning the Blitz.
The BBC History Website proved to be an invaluable source of information as well as
Google’s Image Search feature which located a number of interesting and engaging
images about the evacuation.
27
4.1.1.2 Lesson on Blitz Evacuations
Slide 1
The Blitz
The Evacuation
Damian Gordon
Slide 2
The Blitz
The Evacuation
28
Slide 3
Blue Hat
Slide 4
Introduction to the Blitz
The Evacuation
Blitz, the German word for 'lightning', was applied by the British
press to the bombing raids carried out over Britain in 1940 and 1941.
29
Slide 5
Introduction to the Blitz
The Evacuation
Millions of children were uprooted from their families and sent to
the safety of the countryside.
Slide 6
White Hat
30
Slide 7
Facts about the Evacuation
Most children were evacuated in school groups with their teachers.
Children and their teachers met in the school grounds. They wore
name tags and carried their gas masks in cardboard boxes over
their shoulders.
Slide 8
Facts about the Evacuation
Many children were sent to farms and worked.
31
Slide 9
Facts about the Evacuation
Over the entire war nearly 2 million children were evacuated
Slide 10
Facts about the Evacuation
Some children were evacuated by ship to
British Dominions, including Australia, Canada,
New Zealand, and South Africa
32
Slide 11
Facts about the Evacuation
People were not the only things evacuated
Slide 12
Yellow Hat
33
Slide 13
Positive aspects of the Evacuation
1. May have saved many children’s lives
2. Gave soldiers peace-of-mind
3. Made London less of a target
Slide 14
Black Hat
34
Slide 15
Negative aspects of the Evacuation
1. Separated families
2. Resulted in many difficult reunions after the war
3. City children in countryside where afraid of farm
animals and unfamiliar with the farming routine
Slide 16
Green Hat
35
Slide 17
Creative Phase
1. Did many children want to stay with their ‘new’ families?
2. On what basis where children selected to stay with families?
3. Where brothers and sister separated?
4. When evacuees grew up did they choose to live in the country
or in the cities?
Slide 18
Interesting Facts
•Some children were surprised to see that apples grew on trees.
•Lots of them from the slums were surprised to find themselves
staying in houses with inside toilets and carpets.
36
Slide 19
Yellow Hat Black Hat
P
M
Green Hat
I
Slide 20
Red Hat
37
Slide 21
Emotional Phase
Emotional and people-oriented aspects of Evacuation(OPV)
1. Imagine what it would be like for an evacuee
2. Imagine what it would be like for a family in the
countryside taking in a new child
3. Imagine what it would be like for the parents
Slide 22
White Hat
38
Slide 23
Summary of New Facts
What did we all learn together ?
Slide 24
Blue Hat
39
Slide 25
Finish Off
Thank you very much for your time, and
patience, I hope you have a nice weekend.
Damian
40
5. The 6 Hats As a Learning Preferences model
It is important to note that the roles of the 6-Hats are not normally considered to be
descriptions of thinkers or categories of thinkers. It is assumed that each thinker should
be able to use any hat, but it is clear that some people are better at some hats than others.
Each hat is usually taken as a direction and focus for thinking, but we can also think of
each of the hats as representing different dimensions of a new learning preferences or
styles model.
Most researchers agree that learning preferences are merely strengths of an individual,
but not absolute indicators of individual abilities. This is a very important point to
underscore, the objective of using the 6-Hats technique as a learning preferences model is
definitely not to label the student as being a learner in one particular preference, e.g. a red
hat learner or a green hat learner. The objective is rather to understand that the six hats
are six directions for thinking, and each hat is of equal importance to help create a
rounded thinker, so this research hopes to help the student become comfortable in using
each of the six hats.
5.1.1 The White Hat Learner
In the 6-Hats technique, the ‘White Hat’ is the logical approach to learning. White Hat
learners are therefore logical and analytical; they like the facts, figures and theories, and
tend to be objective about ideas. Ideally they like to do independent research, read books,
and compile facts and figures. They usually work best alone and are generally very strong
at academic subjects.
5.1.2 The Red Hat Learner
The ‘Red Hat’ is the emotional approach; this dimension describes people who are in
touch with their feelings and with themselves. Red Hat learners are emotional and
instinctive, they love to debate and discuss ideas. They are in touch with their feelings
and care a lot about their own environments. They like to participate in lectures, love
working in groups and are very strong at practical subjects.
5.1.3 The Black Hat Learner
The ‘Black Hat’ is the so-called critical approach, but is better described as the cautious
or practical approach, and is described by de Bono as “the most valuable of all the hats”.
Black Hat learners are cautious and practical, and they worry that the costs will outweigh
41
the benefits of their decisions. They enjoy learning from real-world examples and like to
work in groups to help them explore ideas. They like practical subjects and
demonstrations.
5.1.4 The Yellow Hat Learner
The ‘Yellow Hat’ is the optimistic approach; this dimension describes learners who are
upbeat and positive. Yellow Hat learners are upbeat and optimistic, and try to find the
positive side to all situations. They enjoy learning real-world examples, are grouporientated and very supportive of other members of the group. They like practical
subjects and demonstrations.
5.1.5The Green Hat Learner
The ‘Green Hat’ is the creative approach, this dimension describes learners who are
creative and think laterally. Green Hat learners are creative and innovative in their
approach to learning; they enjoy puzzles and problem-solving exercises. They like to
think “outside the box” and will keep seeking alternative solutions to problems and
should therefore be challenged with practical exercises that require many points-of-view
to fully solve.
5.1.6 The Blue Hat Learner
The ‘Blue Hat’ is the facilitating approach; this dimension describes the learners who are
holists and natural leaders. The Blue hat learners are holistic in their approach, can be
very effective leaders, but need lots of thinking time to help them ensure they have
thought things out fully. They prefer lectures or exercises where a clear overview is
given, can have a strong visual preference, and tend to be very rule-orientated.
42
6 Hat Learning Style - Student A
Black
Yellow
Red
Blue
white
Green
:
This student shows higher scores on the black, yellow and red hats, these would indicate
looking at the yellow hat a capable, flexible, but a follower (learns best by solving
problems alone and as a member (not leader) of a team), at the black had an intuitive,
likes the new but not a leader nor flexible (learns best with an air of the new and exciting
but as a bystander), and on the red hat the students is more passive, likes the familiar,
self-critical and doubts abilities (would learn best by reinforcement and encouragement
of ideas from others). But the student also shows elements of the blue, white and green
hat but not with the same dominance.
Student
Green
white
Blue
Red
Yellow
Black
Teacher
6 Hat Learning Style - Student A,
43
This chart shows results from both the student and teacher. Both the student and the
teacher responded closely regarding the students learning preferences. Results on the
black and red hats are marginally higher; the student is intuitive, likes the new but neither
a leader nor flexible (learns best with an air of the new and exciting but as a bystander), is
more passive, likes the familiar, self-critical and doubts abilities (would learn best by
reinforcement and encouragement of ideas from others). The student also scores high on
the blue and yellow, indicating a social individual who likes to help others, would make a
good future teacher and learns best when put in that type of role)
6 Hat Learning Style - Student B
Teacher
Student
Black Yellow
Red
Blue
white
Green
This student’s teacher regards her/him as intuitive, likes the new but not a leader nor
flexible (learns best with an air of the new and exciting but as a bystander), while the
student does not score significantly on any of the hats other a higher score on the blue hat
indicating a social individual who likes to help others, would make a good future teacher
and learns best when put in that type of role). Interestingly again the teacher and
student’s scores are similar.
44
5.2 Reflective Learners
The reflective learner (or reflective practitioner) is not someone who is simply thoughtful
about his or her own learning. In fact the notion of reflective learning describes a
completely different way of thinking about education from the traditional one. It is about
creating a different kind of knowledge from the traditional rule-based approach to the
construction of knowledge.
The reflective learner constructs knowledge through integrating her rule- based
knowledge with 'know-how', which derives from a range of personalised skills, strategies
and values developed through experience. This enables the individual both to live
through their propositional knowledge and to develop the heuristics needed to deal with
the unpredictability of real world problems.
The techniques outlined in the previous sections will enable the learner to become more
reflective in their approach. Mindmaps allow them to structure their thoughts in a nonlinear way. The CoRT techniques enable the learner to approach any situation in a critical
and comprehensive manner. Finally, the Six Thinking Hat technique enables the learner
to see many perspectives on the same problem.
45
6. Integration of Technology_______________________
Technology in the Classroom
Within the ILT (Inclusive Learning through Technology) project, the integration of
technology in the schools was achieved at three levels. Firstly, through the provision of
ubiquitous Information Communication Technology (ICT), providing each student with a
laptop computer equipped with wireless network capability and the latest technology and
software to facilitate easier communication and exchange of information. This provided
the student with immediate access to email for communication and to the Internet for
information and alternative materials.
The second level of integration focused on facilitating educational instruction.
Interactive whiteboards within the classrooms transformed the way the teacher and
student interacted, re-invigorating class participation. An interactive whiteboard (IWB)
is a large, touch-sensitive board which is connected to a digital projector and a computer.
The projector displays the image from the computer screen on the board. The
whiteboards in use in the ILT project can be directly accessed by touching with a finger
or with a pointer.
Whiteboards allow material to be presented in highly engaging ways, using a wide range
of multimedia resources. The student had direct input to the whiteboard where the teacher
could either read the message or the answer to a question anywhere in the classroom.
This dynamic enabled the teacher to move from the didactic methods of teaching to an
interactive style. The whiteboard and its associated software allowed shared activities,
including the possibility of students voting on an issue and seeing the results compiled
automatically on the board, and the possibility of electronic brainstorming, where ideas
typed by students were shared on the whiteboard. Depending on the students’ preferred
learning style, they could either work in groups or individually.
Interactive whiteboards are appearing in an increasing number of classrooms and there is
an emerging body of literature on their effective use in teaching and learning.
Some of these educational benefits include the following:
 IWBs encourage more varied, creative and seamless use of teaching materials.
 They engage students to a greater extent than conventional whole-class teaching,
thereby increasing enjoyment and motivation
 They facilitate student participation through the ability to interact with materials on
the board.
 They allow the teacher to present materials in multiple ways, using a variety of
media such as text, images, audio and video.
 Lessons can be pre-prepared, annotated and reused by individual students or by the
class.
46
A Virtual Learning Environment or VLE, (a VLE comprises of a range of computer
mediated communication tools providing students with the ability to engage in online
learning and communication activities) was set up on the local website, this provided an
interactive forum for the students and teachers to discuss topics and techniques between
both schools. A webcam was also setup to provide instant access and communication
between the two schools, (a webcam is a small video camera which transmits
simultaneous video images from two remote computers connected together through a
local network or through the internet). In addition, video-conferencing facilities were
provided in order to stimulate student-led collaborative activities. Wireless access to the
Internet transformed the learning environment and enabled students and teachers to
engage in authentic learning. Concept mapping software was introduced in order to
scaffold students’ thinking processes. A series of software resources were also supplied.
In addition, access to the Atomic Learning site providing training on a range of software
to all participants and their parents or carers.
Finally, at the third level of integration, the assistive technology needs of individual
students were assessed and provided for through a range of hardware and software
solutions. To facilitate the process of the project and as a basis for a pre- and post
questionnaire, the MPT (Matching Person with Technology) instrument was used and
validated for use in an Irish context. The MPT instruments connect technology use with
the environment, the personal characteristics and the quality of life of the user.
47
7. The World-Wide Web
The World Wide Web ("WWW", "W3", or simply "Web") is an information space in
which the items of interest, referred to as resources, are identified by global identifiers
called Uniform Resource Locators (URLs). These URL usually identify locations of
WebPages. The term is often mistakenly used as a synonym for the Internet, but the Web
is actually a service that operates over the Internet.
The NCCA provides in its publication “Information and Communications Technology
(ICT) in the Primary School Curriculum: Guidelines for Teachers (2004)” some useful
definitions and guidelines for using the World Wide Web in an educational context along
with examples of how it can be used in the classroom. The key points relate to using the
web as an information resource and focuses on evaluating the presented information (‘Is
the source reputable?’ ‘Is it up to date?’ and ‘Is the information accurate and unbiased?)
and also the need to refine search terms in order to retrieve the desired information.
Numerous resources exist on the web for searching for information. Most Internet users
will be familiar with the larger search engines such as google, yahoo or altavista.
However many specialist search engines are available including ones specifically for
children (e.g. www.yahooligans.com).
A number of different search methods are available using these search engines typically
through the use of keywords. Due to the high volume of results that are usually returned,
the ability to discern the most useful keywords for the required search is crucial. Logical
operators can be used to improve search performance, i.e. ‘AND’ (or ‘+’) can be used
when BOTH keywords are required in the result when two keywords are used. The
search engine ‘google’ provides a host of advanced search options including synonym
searches (using the ‘~’ operator). More complete guides are available on google’s help
section
(www.google.com/help/refinesearch.html)
and
also
on
www.googleguide.com/advanced_operators_reference.html.
7.1 Google – Image Search
As evidenced by the multiple learning styles of different students, it is always preferable
to present the same information through a number of different media. The inclusion of
images can greatly enhance the presentation of a lesson topic. Google's Image Search is
the most comprehensive on the Web, with more than one billion images indexed and
available for viewing. To use Image Search, go to http://www.google.com and select the
"images" tab or visit http://images.google.com. Enter a query in the image search box,
and then click on the "Search" button. On the results page, just click the thumbnail to see
a larger version of the image, as well as the web page on which the image is located.
The images identified by the Google Image Search service may be protected by
copyrights. Although you can locate and access the images through our service, we
48
cannot grant you any rights to use them for any purpose other than viewing them on the
web. Accordingly, if you would like to use any images you have found through our
service, we advise you to contact the site owner to obtain the requisite permissions.
7.2 The BBC Web Site
The BBC website has a very comprehensive section on history which includes videos,
animated graphics, timelines, articles by leading experts and games.
Examples of topics covered on the site include: Ancient History (Anglo Saxons,
Egyptians, Romans), Society and Culture (Protest and Reform, Architecture), Science
and Discovery (Exploration, Medicine), Church and State (Nations, Monarchs and
Leaders), Wars and Conflict (Trafalgar & Waterloo, WW1, WW2)
http://www.bbc.co.uk/history/
7.3 Wikipedia
Wikipedia is a Web-based, multi-language, free-content encyclopaedia written
collaboratively by volunteers and sponsored by the non-profit Wikimedia Foundation. It
has editions in roughly 200 different languages (about 100 of which are active) and
contains entries both on traditional encyclopaedic topics and on almanac, gazetteer, and
current events topics. Its purpose is to create and distribute a free international
encyclopaedia in as many languages as possible. Wikipedia is one of the most popular
reference sites on the Internet, receiving around 60 million hits per day.
Wikipedia contains approximately 1.6 million articles. More than 600,000 of these are in
English, more than 250,000 in German, and more than 100,000 each in Japanese and
French.
http://en.wikipedia.org/wiki/Main_Page/
49
8. Student Reflections on ILT
The following quotes are from some of the students involved in the ILT project.
“[The project] has been well worth it, it’s given us a lot of insight into what the war was
like.”
“It was a different way of thinking.”
“We learned in the best way possible. Not through sitting in a classroom listening to a
teacher but by working with each other and by finding information on the internet.”
“The six hats has been brilliant, teaching us how to think logically and put our thoughts
in order.”
“This is something I’m going to carry. I’m going to take this with me and I’m going to
remember doing this in school. When I look back in ten, fifteen years I’m going to think
‘Yeah, I remember doing that and I remember doing the six hats, sitting in class
discussing these topics.’”
“It was a very fun way of learning it.”
“We did a PMI. It really made us think about the way we study and how we could do it
better and plan it out and more efficiently. Could look at things from all aspects, and you
sit back and say ‘Yeah, I’ve only been looking at it from this angle’. This really helped
when I applied this kind of theory to my studies.”
“It was interesting, we got different views out.”
“We made new colleagues and friends, sending our PMI etc. It was brilliant to see all the
ways of communicating and how far we’ve come.”
50
Appendix A: Forms to Help
51
PMI (Plus Minus Interesting)
___ Minutes
(+)
(-)
___ Minutes
(?)
___ Minutes
52
CAF (Consider All Factors)
1.
_______________________________________________________
2.
_______________________________________________________
3.
_______________________________________________________
4.
_______________________________________________________
5.
_______________________________________________________
6.
_______________________________________________________
7.
_______________________________________________________
8.
_______________________________________________________
9.
_______________________________________________________
10.
_______________________________________________________
11.
_______________________________________________________
12.
_______________________________________________________
13.
_______________________________________________________
14.
_______________________________________________________
15.
_______________________________________________________
53
OPV (Other People’s Views)
54
Daily Log
Date:
Time:
Topic Being Taught ________________________________________________
HATS USED
Blue
White
Red
Green
Yellow
Black
Plus, Minus, Interesting
(+):
(-):
(?) :
CoRT
PMI
OPV
CAF
FIP
C&S
AGO
APC
Student Name & Self-esteem Level
+
-
=
Other Comments:
Attach Student Reflections
55