1. Creating thinkers in the Ethnic School Language Classroom
Dr. Teresa De Fazio
School of Education
Victoria University

2. Dr. Teresa De Fazio, Victoria University, 2007
Why create thinkers? Don’t our students think already? Do you present activities that engage their thinking?
Make the thinking process explicit so that students can deal with complex issues/ make decisions/ step outside a problem or issue to assess it and resolve it.
What is sold in your tuckshop?
Do you feel it is a good menu?
What is on it that is not healthy/ nice?
What is on it that is healthy/nice?
How could it be reorganised to be both healthy and nice?
Organise the process of putting together a new tuckshop list
Dr. Teresa De Fazio, Victoria University, 2007

3. Dr. Teresa De Fazio, Victoria University, 2007

4. Six ‘metaphorical’ hats
What is sold in your tuckshop?
White hat
Do you feel it is a good menu?
Red hat
What is on it that is not healthy/ nice?
Black hat
What is on it that is healthy/nice?
Yellow hat
How could it be reorganised to be both healthy and nice?
Green hat
Put together an improved tuckshop list
Blue hat
What did you think of the story?
How did it make you feel?
Dr. Teresa De Fazio, Victoria University, 2007

5. Dr. Teresa De Fazio, Victoria University, 2007
Let’s get thinking …
Dr. Teresa De Fazio, Victoria University, 2007

6. Dr. Teresa De Fazio, Victoria University, 2007

7. Dr. Teresa De Fazio, Victoria University, 2007
White hat thinking
Tell me a story…
Recount as a:
Cloze activity
Oral retelling
Ordering and sequencing of facts etc.
Gather data
What are the facts
Locate the information
Dr. Teresa De Fazio, Victoria University, 2007

8. Dr. Teresa De Fazio, Victoria University, 2007
Red hat thinking
Feeling/reaction chart
Express your feelings (emotions – cards)
What are your emotional reactions to the story?
What did you think of the story?
How did it make you feel?
Dr. Teresa De Fazio, Victoria University, 2007

9. Dr. Teresa De Fazio, Victoria University, 2007
Black hat thinking
Story flashcards
Deeper level work with the cloze
Identify the problems/issues?
What events/issues came up in the story that were not dealt with constructively/appropriately?
Dr. Teresa De Fazio, Victoria University, 2007

10. Dr. Teresa De Fazio, Victoria University, 2007
Yellow hat thinking
Story flashcards
Deeper level work with the cloze
Identify the positives
What events/issues came up in the story that were dealt with constructively and appropriately?
Dr. Teresa De Fazio, Victoria University, 2007

11. Dr. Teresa De Fazio, Victoria University, 2007
Green hat thinking
Draw a solution
Mind map a set of solutions
Flow chart a solution
Plan a solution
Describe a solution
Create a solution
What could be a more appropriate alternative to the problem?
How could the situation be changed to be more positive/resolved?
Dr. Teresa De Fazio, Victoria University, 2007

12. Dr. Teresa De Fazio, Victoria University, 2007
Blue Hat thinking
Students take on a metacognitive approach to their learning – they look at and lead their own learning putting on their own hats as needed.
Conduct/lead the thinking
Consider the thinking process
Dr. Teresa De Fazio, Victoria University, 2007

13. Dr. Teresa De Fazio, Victoria University, 2007
Start easy to become familiar with the process, then have fun with real-life issues
Dr. Teresa De Fazio, Victoria University, 2007

14. Dr. Teresa De Fazio, Victoria University, 2007
Global warming
White hat
What are the facts about global warming?
Red hat
How does the issue make you feel?
Black hat
What are the negatives about the issue?
Yellow hat
What are the positives?
Green hat
What can be done to address the issue?
Blue hat
Have you covered the thinking process carefully
Dr. Teresa De Fazio, Victoria University, 2007

15. The value of language learning to you?
Dr. Teresa De Fazio, Victoria University, 2007

16. Dr. Teresa De Fazio, Victoria University, 2007
Which hat should our students wear at the end of their language learning experience?
Dr. Teresa De Fazio, Victoria University, 2007