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

Skill focus

Primary Skill Focus

• Problem solving

Complementary/Secondary Skill Focus

• Critical thinking
• Creativity
• Empathy

Age group	Student number	Duration
6-10 years old	Individual and whole class working in pairs or small groups	25-50 minutes

Proposed step by step implementation of the learning activity

Before the lesson or activity:

1. 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.

During the lesson or activity: 

2. 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.
3. 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.
4. 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.
5. Ask targeted questions for each hat: Use open-ended questions that match the colour of the hat to guide thinking, for example:
   • Facts and information (white)
   • Feelings and intuition (red)
   • Critical points and risks (black)
   • Positives and opportunities (yellow)
   • New ideas and alternatives (green)
   • Process and planning (blue)

6. 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.
7. 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.
8. 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.