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Go around the table; each student takes a turn sharing his or her ideas.

While one student is sharing, the other participants listen respectfully and take notes, but do not interrupt.

When the student finishes sharing, other participants may ask clarifying questions, but avoid presenting counter-arguments.

All participants then discuss and together complete the task for that hat before going on to the next activity.

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How to use De Bono's Six Thinking Hats for Collaborative Learning 

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How to use De Bono's Six Thinking Hats for Collaborative Learning 

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Seeing Through Your Peers Eyes: Perspective

Each HAT COLOR represents a different way of viewing an issue.  To help students understand issues from all perspectives and learn to respect others' points of view, as a group, students examine the issue from each side.  The HAT COLOR defines the lens through which students analyze the topic. The way that the hats are distributed can help the teacher guide the discussion back and forth between perspectives, as needed based upon the students' discussion and findings.

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META-COGNITION & MANAGING THE THINKING PROCESS

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META-COGNITION & MANAGING THE THINKING PROCESS

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This hat is used to set up the order of hats to examine an issue, to decide the objective and expected outcomes.  It may be used at various times during the process to guide the direction the team will take and to finalize the process.

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Students consider all their discussions and findings to define the facts, pros, cons, opportunities, solutions, and next steps they discovered through the process.

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Important Facts:

Pros:

Cons:

Opportunities:

Solutions & New Ideas:

Next Steps:

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Blue Hat taken from:

Classic hat icon Abstract Triangle vector image:
Artist: Rashadashurov
Image ID: vectorstock_4272626.

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FERTILE CREATIVITY, NEW IDEAS & SOLUTIONS

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FERTILE CREATIVITY, NEW IDEAS & SOLUTIONS

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This hat represents thinking out of the box and examining the issue for any new possibilities, new ways to frame the issue, new perceptions, alternatives, and creative solutions.

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Students consider all of the previous discussions and lists and try to discover something new about the issue, which they had not seen before.  Based on their previous findings, they look for creative solutions to problems presented by the issue or ways to highlight the positive impact for others.

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New Ideas, Solutions, Ways to Highlight the Positive:

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New Ideas, Solutions, Ways to Highlight the Positive:

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Green Hat taken from:

Classic hat icon Abstract Triangle vector image:
Artist: Rashadashurov
Image ID: vectorstock_4272626.

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This hat represents the positive side of any issue. Students examine the topic to find pros, val and benefits that could it provide.

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Students consider the pros of mass migration and the positive impact that this mass immigration provides to migrants, as well as to host countries and populations.

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Pros & Positive Impacts of Mass Migration:

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Pros & Positive Impacts of Mass Migration:

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Yellow Hat taken from:

Classic hat icon Abstract Triangle vector image:
Artist: Rashadashurov
Image ID: vectorstock_4272626.

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This hat represents feelings and opinions. Students express their feelings about the issue without judgment by others.

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Students share what they think about migration and the resulting impact, positive or negative, that they feel immigration poses. Other students listen and list what is shared, but do not pass judgment or discuss others' opinions.

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Students' Opinions and Feelings on the Topic:

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Students' Opinions and Feelings on the Topic:

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Red Hat taken from:

Classic hat icon Abstract Triangle vector image:
Artist: Rashadashurov
Image ID: vectorstock_4272626.

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This hat represents critical thinking to identify what could go wrong or how the topic may have a negative impact. This hat should be used sparingly

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Students consider the cons of mass migration and the negative impact that this mass immigration provides to migrants, as well as to host countries and populations.

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Cons and Negative Impact of Mass Migration:

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Cons and Negative Impact of Mass Migration:

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Hat flat icons set vector image:
Artist: Rashadashurov
Image ID: vectorstock_4211244.

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META-COGNITION & MANAGING THE THINKING PROCESS

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META-COGNITION & MANAGING THE THINKING PROCESS

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This hat is used to set up the order of hats to examine an issue, to decide the objective and expected outcomes. It may be used at various times during the process to guide the direction the team will take and to finalize the process.

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Decide which thinking hat order would be best to examine this issue.

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Blue Hat: Manager, Process, Decisions, Conclusions

White Hat: Neutral, Just the Facts, KWL

Red Hat: Emotions, Opinions, Feelings

Black Hat: Judgment, Cons

Yellow Hat: Sunny Optimism, Pros

Green Hat: Fertile Creativity, Solutions and New Ideas

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Blue Hat taken from:

Classic hat icon Abstract Triangle vector image:
Artist: Rashadashurov
Image ID: vectorstock_4272626.

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This hat is used for all students to discuss their understanding of the facts surrounding an issue, what they do not know, and what they still need to know. (Provide only data, no interpretation of the facts.)

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Discuss the facts you know and what you don't know, but still need to find out.  (In the third column, you will find a short list of facts to discuss and links below to research anything you need to know.)

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Questions the Team has:

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Classic hat premium icon white on dark background vector image:
Artist: Rashadashurov
Image ID: vectorstock_328315.

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As of March 2019, the biggest waves of migration and their causes are:

1) SYRIA: 5,684,381*

Causes: 5 Years of Civil War, Chemical Attacks, Sectarian Conflicts**

2) SOUTH SUDAN: 2,281,588*
Causes: Civil War & Famine**
3) VENEZUELA: 1,787,917*
Causes: Economic and Political Instability, Food Shortages**
*(See credits below for statistics.)
**(See credits below for causes.)

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Causes of Syrian Migration:
World . (March 15, 2019).

Syrian refugee crisis: Facts, FAQs, and how to help. World Vision Inc.: From the Field.  Accessed March 24, 2019 from https://www.worldvision.org/refugees-news-stories/syrian-refugee-crisis-facts#why

Causes of South Sudan Migration:
Reid, K. (January 16, 2019).

South Sudan conflict, hunger: Facts, FAQs, and how to help. World Vision Inc.: From the Field.  Accessed March 24, 2019 from https://www.worldvision.org/refugees-news-stories/south-sudan-refugee-crisis-facts

Causes of Venezuelan Migration:
Reid, K. (March 21, 2019).

Venezuela crisis: Facts, FAQs, and how to help. World Vision Inc.: From the Field.  Accessed March 24, 2019 from

https://www.worldvision.org/disaster-relief-news-stories/venezuela-crisis-facts#facts

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Statistics on Syrian Migration:
https://data2.unhcr.org/en/situations/syria
Statistics on South Sudanese Migration: https://data2.unhcr.org/en/situations/southsudan
Statistics on Venezuelan Migration: https://data2.unhcr.org/en/situations/vensit
All of these migration statistics pages were retrieved from:
UNHCR, The UN Refugee Agency. (2019) Operational Data Portal. Accessed March 24, 2019 from https://data2.unhcr.org/en/situations
LICENSE: https://creativecommons.org/licenses/by/3.0/igo/
API DOCUMENTATION: http://data.unhcr.org/wiki/index.php/API_Documentation
CHANGES:
The number for Venezuela was calculated by adding the number of asylum-seekers with people with regular status.

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For younger students, to discuss an issue or analyze textbook or story passages, use the six question starters below.  Students take turns rolling a die (the cube) to decide which question to address. (If a child rolls a 4, the group works on question #4.) When it is a child's turn to roll the die, he or she becomes the leader for that question and makes a bulleted list of the main points discussed. Other students divide their paper into six sections, one for each question, to take personal notes about each discussion.*

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Teacher develops one question per question starter, on the issue or reading, which ask students to:

1. DESCRIBE IT.

2. ANALYZE IT.

3. APPLY IT.

4. TAKE A STAND.

5. REINVENT IT.

6. CHOOSE A DIFFERENT PERSPECTIVE.

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1. Each student in the group needs to be prepared to answer any of the six questions during the whole-class discussion. All group members' grades depend on individual answers.*

2. Follow the same rules as for the Six Thinking Hats activity.

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Flat icon design collection dice and question mark vector image:

Artist: vectorstock.
Image ID: vectorstock_16558015.

Teamwork people office collaboration vector image:

Artist: studiogstock.
Image ID: vectorstock_20344291.

Pupils giving each other a high five vector image:

Artist: Aleksei Veprev.
Image ID: vectorstock_14508490.

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Business teamwork concept top view group people vector image:

Artist: Lightkite
Image ID: vectorstock_4043733.

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Immigration people with syrian flag vector image:

Artist: Doomko.
Image ID: vectorstock_6014934.

Greece Migration vector image:

Artist: B

Image ID: vectorstock_7893757

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All SIX THINKING HATS descriptions in this Padlet are based upon the descriptions found on:
The de Bono Group, LLC. (n.d.). Six thinking hats. Retrieved March 24, 2019 from http://www.debonogroup.com/six_thinking_hats.php

CUBE-IT ACTIVITY, QUESTION STARTERS, and #1 on CREATING POSITIVE INTERACTION:
Czarnopys, Theresa, as described in Chapter 1 of:
Frey, N., Fisher, D., Everlove, S. (2009). Productive group work: How to engage students, build teamwork, and promote understanding . ASCD: Alexandria, VA.  Kindle Edition.

See other credits below each column.

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Classic hat icon Abstract Triangle vector image:

Artist: Rashadashurov

Image ID: vectorstock_4272626