What is it :

De Bono’s thinking hats (Edward de Bono’s Six Thinking Hats) are a thinking technique that helps to look at a problem, idea or situation in different ways. Each “hat” represents a particular way of thinking. This makes it easier for children (and adults) to organize their thoughts and reflect together without confusion or discussion.

This method is very good to use in the design process or Design Thinking, especially in reflection and collaboration.

How does it work:

Before the lesson or activity:

Preparation

Choose a topic. For example: 

• a design idea, a group assignment, a class problem, or the evaluation of a project.

Make the thinking hats visible

Use real (coloured) hats, paper hats, cards, or hat posters with pictograms.

• Make the colours stand out well (e.g. yellow sun for the yellow hat, cloud for the blue hat).

Explain the meaning of each hat

Keep it simple and visual. Let children give their own examples for each hat. You can practise this with a playful topic.

Within the lesson or activity: 

Step 1: Choose the topic or question

Decide what you want to think about with the students. This could be a problem, an idea, a situation or a project. The topic can be anything and may vary per lesson or group.

Step 2: Explain the thinking hats

Introduce the six thinking hats to the class, briefly mention what each colour means and in what way the hat is used. Make sure students understand the different perspectives.

Step 3: Use the thinking hats one by one

Walk through all the hats together with the class. Encourage pupils to share their thoughts, feelings or ideas about each hat. This can be done verbally, through drawings, with post-its or other creative ways.

Step 4: Ask targeted questions for each hat

Use open-ended questions that match the colour of the hat to guide thinking, for example:

• 1. Facts and information (white)
• 2. Feelings and intuition (red)
• 3. Critical points and risks (black)
• 4. Positives and opportunities (yellow)
• 5. New ideas and alternatives (green)
• 6. Process and planning (blue)

Step 5: Discuss and evaluate the outcomes

Summarise what was said in each hat and discuss with students what this means for the topic or next steps. Have students reflect on the use of the hats and what they have learned.

Step 6: Apply the method flexibly

Depending on the aim and the group, you can choose which hats to use and in what order. Sometimes fewer hats are enough, or you can repeat them with new topics.

Step 7: Integrate the thinking hats regularly into classroom practice

Use the thinking hats in various activities such as brainstorming, group discussions, problem-solving, reflection moments and decision-making to practise structured thinking.

It can used both indoors and outdoors. Both surroundings have specific and different activities and real live problems for students. 

When indoors ensure that the (class-)room is quiet enough to allow focus and thoughtful discussion and explanations during research. If practiced outside, choose a quiet corner of the playground where students can stay focused and avoid interference.

Before the lesson: preparation

Visualising thinking hats helps children to recognise and use different ways of thinking.

By choosing the right topic (e.g. a classroom problem or design question), thinking is immediately linked to a real challenge.

During the lesson:

Step 1: Choose a topic or question

• By choosing a specific problem or situation, you activate problem-oriented thinking.

• Children learn that problems have different sides and that you can examine them systematically.

Step 2: Explain the thinking hats

• Each hat represents a specific thinking style: 

o White: gathering facts

o Red: feelings and intuition

o Black: risks and objections

o Yellow: advantages and opportunities

o Green: creative ideas

o Blue: overview and planning

• Children learn that problem-solving does not require a single way of thinking, but a combination of perspectives.

Step 3: Use the hats one at a time

• By exploring each perspective separately, children learn: 

o To think systematically

o To use multiple angles

o To collaborate and listen to others

• This promotes flexible and analytical thinking.

Step 4: Ask specific questions for each hat

• Open questions encourage deep thinking and evaluation of ideas.

• Children learn: 

o To look critically at facts (white)

o To assess risks (black)

o To come up with creative solutions (green)

o Seeing positive aspects (yellow)

o Reflecting on the process (blue)

Step 5: Discuss and evaluate the results

• By reflecting together, children learn to: 

o Draw conclusions

o Weigh up solutions

o Substantiate decisions

• This is a core skill in problem-solving thinking.

Steps 6 & 7: Apply and integrate flexibly

• Regular use of thinking hats makes structured thinking a habit.

• Children learn that problem-solving is a process that can be practised and improved.

Role of the teacher

• Encourages thinking, asks probing questions and provides a safe environment in which children dare to think.

• Does not provide answers, but guides the process so that children arrive at solutions themselves.

Using De Bono’s thinking hats in the classroom stimulates problem-solving thinking in a playful and structured way. This form of work teaches children not only to react spontaneously, but also to think consciously from different perspectives.

Problem-solving:

Teaches children to look at a problem from multiple perspectives. They become aware that there is no one right answer.

They practise separating emotions, facts and ideas. This creates clear thinking and a structured approach.

They learn to think step by step, with each step highlighting a different aspect of the problem (e.g. understand first, then look critically, then be creative).

Problem analysis: understanding what is going on and why They develop self-reflection, as they learn to weigh their own opinions against those of others and learn to look back on their thinking

Critical thinking: 

Weighing up what works and what doesn’t.

Processing information: distinguishing facts from opinions or feelings.

Decision-making: considering and choosing between different options.

Creative thinking: 

Coming up with multiple or unexpected solutions.

Empathy: 

Taking others’ feelings or needs into account.

Listening to others.

Expressing your own ideas.

Comparing opinions without judging.

Step 1 – Introduce the topic 

• ‘We are going to discuss our idea for the schoolyard with the six thinking hats.’

Explain what you are going to think about and what the actions are.

• Divide the class in small working groups
• Make the thinking hats-same visual in the classroom and make the six coloured hats (or cards) available to the whole class

Hat	Question you ask	Sample activity
⚪ White (facts)	What do we already know?	Write down or draw information
❤️ Red (feelings)	What do we think or feel?	Let children choose or draw an emoji
⚫ Black (critical)	What doesn’t work well?	Put a cross by what might be tricky
🟡 Yellow (positive)	What’s good about it?	Have children draw a sun by their idea
🟢 Green (creative)	What else can we think of?	Brainstorm on paper or with LEGO/blocks
🔵 Blue (overview)	What should we do next?	Have children make a roadmap or divide tasks

Step 2 – Think for each hat (one at a time)

Walk step by step through each thinking hat. At each hat, give children space to share their opinion, idea or feeling – verbally, on a post-it or via a worksheet.

• Children present their idea for the playground with their group. 
• every student expresses their opinion, feeling, vision or possible solution to each hat

Step 3 – Reflect together

Discuss briefly what you have learned.

For example:

• ‘What did we discover by thinking like this?’
• ‘What idea do we want to develop further?’
• ‘What did you find difficult or fun about this way of thinking?’

1. Visual representation of the hats (mandatory)

• Coloured hats (real hats, paper hats or headbands)
• Thinking hats posters (one per colour with meaning in words and pictures)
• Cards or sticker sheets with the colours and matching symbols
• Digi bord slides or printables to visually support the meaning

2. Work-form materials for students

• Worksheets per hat (draw, write, colour, fill in)
• Post-its or coloured papers per hat colour (for brainstorming or feedback)
• Emoticons or smiley cards (for the red hat)
• Reflection cards or talking boards
• Colour pencils or markers in the six hat colours

3. Basic classroom supplies

• Large sheet of paper or flap chart for shared mind maps
• Valuable free and open-ended materials, craft materials for creative elaboration (e.g. green hat – creative thinking)
• Timer or hourglass (for structure per hat)

Questions depend on which hat is talking, for example:

White hat – Facts & information

• What do we still need to find out to understand it better?

Red hat – Feelings & intuition

• Do you think this is nice, difficult, exciting or fun? Why?

Black hat – Critical thinking & risks

• What could go wrong?

Yellow hat – Positive thinking & opportunities

• What could this mean for someone?

Green hat – Creative thinking & new ideas

• What could you do differently?

Blue hat – Overview & reflection

• Which hat do we use now and why?

1. Make it visual and concrete

Children do not always understand abstract thinking hats very well at first.

• Use clear colours, pictograms and simple language. 
• Hang visual posters or work with real hats or headbands.
• Child-friendly explanations work better than theory.

2. Build it slowly

Too many hats at once confuses younger children.

Start with 2 or 3 hats (e.g. white, red, yellow) and expand slowly.

• Less is more, especially in the beginning.

3. Give example-thinking

Children don’t know how to think properly at a particular hat this requires training and repetition. As a teacher, think out loud: ‘When I think with the black hat, I see that…’.

• Modelling helps tremendously in thinking development.

4. Alternate classroom and individual

Some children are afraid to speak out or follow others.

• Let children draw or write individually first and only then share. This way each child gets thinking space.

5. Use fixed routines

Children quickly lose the thread in the process.

Therefore, work with a fixed rhythm, e.g:

• 1. Choose hat
• 2. Ask question
• 3. Share answer

Repetition builds confidence.

6. Keep it short and energetic

Children lose focus in long sessions.

• Use a timer per hat (e.g. 3 minutes per line of thinking) and make sure there are active forms of work (drawing, moving, choosing cards) this ensures more involvement.

7. Encourage all thinking, including the ‘difficult’

Children often only want to think positively (yellow) or creatively (green).

• Explain that all hats are important – including critical thinking or allowing for feelings.
• Use examples where the black or red hat makes a difference.

To tailor working with the thinking hats to pupils’ level, you can differentiate into three levels:

Beginner: students explore one or two thinking hats at a time, with a lot of support from the teacher. The questions are simple and visual, and answers may also be drawn. Thinking aloud together is central.

Advanced: students use several thinking hats in succession. They think independently, share their ideas in groups and write or draw their answers. The teacher guides mainly by asking questions and reflecting together.

Expert: students use all six thinking hats independently or in groups, also with more complex topics or their own projects. They consciously switch perspectives, ask each other in-depth questions and reflect critically on their thinking process.

This structure makes it possible to build thinking skills step-by-step, tailored to the pace and level of te children.

1. On thinking itself

• Which hat did you find easiest to think with?
• Which hat did you find most difficult? Why?
• Did you think or say something you wouldn’t normally do?
• Which hat helped you come up with a new idea?

2. About the process

• How did you feel about thinking step by step?
• What happened when we started thinking with a different hat?
• Did we get a good look at all sides of the problem?
• What was the difference between creative thinking and critical thinking?

3. About empathy and collaboration

• What did your group do well while thinking?
• Did you listen to each other well?
• Who helped you to think further?
• What would you do differently in the group next time?

4. About learning and growth

• What did you learn about yourself as a thinker?
• Is there anything you understand better now than before?
• How can you use this thinking in other situations?