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IB Authorization Process Overview | IB 인증 과정 개요

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IB Authorization Process Overview | IB 인증 과정 개요

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Namaste! Let me guide you through the key steps of IB authorization. The journey involves: consideration phase, candidate phase, and authorization visit. Download our bilingual guide for detailed information.

IB 인증을 위한 주요 단계를 안내해드립니다: 고려 단계, 후보 단계, 인증 방문이 포함됩니다. 자세한 정보는 이중 언어 가이드를 다운로드하세요.

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The IB's authorization process thoroughly supports and prepares a school to teach one or more IB programmes. In order to become an IB World School, a school must be authorized by the IB to offer one or more IB programmes.

The authorization process has three primary aims.

To provide guidance and support to schools as they work towards authorization

To confirm that the school is prepared to offer the IB programme with fidelity to the IB's programme standards and practices, rules and regulations

To plan for ongoing development and improvement after authorization as an IB World School

The authorization process comprises several stages. Each stage has distinct objectives, tasks and costs.

The authorization process comprises the same phases and activities across IB programmes while also incorporating programme-specific activities that relate to each programme's characteristics and requirements.

Projecting your authorization timeline

There are no set deadlines or timeframes for any stage of authorization. The authorization process is school-focused and -driven, allowing each school to determine its own readiness for each successive stage in the process. Readiness is based on the school satisfactorily completing the milestones in each phase, and considering the advice provided by IB educators and staff.

Support

From the moment your school becomes a candidate school, you will be given a direct point of contact, known as your programme relationship manager, at the IB. This person will provide specialized support throughout your candidacy.

Resources

The resource library contains key documents and relevant resources to support you through the authorization process.

Read more about the different phases in the authorization process:

Consideration

During the consideration phase, the school familiarizes itself with the IB's philosophy and structure, as well as the programme requirements.

Request for candidacy

During the request for candidacy phase, the school begins the authorization process by gathering the information needed to complete the school profile and "Application for candidacy".

Candidacy

During the candidacy phase, the school will deepen its knowledge of the IB's philosophy and the programme in which it is interested, as it takes the actions necessary to meet the IB's requirements for authorization.

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The IB's authorization process thoroughly supports and prepares a school to teach one or more IB programmes. In order to become an IB World School, a school must be authorized by the IB to offer one or more IB programmes.

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Access to these foundational documents is crucial: Programme standards and practices, What is an IB Education?, Making the PYP/MYP/DP happen documents. All available in both English and Korean on the IB website.

다음 기초 문서에 대한 접근이 중요합니다: 프로그램 기준 및 실천, IB 교육이란 무엇인가?, PYP/MYP/DP 실행 문서. IB 웹사이트에서 영어와 한국어로 제공됩니다.

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Mandatory Training Requirements | 필수 연수 요구사항

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Mandatory Training Requirements | 필수 연수 요구사항

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As your Workshop Leader, I recommend completing these essential workshops: Category 1 workshops for coordinators, Head of School workshop, and subject-specific training. Register through IBAP office.

워크숍 리더로서 다음 필수 워크숍 이수를 권장합니다: 코디네이터를 위한 카테고리 1 워크숍, 학교장 워크숍, 과목별 연수. IBAP 사무소를 통해 등록하세요.

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Connect with other Korean IB schools through the IBAP network. Regular meetups and sharing sessions are organized. Join our Korean IB Schools WeChat group for ongoing support.

IBAP 네트워크를 통해 다른 한국 IB 학교들과 연결하세요. 정기적인 미팅과 공유 세션이 진행됩니다. 지속적인 지원을 위해 한국 IB 학교 WeChat 그룹에 참여하세요.

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Drawing from my experience with Korean schools, I suggest focusing on: mother tongue support, English language acquisition strategies, and academic language development. Sample policies available in both languages.

한국 학교들과의 경험을 바탕으로 다음 사항에 중점을 둘 것을 제안합니다: 모국어 지원, 영어 습득 전략, 학문적 언어 발달. 양국 언어로 된 정책 샘플이 제공됩니다.

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Understanding IB assessment requirements is crucial. Access our bilingual assessment principles guide and exemplars. Regular assessment workshops are conducted in Seoul.

IB 평가 요구사항의 이해가 중요합니다. 이중 언어로 된 평가 원칙 가이드와 예시를 확인하세요. 서울에서 정기적인 평가 워크숍이 진행됩니다.

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Access our dedicated Korean language support team for translation of key documents. Monthly webinars in Korean about IB implementation are available.

주요 문서 번역을 위한 한국어 지원 팀을 이용하세요. IB 실행에 대한 한국어 웨비나가 매월 제공됩니다.

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Korean Language Course - Speak Korean fluently! Join our expert-led course to master grammar, vocabulary, and conversation skills.

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Korean IB Community Resources | 한국 IB 커뮤니티 자료

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Korean IB Community Resources | 한국 IB 커뮤니티 자료

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Join our Korean IB educators' forum where resources and experiences are shared in Korean. Access translated exemplars and unit planners.

한국어로 자료와 경험을 공유하는 한국 IB 교육자 포럼에 참여하세요. 번역된 예시자료와 단원계획서를 이용하실 수 있습니다.

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목표: IB 인증과정에 대한 이해

목표 달성 확인 방법: IB 인증 과정에 대한 과정을 말로 설명할 수 있고, 우리 학교에서 어떠한 준비를 해야할지를 간단하게 설명할 수 있다.

(Objective: Understanding the IB Certification Process

How to verify goal achievement: I can explain the process of the IB certification process in words and briefly explain what to prepare for our school.)

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알고 싶은 것: 효과적으로 학교 구성원들을 IB 철학의 방향에 맞게 리드하는 방법.

성공지표: 워크숍이 끝나고 학교 구성원들을 리드하는 방법을 '시도'할 수 있는가?

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1. 목표: IB학교 운영의 실제 (정책 계획, 운영 등) 이해하고 우리 학교에 반영하기

2. 우리 학교 적용 방안을 계획할 수 있다.

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IB의 효과와 필요성에 대한 이해

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워크샵을 통해 얻고 싶은 것(손혜원)

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워크샵을 통해 얻고 싶은 것(손혜원)

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목표: IB 교육의 철학과 핵심 개념을 이해

목표 달성 확인 방법: 학교 내 IB 실천 문화(예: 학습자상, ATL, 탐구 수업 등)의 확산을 위한 리더십 활동에 주도적으로 참여하기

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목표 : Ib에 대해 체계적으로 배움으로써 더 잘 이해하고 2학기 수업 때 더 잘 활용하고싶습니다

Goal: I want to understand better by systematically learning about Ib and use it better in my 2nd semester class.

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IB에 대한 기본 지식이 없어 연수를 잘

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IB에 대한 기본 지식이 없어 연수를 잘 마칠 수 있을까 걱정이 됩니다만, 끝까지 완수한 후 IB에서 추구하는 방향을 선생님들께 안내할 수 있었으면 합니다.

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전반적인 IB철학의 이해와 교실에서 탐구중심의 수업 설계 능력을 키우고 싶고, 형성평가와 총괄평가에 대한 적용능력을 높이고 싶어요. 나중에 실제 루브릭 설계완성도나 학생들의 참여 주도성으로 확인할 수 있을 것 같고 유의미한 피드백을 제공하고 싶습니다.

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워크샵을 통해 얻고 싶은 것(aeri kim) 목표-ib수업 설계와 수업 실행 능력을 향상 시키고 싶다. 학생중심 수업 설계 및 학습자 주도 활동 실행을 잘하고 싶고 유닛 설계능력 향상 성공지표-교사로써의 전문성 향상과 ib철학의 이해

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목표 : 저는 올해 처음으로 IB 학교에 근무하게 되었습니다. 한 학기가 끝났지만 여전히 IB에 대해 잘 모르기 때문에 IB에 대한 이해와 제 교과에서 쉽게 적용할 수 있는 방법 및 사례를 찾아보는 것입니다.

성공지표 : 2박 3일 과정이 끝났을 때 2학기 IB 유닛플래너를 자유롭게 구상할 수 있다면 목표를 달성했다고 할 수 있을 것 같습니다.

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1. 나의 목표: IB교육과정 운영 리더로서 각 교과별로 다양한 요구사항을 적절히 조율하면서도 IB교육 철학을 적용할 수 있는 방안

2. 성공지표: 교과협의회 진행과 실행, IB교육철학의 이해도 협의

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학생 주도적 학습 환경을 조성하는 구체적 전략

학생 산출물 또는 반응으로 확인

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제가 존경하는 리더는 김연아 선수입니다.

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제가 존경하는 리더는 김연아 선수입니다.
끊임없는 도전과 자기관리를 통해 한계를 극복해낸 그의 모습은 IB 학습자상 중 '도전하는 사람'과 '성실한 사람'의 태도를 잘 보여줍니다.
저 역시 그런 자세를 본받아 책임감 있게 변화와 성장을 이끄는 리더가 되고자 합니다.

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인물: 예수님

(Leader: Jesus)

이유: 그는 교사로서 늘 모범이 되는 모습을 보여주었고 제자들을 진심으로 사랑했기 때문에

(Reason: As a teacher, he was always an example to his disciples and loved them with all his heart)

ib학습자상: 배려하는 사람(Caring)

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존경하는 인물: 이전 학교

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1. 존경하는 인물: 이전 학교에서 함께 일했던 선생님(지금은 수석교사)

2. 이유: 수업에 대한 전문성, 업무 능력과 판단력, 자신감, 다른 동료 교사와 함께 배우고자 하는 의지(아는 것을 항상 나누고자 함), 자신의 직업에 대한 뚜렷한 가치관과 애정(롤 모델로 삼고 싶은 사람) - 도전하는 사람에 가까운 분인 것 같다.

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김구

일제 강점기 시대에 일본이 조선을 다스리는 어려운상황에서 독립이라는 신념을 갖고 대한민국임시정부에서 리더로써 조직을 이끌었습니다. 이는 학습자상으로서 도전하는 사람인것같습니다.

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존경하는 리더는 중국의 공자입니다.

자신의 사욕을 이기고, 예를 따르는 인(仁)을 강조하며 이상적인 정치를 실현하기 위해 노력하였기 때문입니다. 공자에게는 많은 제자들이 있었는데 같은 물음에도 제자들에 따라 다른 답을 해주었습니다. 왜냐하면 사람은 모두가 같지 않기 때문입니다. 학습자의 특성을 고려하여 가르침을 주었기 때문에 공자를 훌륭한 스승으로 생각하고 학생들을 지도할 때 각 개인에 맞는 지도를 하려고 노력하고 있습니다. IB 학습자상은 소통하는 사람입니다. ^^

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제가 존경하는 인물은 바로 어머니입니다.

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제가 존경하는 인물은 바로 어머니입니다.
어머니는 언제나 저를 있는 그대로 믿어주시고, 무한한 사랑으로 감싸주셨습니다. 제가 실수하거나 부족해도 다그치기보다는 조용히 기다려주시며, 언제나 따뜻한 눈빛으로 응원해주셨습니다.

무엇보다 제가 어머니를 가장 존경하게 된 이유는, '나눔'에 대한 삶의 태도 때문입니다. 어머니는 항상 “재산은 필요한 만큼만 있으면 된다”고 말씀하시며, 남는 것은 어려운 이웃과 함께 나누는 것이 진짜 부자라고 가르쳐 주셨습니다. 실제로 주변에 어려운 분이 계시면, 먼저 손 내밀고 도움을 주셨습니다.

저는 어머니의 그러한 모습에서 진정한 삶의 가치과 따뜻한 마음의 힘을 배웠습니다. 그래서 앞으로 저도 따뜻한 리더가 되고 싶습니다.

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오프라 윈프리를 성공적인 리더라고 생각합니다. 그녀는 교육이 사람의 삶을 바꾸는 힘이라 믿었고, 실제로 남아프리카 공화국에 리더십 학교를 세우며 신념의 실천을 했습니다. 사회적 약자를 위한 교육적 기회를 만들고 소통을 통해 공감과 치유를 이끌어낸 리더라고 생각합니다. 학생들의 가능성을 믿고 교육을 통해 삶의 방향을 열어주는 교사가 되길 저 또한 기대합니다.

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제가 존경하는 리더는 회사에 근무하던 시절 새로 오신 이사님이었습니다. 여자분이었고 아직 유리천장있던 시절, 아시아쪽 이사를 맡아 한국에서 리더십 교육이나 심사 평가를 받으면 많은 것을 배웠던 것 같습니다. 여성이지만 이사까지 도전할 수 있었던건 원칙을 지키고 관련된 많은 지식과 노력으로 지식을 전달하고 후배들을 양성하는 리더십을 가졌기 때문이라고 생각합니다. ib학습자상과 연결해보면 그분은 도전하는 사람, 질문하고 탐색하는 사람, 소통하는 사람, 원칙을 세우고 생각하는 사람 지식하는 사람.......생각해보니 ib학습자상과 많이 연결되어 있습니다.

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1. 존경하는 인물: 이순신

2. 존경하는 이유: 임진왜란 해전에서 전승한 위대한 장군. 승리의 이유는 자신과 상대의 전력과 환경을 완전히 이해하고 이를 적절하게 이용한 것이었다고 생각한다. 자신과 상대를 정확히 인식하는 점이 대단하다고 느낀다.

3. 관련 IB학습자상: 성찰하는 사람

4. 학습자상 연결 이유: 성찰하는 사람은 자신의 학습과 경험을 깊이 생각하고, 강점과 약점을 이해하여 성장에 활용하는 학습자를 의미한다. 이순신이 자신과 상대를 정확하게 인식하고 이해하며 활용하는 것은 성찰이 반드시 필요하며, 이는 성찰하는 사람과 일맥상통한다고 생각한다

5. 나에게로의 적용: IB리더로서 여러 사람과 협의가 필요하다. 나 역시도 나 자신과 상대를 정확히 이해하고 협의하며 IB프로그램의 정착과 발전을 위해 노력해야겠다.

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몇 년 간 같은 업무로 함께 일했었던 부장님!

긍정적이고 활기찬 분위기를 만드셔서 함께 일하는 사람들이 편안한 분위기 속에서 일할 수 있었다. 그리고 업무 측면에서도 IB에 대한 이해도가 뛰어나시고 현실적이면서 창의적인 아이디어가 많으셨다. 무엇보다도 그러한 아이디어를 실행할 수 있는 추진력과 열정이 좋으셔서, 같이 일하는 사람의 입장으로서 함께 즐기며 참여할 수 있었다.

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제가 존경하는 인물은 넬슨 만델라입니다.

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제가 존경하는 인물은 넬슨 만델라입니다. 그는 열린 마음(open-minded)으로 정의, 용서를 실천한 인물이기 때문입니다.

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제가 현재 존경하는 리더는 대구대교구의 이호봉 신부님이십니다. 이유는 IB학습지상과 연관하면 원칙을 지키시고 소통하시는 분이시기 때문입니다. 제가 생각하는 그분의 장점으로는 현장 중심의 사제 경험과 공감 능력, 교구 조직 내 신뢰와 협력 기반, 캐나다 캘거리 한인성당에서 보여준 결단력과 책임감,사회복지와 연계된 신실한 사목 등이 있습니다.

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ib철학이 구현되었을 때 평가의 효용성을

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ib철학이 구현되었을 때 평가의 효용성을 어떻게 확보 할 수 있는지 알아보고 싶습니다.

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Connect: 마치 수업이 동기유발에서부터 시작하는것처럼, 누군가로부터 학습을 이끌 때 동기를 부여하는 것이 시작점인 것 같다.

Extend: 다양한 방식으로 사고를 유도하고 기회를 구조화하는 것은, 동료들에게 뿐만이 아닌 학생들에게도 중요한 것 같다.

Challenge: 동료들을 위한 강력한 학습 기회라는 것은 무엇일까?

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학습 환경 구성을 위해, 수평적 수직적 교과 오버뷰(개념,탐구진술문,평가영역 등 포함)을 제작해야 하는데,,

교사가 순환되는 한국 공립학교에서는 이 오버뷰를 제작한다면 교사들의 수업 자율성이 좁아지는것은 아닐까?

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학습자에게 다양한 사고를 할 수 있는 환경을 제공해주고 그러한 ib 교육과정을 구성해야하는데 다양한 사고의 범위는 어디까지로 지정할 수 있는가? (예를 들어, 실제 글쓰기 활동에서 노예제도와 전체주의를 옹호하는 학생들도 있었다) 특정 윤리적인 문제가 포함된 것에서는 분명히 학생들의 사고 통제가 필요하나 애매한 문제점도 분명히 있다. 또한, 학생들의 사고를 통제할 필요성이 있다면 그것이 정말 다양한 사고인가? 결국 교사가 의도한 사고를 하도록 만드는 것이 아닌가?

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C(연결): 리더의 역할에 따라 조직(학교 현장)의 분위기와 조직원들의 동기가 달라질 수 있다.

C(도전): 우선 어떻게 학교 선생님들을 IB 학습 분위기에 동화시킬지가 도전 과제이며, 내가 도전할 사항은 '흥미(화두 제시 등)' 유발 인 것 같고, '효과성'에 대한 명확한 증거를 제시해주는 것

E(확장): 그렇다면 리더가 갖추어야할 자질은? 리더가 해야할 공부는? 리더와 조직원들의 소통 방법은?

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연결: 효과적인 학습활동을 위해서는 구조화된 학습자료의 제작이 꼭 필요하다고 생각한다. 잘 짜여진 학습자료가 없이는 적절한 학습이 이루어지 힘들다고 생각한다. IB리더는 교과의 특성에 적합한 자료 제작이 이루어질 수 있도록 IB가이드, 평가기준에 부합하도록 도와야 한다.

확장: 구조화된 학습자료를 기본으로 적절한 학습이 이루어진 후에 심화된 과제를 제공할 때 확장이 이루어진다고 생각한다. IB리더는 교과협의회 등의 운영을 지원하며 IB교육과정에 적합한 도전적인 과제를 만들 수 있도록 해야 한다.

도전: 심화 과제 제공이 학습의 어느 과정에 이루어지는 것이 적절한가? 교사들이 평가 결과를 채점할 때 IB리더가 지원할 수 있는 것이 있을까?

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학습의 과정에 학교의 모든 구성원을 참여

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학습의 과정에 학교의 모든 구성원을 참여할 수 있도록 하는 방안은 무엇인가? 학교가 학생 뿐이 아닌 모든 교직원의 학습의 장이 되기 위해선 무엇이 필요할까? 학습에 닫힌 사람들의 마음을 열 수 있는 걸까?

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성취수준을 만족하기 위한 커리큘럼의 계획도 결국은 교사가 만들어 가는것이기에 사고의 확장이 이루어 져야 하는 진정한 순간을 찾기가 힘듭니다.

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IB교육에서의 봉사를 수학교과에 적용하는 방법이 궁금합니다

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IB학습 환경 조성을 위해서 학습환경을 성찰하였는데, 일반 교육과정 학교의 학습 환경과 IB학습 환경은 반드시 달라야 하는가?

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우리 학교 교육공동체(교사,학부모,학생)와 '학습'과 '학습자'에 대한 정의를 내려보면 의미있는 시간이 될 것 같다!

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학생에게 내용 지식을 가르치고 나서 활동

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학생에게 내용 지식을 가르치고 나서 활동을 해야 하는가 아니면 학생이 지식을 직접 깨우치도록 해야 하는가?

국가 수준 교육과정과 학교 구성원의 요구를 모두 반영한 커리큘럼을 어떻게 조직할 수 있을까?

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IB 교육과정은 귀납적 방법으로 학생들에게 깨닫도록 하는 것 같은데 그 결과 학생들이 교과서의 내용(진도)을/를 학습하는 데 시간이 매우 부족합니다. 이런 딜레마를 해결할 좋은 팁 같은 건 없을까? 

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IB 교육과정은 귀납적 방법으로 학생들에게 깨닫도록 하는 것 같은데 그 결과 학생들이 교과서의 내용(진도)을/를 학습하는 데 시간이 매우 부족합니다. 이런 딜레마를 해결할 좋은 팁 같은 건 없을까? 

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MYP의 각 스트랜드별 채점 기준과 국가

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MYP의 각 스트랜드별 채점 기준과 국가 교육과정 성취수준 및 수행평가 간의 연결성을 확보하려면 어떤 전략이 필요할까?

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비판적 사고와 창의성이 발휘되려면, 어느

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비판적 사고와 창의성이 발휘되려면, 어느 정도의 선행 지식(사전 학습)이 필요하지 않은가?(초,중등에서 선행 지식을 쌓는 기존의 수업을 하고 고등교육과정에서 ib를 선택해서 하는 국제학교의 예를 봤습니다.)

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한국 국공립학교에서 IB교육과정을 도입하는 경우 대한민국의 교육과정과 IB교육과정의 조건을 병행해야 하는 어려움이 있다. 적절한 방안은 무엇인가?

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C(연결) : 리더가 학습을 촉진하는 환경을 만들면, 단순한 정보 공유를 넘어서 생산적 사고와 집단 성찰이 가능하다는 것을 생각하게 되었다.

C(도전) : 하지만 학습을 촉진하는 확경이 정교한 구조화가 되어 있지 않고 구성원과 신뢰가 기반되지 않으면 어떻게 될까?

E(확장) : 교사도 교실 안에서 학생의 사고를 구조화하고 확장하는 리더가 되어야 한다.

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[MV] Lee Mujin(이무진) _ Traffic light(신호등)

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[M/V] Rose Motel (장미여관) - I'll Get Off (퇴근하겠습니다)

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DAY6 "Time of Our Life(한 페이지가 될 수 있게)" M/V

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나는 바보인가보다 하하

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나는 바보인가보다 하하

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"그래 그리 쉽지는 않겠지" [Butterfly - 전영호]  #전영호 #butterfly #야구 #크게휘두르며

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From Principles into pracice for 2014 Standards and pracitces.원칙을 실천으로 2014년 기준 및 실천

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From Principles into pracice for 2014 Standards and pracitces.원칙을 실천으로 2014년 기준 및 실천

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From Principles into Practice for 2020 standards.원칙을 실천으로 2020 년 기준 및 실천

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From Principles into Practice for 2020 standards.원칙을 실천으로 2020 년 기준 및 실천

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Assessment in the digital age. 디지털 시대의 평가 

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Assessment in the digital age. 디지털 시대의 평가 

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학생이 학습을 하면서 자신이 잘 진행되지 못한다는 것을 아는 것도 학습이 진행중이라는 점

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아직 잘 모르겠습니다.

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아직 잘 모르겠습니다.

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학부모도 ‘IB 언어’를 이해하고 있어야

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학부모도 ‘IB 언어’를 이해하고 있어야 한다

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모든 이해관계자의 요구가 제각기 다른 것

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모든 이해관계자의 요구가 제각기 다른 것이 당연하다는 것을 잊고 있었던 것 같다.

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The futility of teaching everything of importance

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All about Assessment : A document for understanding MYP Assessment:MYP 평가의 모든 것: MYP 평가 이해를 위한 문서 

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All about Assessment : A document for understanding MYP Assessment:MYP 평가의 모든 것: MYP 평가 이해를 위한 문서 

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중학교 1학년 학부모 가정통신문

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포용성 가정통신문 양식

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학부모님을 위한 IB 교육 가이드

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Made with Gamma. A new medium for presenting ideas, powered by AI.

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구글 문서로 제출합니다

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Protocols are structured processes and guidelines to promote meaningful, efficient communication, problem solving, and learning. Protocols give time for active listening and reflection, and ensure that all voices in the group are heard and honored. Using protocols appropriately in meetings with colleagues, students, parents, and others helps you build the skills and the culture necessary for productive collaborative work.

Although protocols are not needed for some meetings (such as those for disseminating information or updating participants without inviting feedback), once a group becomes accustomed to using protocols, they're more likely to collaborate more efficiently and effectively even when protocols are not being used.

Like guardrails along a highway, NSRF protocols, under the leadership of a trained coach, provide guidance and a safe place for honest and useful feedback. They also ensure that the group involved arrives at the proposed destination rather than being pulled off-track.

NSRF has a vast array of protocols and activities to help participants:

Address complex dilemmas with fresh perspectives

Improve their work quickly with thought-provoking questions

Share and learn from successes

Introduce ideas, topics, or programs

Expand thinking, find essential messages, discover other perspectives

Interpret data

Observe classrooms and environments to improve teaching, coaching, learning, or other work

Brainstorm and improve projects, plans, or materials at any stage of progress

Look at student work with specific objectives and needs in mind to improve outcomes

Our Protocols A-Z List is free and provides access to our original protocols, alphabetized by their given titles and downloadable as PDF files.

Our most updated and complex protocols are exclusive to Annual Members and trained Critical Friends Group® Coach Members. NSRF is a small non-profit office, and your paid memberships help to support our office which works to support YOU as an educator!

Our paid members have access to newly constructed, extended, searchable Protocols Libraries! Members' and Coaches' Protocol Libraries have detailed search filters that allow searches by categories such as "Planning & Brainstorming" and "Working with Data." You can also preview brief summaries of purpose per protocol or activity. These libraries also contain activities, downloadable cards, documents, and applicable articles. You can view our protocols and activities as interactive web site pages through the Linked Title, or you can download them as PDF files. We hope to gather even more materials for you in the days to come!

To view these exclusive, extended libraries, be sure to log in with your username and password and to purchase your membership through our Store. Find the library links under "Protocols" in the top main menu. These are BIG libraries, so you might give them a few seconds to upload. We have a lot to offer, especially to our trained CFG Coaches!

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Protocols By Tag | New Protocols | Spanish Protocols | Portuguese Protocols | Protocols For Youth Engagement

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구글 공유문서를 활용한 공동작업

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학생 : 패들렛 지도 템플렛 활용

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학생 : 패들렛 지도 템플렛 활용

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조사: 구글 폼, 선생님들의 단합: zep 프로그램 활용, 학생 자료 공유: 구글 스프레드 시트

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What are the ways to involve all members of the school in the learning process?

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What are the ways to involve all members of the school in the learning process?

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Is it possible to open the minds of those who are closed to learning?

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Is it possible to open the minds of those who are closed to learning?

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How can we leverage technology to support understanding of the IB and the MYP for teachers? Which stakeholders can be involved? 

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How can we leverage technology to support understanding of the IB and the MYP for teachers? Which stakeholders can be involved? 

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Feedback to students : Reckoner 학생 피드백: 레코너 

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Feedback to students : Reckoner 학생 피드백: 레코너 

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High Impact teaching strategies :고 영향 교수 전략 

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High Impact teaching strategies :고 영향 교수 전략 

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Very good resource for frameworks and tools. 

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Very good resource for frameworks and tools. 

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The Six Thinking Hats technique, explained

The classic Six Thinking Hats technique, conceived by Edward de Bono in 1985, is a valuable tool for brainstorming, creative problem solving and making decisions.

Essentially, it's a meeting structure which calls for devoting specific blocks of time to six different thinking styles: for example, dispassionate analysis of the facts, an examination of potential risks, an airing of participants' emotional responses and 'gut responses', or an exploration of creative ideas.

During each section (named after a different colour hat) participants focus on the issue at hand purely from the perspective of that hat. Contributions of a different nature must wait until the relevant hat is in play.

This allows the person running the meeting to manage the overall tenor of the conversation and allow a variety of perspectives to be heard.

The advantages of the Six Thinking Hats technique

Using the Six Thinking Hats offers a number of benefits to the team:

Prevent a single person or perspective taking over. A discouraged team may tend to dwell excessively on the negative; this framework ensures the skeptical mindset does not totally dominate discussion.

Ensure overlooked perspectives are given due time: A group under pressure to solve a difficult crisis might quickly 'lock in' to a fact-finding, fire-fighting approach. But by creating appropriate space for other perspectives, new ideas may emerge. For instance, the 'positive' yellow hat might seek solutions that don't merely 'solve the problem' but actually leave the organisation better off than they were before.

Prevent people 'talking past each other': one personality profile may tend to focus on practicalities, while another may prefer to emphasise the possible upsides of a course of action. In an unstructured conversation, both may anxiously try to bring the discussion around to 'what really matters' (their pet perspective!), whereas in this system, they can relax knowing that there's an allocated time to argue their favoured case.

Creates space for emotional disclosure: understanding how everyone's feeling about an issue is a good way to take the temperature of the room, overcomes the sense that disclosing these things is unprofessional, and helps people communicate more empathetically with each other. This helps build team trust in the longer term.

The Six Thinking Hats, one-by-one

Let's take a look at each of the Six Thinking Hats in turn.

The hat: facts, objectivity and logic

In this mode, you look at the information you have, identify what you don't have, and consider how you can get additional information.

When the White Hat is in use, participants are encouraged to present existing data, including statistics, reports, and tangible evidence relevant to the topic at hand.

This hat is particularly valuable in establishing a solid foundation of understanding, ensuring that decisions and strategies are built upon verifiable and unbiased information. In essence, the White Hat is not merely about stating facts; it's about developing an informed understanding of the situation. This approach can lay a reliable groundwork for the subsequent hats, ensuring that the strategies and solutions developed are not only creative and innovative but also realistic and feasible.

The red hat: feelings, subjectivity and instinct

The yellow hat: optimism, positivity and possibility

The green hat: creativity, imagination, and lateral thinking

The Blue Hat serves as the conductor of the thinking process, offering a crucial overarching perspective that ensures structure and focus.

Distinct from the other hats, which are concerned with specific types of thinking, the Blue Hat is about managing the thinking process itself. It's the hat worn by the meeting's facilitator or leader, guiding the discussion, setting the agenda, and ensuring that each of the other hats is effectively utilised in turn.

The primary purpose of the Blue Hat is to maintain a clear focus and direction throughout a discussion or decision-making process. This involves establishing the objectives at the outset, defining the sequence in which the other hats will be used, and keeping the discussion on track. The Blue Hat is responsible for summarizing and synthesizing the inputs from the other hats, drawing conclusions, and planning the next steps. It's about seeing the 'big picture' and ensuring that the process is coherent and productive.

Effectively using the Blue Hat requires strong leadership and facilitation skills. The person in this role needs to be impartial, keeping their own contributions for when they are wearing the other hats. They should be adept at steering conversations, encouraging participation from all members, and balancing the contributions from the different hats to ensure a well-rounded discussion. This might involve, for example, moving from a predominance of Black Hat (critical) thinking to Green Hat (creative) thinking if the discussion becomes overly negative.

An important aspect of the Blue Hat's role is time management. The facilitator must ensure that each hat is given adequate time for discussion but also keep the meeting moving to cover all necessary points within the allocated time frame. They must also be able to adapt the agenda if needed, for instance, spending more time on a particular hat if the situation demands it.

The Blue Hat also plays a vital role in synthesizing the outputs from the meeting, drawing together the various strands of thought into a coherent plan or decision. This involves not just summarizing what was said but also identifying the main themes, conclusions, and action points. The Blue Hat might conclude the meeting with a summary of decisions made, actions to be taken, and responsibilities assigned, ensuring clarity and commitment from the group.

In summary, the Blue Hat is the key to ensuring that the Six Thinking Hats process is more than just a collection of disparate viewpoints. It provides the necessary structure and guidance to transform diverse inputs into clear, actionable outcomes. With effective Blue Hat leadership, teams can navigate complex discussions efficiently, making decisions that are well-considered, balanced, and actionable.

Tips on using the Six Thinking Hats technique effectively

As the facilitator, you have an important role to play in keeping things on track. A few important tips:

1. Communicate each hat's purpose clearly: Ensure that all participants are familiar with the function and purpose of each hat. This understanding is crucial for the effective application of the technique.

2. Keep the process well-structured: Follow a structured approach to the discussion, with a clear sequence for using each hat. This structure helps maintain focus and ensures that all aspects of the issue are considered.

3. Manage the time effectively: Allocate a specific amount of time for each hat. This prevents overemphasis on one perspective and ensures a balanced approach. You can of course be flexible and let some hats have more time than others. Be suspicious of hats where 'nobody has anything to say' or 'it doesn't apply to this' - sit in the silence for a bit and try to draw out something.

4. Get everyone contributing: Make sure everyone contributes under each hat. This avoids dominance by a few individuals and ensures diverse viewpoints are considered.

5. Keep people on-topic (or on-hat, as the case ay be): Keep the thinking under each hat separate from the others. Don't let participants start veering into another hat's category until you've moved on. Remember a head can only wear one hat at a time!

6. Create a safe environment: Especially for the Red Hat, create an atmosphere where participants feel comfortable expressing their emotions without fear of judgment.

7. Record and review contributions: Document the key points raised under each hat. These notes are helpful for review and reference after the session. Use the Blue Hat to regularly summarize the discussion, especially when transitioning between hats. This helps in keeping track of the discussion and in maintaining a clear focus.

8. Use visual aids: Consider using visual symbols, presentation slides, or even actual hats (!) to reinforce the mode of thinking being used.

9. Use the underlying principles more broadly: the key purpose of the Hats is to align everyone's thinking style in some important (but otherwise easy-to-neglect) way at the same time, and by communicating this ahead of time, providing a structure that provides reassurance to meeting participants.But you can apply this insight more broadly, not only by using all Six Hats in a formal process. For instance, it might be as simple as saying: "After I've shared with you some of the key details on X, I'd really just like to take a few minutes for everyone to openly share their immediate feelings on the matter, before we dig into the work required." Or perhaps: "After we've done our usual analysis of the issue, I want to hold the final twenty minutes for us to really dream up some really different approaches."

Six Thinking Hats templates

Let's look at some tools and resources that can help you facilitate the Six Thinking Hats technique.

Miro template for hybrid/remote collaboration

Using the Six Thinking Hats technique needn't take place in a meeting room. You can use this approach in a hybrid or remote meeting, or even to share thoughts asynchronously in a structured way.

This Miro template is one such way to document the process virtually.

Presentation template for Six Thinking Hats

As a facilitator, you might find it helpful to put the current hat 'on screen' to keep everyone focused on the current phase of the process. A simple presentation is embedded below - just go full-screen to share it.

Example Six Thinking Hats meeting agenda

This example meeting agenda takes about 90 minutes. Yours might run longer or shorter!
1. Opening (5 minutes) 2. Setting the Context (10 minutes) 3. Six Thinking Hats Session (60 minutes) White Hat (10 minutes) Red Hat (10 minutes) Black Hat (10 minutes) Yellow Hat (10 minutes) Green Hat (10 minutes) Blue Hat (10 minutes) 4. Developing an Action Plan (15 minutes) 5. Wrap-Up and Closing (5 minutes)

Recap of the decisions and action items

Schedule follow-up meetings or checkpoints

Thank attendees for their participation and contributions

6. Adjournment
Example Six Thinking Hats notes grid

As a facilitator and primary controller of the Blue Hat, taking effective notes is vital for leaving the room with some substantial contributions to process. One easy framework for recording discussions is to make notes in a grid (an Excel workbook will do!) broken out by contributor and Hat. Here's an example...

Participant

White Hat (Information)

Red Hat (Emotions)

Black Hat (Cautions)

Yellow Hat (Benefits)

Green Hat (Creativity)

Blue Hat (Process)

Further reading on the Six Thinking Hats

The Six Thinking Hats technique, explained

The classic Six Thinking Hats technique, conceived by Edward de Bono in 1985, is a valuable tool for brainstorming, creative problem solving and making decisions.

Essentially, it's a meeting structure which calls for devoting specific blocks of time to six different thinking styles: for example, dispassionate analysis of the facts, an examination of potential risks, an airing of participants' emotional responses and 'gut responses', or an exploration of creative ideas.

During each section (named after a different colour hat) participants focus on the issue at hand purely from the perspective of that hat. Contributions of a different nature must wait until the relevant hat is in play.

This allows the person running the meeting to manage the overall tenor of the conversation and allow a variety of perspectives to be heard.

The advantages of the Six Thinking Hats technique

Using the Six Thinking Hats offers a number of benefits to the team:

Prevent a single person or perspective taking over. A discouraged team may tend to dwell excessively on the negative; this framework ensures the skeptical mindset does not totally dominate discussion.

Ensure overlooked perspectives are given due time: A group under pressure to solve a difficult crisis might quickly 'lock in' to a fact-finding, fire-fighting approach. But by creating appropriate space for other perspectives, new ideas may emerge. For instance, the 'positive' yellow hat might seek solutions that don't merely 'solve the problem' but actually leave the organisation better off than they were before.

Prevent people 'talking past each other': one personality profile may tend to focus on practicalities, while another may prefer to emphasise the possible upsides of a course of action. In an unstructured conversation, both may anxiously try to bring the discussion around to 'what really matters' (their pet perspective!), whereas in this system, they can relax knowing that there's an allocated time to argue their favoured case.

Creates space for emotional disclosure: understanding how everyone's feeling about an issue is a good way to take the temperature of the room, overcomes the sense that disclosing these things is unprofessional, and helps people communicate more empathetically with each other. This helps build team trust in the longer term.

The Six Thinking Hats, one-by-one

Let's take a look at each of the Six Thinking Hats in turn.

The hat: facts, objectivity and logic

In this mode, you look at the information you have, identify what you don't have, and consider how you can get additional information.

When the White Hat is in use, participants are encouraged to present existing data, including statistics, reports, and tangible evidence relevant to the topic at hand.

This hat is particularly valuable in establishing a solid foundation of understanding, ensuring that decisions and strategies are built upon verifiable and unbiased information. In essence, the White Hat is not merely about stating facts; it's about developing an informed understanding of the situation. This approach can lay a reliable groundwork for the subsequent hats, ensuring that the strategies and solutions developed are not only creative and innovative but also realistic and feasible.

The red hat: feelings, subjectivity and instinct

The yellow hat: optimism, positivity and possibility

The green hat: creativity, imagination, and lateral thinking

The Blue Hat serves as the conductor of the thinking process, offering a crucial overarching perspective that ensures structure and focus.

Distinct from the other hats, which are concerned with specific types of thinking, the Blue Hat is about managing the thinking process itself. It's the hat worn by the meeting's facilitator or leader, guiding the discussion, setting the agenda, and ensuring that each of the other hats is effectively utilised in turn.

The primary purpose of the Blue Hat is to maintain a clear focus and direction throughout a discussion or decision-making process. This involves establishing the objectives at the outset, defining the sequence in which the other hats will be used, and keeping the discussion on track. The Blue Hat is responsible for summarizing and synthesizing the inputs from the other hats, drawing conclusions, and planning the next steps. It's about seeing the 'big picture' and ensuring that the process is coherent and productive.

Effectively using the Blue Hat requires strong leadership and facilitation skills. The person in this role needs to be impartial, keeping their own contributions for when they are wearing the other hats. They should be adept at steering conversations, encouraging participation from all members, and balancing the contributions from the different hats to ensure a well-rounded discussion. This might involve, for example, moving from a predominance of Black Hat (critical) thinking to Green Hat (creative) thinking if the discussion becomes overly negative.

An important aspect of the Blue Hat's role is time management. The facilitator must ensure that each hat is given adequate time for discussion but also keep the meeting moving to cover all necessary points within the allocated time frame. They must also be able to adapt the agenda if needed, for instance, spending more time on a particular hat if the situation demands it.

The Blue Hat also plays a vital role in synthesizing the outputs from the meeting, drawing together the various strands of thought into a coherent plan or decision. This involves not just summarizing what was said but also identifying the main themes, conclusions, and action points. The Blue Hat might conclude the meeting with a summary of decisions made, actions to be taken, and responsibilities assigned, ensuring clarity and commitment from the group.

In summary, the Blue Hat is the key to ensuring that the Six Thinking Hats process is more than just a collection of disparate viewpoints. It provides the necessary structure and guidance to transform diverse inputs into clear, actionable outcomes. With effective Blue Hat leadership, teams can navigate complex discussions efficiently, making decisions that are well-considered, balanced, and actionable.

Tips on using the Six Thinking Hats technique effectively

As the facilitator, you have an important role to play in keeping things on track. A few important tips:

1. Communicate each hat's purpose clearly: Ensure that all participants are familiar with the function and purpose of each hat. This understanding is crucial for the effective application of the technique.

2. Keep the process well-structured: Follow a structured approach to the discussion, with a clear sequence for using each hat. This structure helps maintain focus and ensures that all aspects of the issue are considered.

3. Manage the time effectively: Allocate a specific amount of time for each hat. This prevents overemphasis on one perspective and ensures a balanced approach. You can of course be flexible and let some hats have more time than others. Be suspicious of hats where 'nobody has anything to say' or 'it doesn't apply to this' - sit in the silence for a bit and try to draw out something.

4. Get everyone contributing: Make sure everyone contributes under each hat. This avoids dominance by a few individuals and ensures diverse viewpoints are considered.

5. Keep people on-topic (or on-hat, as the case ay be): Keep the thinking under each hat separate from the others. Don't let participants start veering into another hat's category until you've moved on. Remember a head can only wear one hat at a time!

6. Create a safe environment: Especially for the Red Hat, create an atmosphere where participants feel comfortable expressing their emotions without fear of judgment.

7. Record and review contributions: Document the key points raised under each hat. These notes are helpful for review and reference after the session. Use the Blue Hat to regularly summarize the discussion, especially when transitioning between hats. This helps in keeping track of the discussion and in maintaining a clear focus.

8. Use visual aids: Consider using visual symbols, presentation slides, or even actual hats (!) to reinforce the mode of thinking being used.

9. Use the underlying principles more broadly: the key purpose of the Hats is to align everyone's thinking style in some important (but otherwise easy-to-neglect) way at the same time, and by communicating this ahead of time, providing a structure that provides reassurance to meeting participants.But you can apply this insight more broadly, not only by using all Six Hats in a formal process. For instance, it might be as simple as saying: "After I've shared with you some of the key details on X, I'd really just like to take a few minutes for everyone to openly share their immediate feelings on the matter, before we dig into the work required." Or perhaps: "After we've done our usual analysis of the issue, I want to hold the final twenty minutes for us to really dream up some really different approaches."

Six Thinking Hats templates

Let's look at some tools and resources that can help you facilitate the Six Thinking Hats technique.

Miro template for hybrid/remote collaboration

Using the Six Thinking Hats technique needn't take place in a meeting room. You can use this approach in a hybrid or remote meeting, or even to share thoughts asynchronously in a structured way.

This Miro template is one such way to document the process virtually.

Presentation template for Six Thinking Hats

As a facilitator, you might find it helpful to put the current hat 'on screen' to keep everyone focused on the current phase of the process. A simple presentation is embedded below - just go full-screen to share it.

Example Six Thinking Hats meeting agenda

This example meeting agenda takes about 90 minutes. Yours might run longer or shorter!
1. Opening (5 minutes) 2. Setting the Context (10 minutes) 3. Six Thinking Hats Session (60 minutes) White Hat (10 minutes) Red Hat (10 minutes) Black Hat (10 minutes) Yellow Hat (10 minutes) Green Hat (10 minutes) Blue Hat (10 minutes) 4. Developing an Action Plan (15 minutes) 5. Wrap-Up and Closing (5 minutes)

Recap of the decisions and action items

Schedule follow-up meetings or checkpoints

Thank attendees for their participation and contributions

6. Adjournment
Example Six Thinking Hats notes grid

As a facilitator and primary controller of the Blue Hat, taking effective notes is vital for leaving the room with some substantial contributions to process. One easy framework for recording discussions is to make notes in a grid (an Excel workbook will do!) broken out by contributor and Hat. Here's an example...

Participant

White Hat (Information)

Red Hat (Emotions)

Black Hat (Cautions)

Yellow Hat (Benefits)

Green Hat (Creativity)

Blue Hat (Process)

Further reading on the Six Thinking Hats

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How to use the Six Thinking Hats technique - BiteSize Learning

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What is de Bono's Six Thinking Hats method - and how is it used? This guide explains how your team can use this classic concept to explore problems and make decisions.

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Design Kit is IDEO.org’s platform to learn human-centered design, a creative approach to solving the world’s most difficult problems.

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Facilitation cards: Great tool for meetings, one on ones and classroom.

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Facilitation cards: Great tool for meetings, one on ones and classroom.

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Tools for facilitation planning, running meetings with a co-facilitator, & improvising when the unexpected comes up. Creative, engaging trainings made easy.

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This post written by guest author Clifton B.

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전문성을 가진, Mz스러운, 소통하며, 

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전문성을 가진, Mz스러운, 소통하며, 활동적이고, 생각하는 힘을, 현재 삶이 중요하다.

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내가 추구하는 학습을 담은 키워드 : 인

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내가 추구하는 학습을 담은 키워드 : 인성, 성찰, 연결성, 공감, 책임감, 자기주도성

우리 학교의 학습과 관련된 키워드 : 탐구, 성찰, 협력, 피드백, 창의성, 다양성