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Children observed the picture that Koko was making fun with Ayu. They worn the 6 thinking hats. The white hat simply described what he saw in the picture. The black hat described what can went wrong. The red hat told us how you felt in this story. The yellow hat optimistically suggested a solution to the problem. The green hat creatively thought of additional solutions to the problem.
The blue hat – the sky hat - summarized the story and drew conclusions.
Then the teacher revealed the facts and the process started from the beginning.

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THIS MONTH WE LEARNED WHAT AYU FEELED, WHAT SHE EXPERIENCED, WHAT SHE SHOULD DO TO CONTROL HER ANGER. WE DID THE EVALUATION STUDY WITH THE 6 THINKING HATS TECHNIQUES WE APPLIED AT THE END OF THE MONTH.

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THIS MONTH WE LEARNED WHAT AYU FEELED, WHAT SHE EXPERIENCED, WHAT SHE SHOULD DO TO CONTROL HER ANGER. WE DID THE EVALUATION STUDY WITH THE 6 THINKING HATS TECHNIQUES WE APPLIED AT THE END OF THE MONTH.

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This month we did assessment with the hat technique. I experienced this different technique for the first time

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We thought instead of Ayu. What should Ayu do now? We experienced a different work with the hat technique

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I explained the 6 thinking hats technique to my students, we prepared our hats and used the 6 Thinking Hats technique to discuss Ayu's situation. First, we clarified the problem, second, we tried to find a solution, third, we talked about the positive aspects of our solution, fourth, we talked about the negative aspects of our solution, fifth, we discussed the emotions created by this problem, and sixth, we talked about the positive aspects of our solution.

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I explained the 6 thinking hats technique to my students, we prepared our hats and used the 6 Thinking Hats technique to discuss Ayu's situation. First, we clarified the problem, second, we tried to find a solution, third, we talked about the positive aspects of our solution, fourth, we talked about the negative aspects of our solution, fifth, we discussed the emotions created by this problem, and sixth, we talked about the positive aspects of our solution.

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The  children were puzzled by this technique and had fun wearing the hats. They all wanted to wear the colored hat and  they said great things!

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The  children were puzzled by this technique and had fun wearing the hats. They all wanted to wear the colored hat and  they said great things!

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We used the six hats technique.

The white for the facts.

The red for the feelings.

The black for the disadvantages.

The yellow for the advantages.

The green for the creativity.

The blue for our reasoning.

It was a nice technique we are certainly gonna use it in other programs too, especially now we have the hats.

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What information do we have? What went wrong? What are the solutions to the problem? We tried to think how other people would react emotionally, explaining feelings.

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We made the December evaluation using the 6 thinking hats technique. After talking about Ayu's experiences and how she felt, we discussed what she could do to solve the problem. We used hats of different colors that we prepared while doing the activity.

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We made the December evaluation using the 6 thinking hats technique. After talking about Ayu's experiences and how she felt, we discussed what she could do to solve the problem. We used hats of different colors that we prepared while doing the activity.

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This month, we talked about anger and how it feels and how we could control it. I did the evaluation this month with the 6 thinking hats method.

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This month, we talked about anger and how it feels and how we could control it. I did the evaluation this month with the 6 thinking hats method.

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At the end of the month, we did the evaluation study with the 6 thinking hats technique. First, I explained the six thinking hats technique to my students. Then, we prepared our hats and after we used them to discuss Ayu's situation. First, we presented the facts of the problem. Second, we generated ideas on how the problem can be solved. Third, we evaluated the ideas by listing their benefits. Fourth, we evaluated the ideas by listing their drawbacks. Fifth, we discussed about the emotions that created with this problem. Sixth, we summarised the discussion and agreed on the conclusions.

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Evaluating  of this unit with the six thinking hats of De Bono.

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Evaluating  of this unit with the six thinking hats of De Bono.

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Eirini Xilouri 1st Kindergarten of Perama Rethymno

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Eirini Xilouri 1st Kindergarten of Perama Rethymno

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what are these hats? and why are they different colors?

I explained what each color in the hat represents and there will be a discussion and we will try to give a solution with the six hats technique to Agu's problem of how she could control her anger

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ΚΑΠΕΛΑ ΚΕΝΤΡΙΚΟ

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We evaluated how Ayu felt using the 6 thinking hats technique. This technique attracted a lot of attention from my students.

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AT THE END OF THE MONTH, WE DID THE EVALUATION STUDY WITH THE 6 THINKING HAT TECHNIQUES WE APPLIED.

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AT THE END OF THE MONTH, WE DID THE EVALUATION STUDY WITH THE 6 THINKING HAT TECHNIQUES WE APPLIED.

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For this topic I used the thinking hat technique. Each child was allowed to freely express his opinion on a subject, being a good opportunity to share with us the way of thinking and acting.

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For this topic I used the thinking hat technique. Each child was allowed to freely express his opinion on a subject, being a good opportunity to share with us the way of thinking and acting.

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We used 6 Thinking Hats technique to discuss Ayu's situation. First we clarified the problem, second we tried to find a solution, third we talked about the positives things about our solution, fourth we talked about the negative things of our solution, fifth we discussed about the emotions that created with this problem an sixth we presented all the stages of our conversation.

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We did the 6 Thinking Hats activity with my students. With this activity, we had brain storms about what Ayu should do. We expressed our opinions.

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The thinking hat method is an interactive technique to stimulate the creativity of the participants based on role playing according to the chosen hat.

We prepared six thinking hats, each with a color: white, red, yellow, green, blue and black.

The preschoolers were divided into groups, the group members chose their hats and thus interpreted the precise role as they thought best.

Preschoolers know very well the meaning of each color and represent each hat, thinking from its perspective.

The preschoolers in the group who played the role of a thinking hat cooperated in ensuring the best performance.