Theme-based syllabus design
combined with de Bono’s ‘6 Thinking
Hats’ theory in ELT
Vasiliki Papaioannou, EFL teacher
Larissa, Greece

Presentation outline:
• Facts and challenges in English language
teaching in Greek senior high schools
• Introduction to de Bono’s ‘6 Thinking
hats’ theory: meaning of each hat color
and applications in our field (classroom
management case studies)
• Theme-based syllabus design: creating
lesson plans and designing activities for
international ‘anti-bullying’ day
• Looking at (anti-bullying) theme-based
activities and tasks in combination with
de Bono’s ‘6 Thinking hats’ theory (ELT
case studies)

Facts in English Language teaching in Greek
lower/senior high schools (γυμνάσια - Ενιαίa
Λύκεια) 2012-2013 :
• English language teaching (as a FL) is not
obligatory in senior high schools (32239/Γ2,
23-03-2012) while it is obligatory in lower high
schools (14302/Γ2, 09-02-2012)
• English Language teaching (as a FL) takes place
in mixed ability classes in senior high schools as
opposed to level teaching in lower high schools
(Γ2/4230/12.7.96)
• Minimum number of students in senior high
school EFL classes: 14 – Maximum number of
students: 30

• Photocopying English language books
without the publishers’ permission is
illegal and can be prosecuted (law
682/1977, article 42)
• Books are not given to senior high school
students for free (English language
books approved by the Ministry of
Education in 2012-2013: 102710/Γ2, 07-
09-2012) whereas they are given to
lower high school students by the
Ministry of Education.

What is impressive!:
The curricula recommended by
educational authorities and other
decision makers for teaching English in
all levels of Greek public education are
mainly in Greek!!!

1. Παιδαγωγικό Ινστιτούτο: Βασικό
Επιμορφωτικό Υλικό, «Μείζον Πρόγραμμα
Επιμόρφωσης Εκπαιδευτικών στις 8 Π.Σ.,
3 Π.Σ. Εξ., 2Π.Σ.Εισ.», τόμος Β, ειδικό
μέρος, ΠΕ06 Αγγλικών, Μάιος 2011, σελ. 1-
106
2. Ελένη Κατσαρού και Μαρίνα Δεδούλη,
Επιμόρφωση και Αξιολόγηση στο χώρο της
εκπαίδευσης, Υπουργείο Εθνικής Παιδείας
και Θρησκευμάτων, Παιδαγωγικό
Ινστιτούτο, Αθήνα 2008, σελ. 1-217

3. Βασιλική Δενδρινού, Ευδοκία Καραβά (eds.) Οι
ξένες γλώσσες στο σχολείο, Οδηγός του
εκπαιδευτικού των ξένων γλωσσών, Υπουργείο
Παιδείας, Διά Βίου Μάθησης και Θρησκευμάτων,
Παιδαγωγικό Ινστιτούτο, 2011, σελ. 1-234
http://rcel.enl.uoa.gr/xenesglosses/ (access 10
March 2013)
4. Παιδαγωγικό Ινστιτούτο στο πλαίσιο υλοποίησης
της Πράξης «ΝΕΟ ΣΧΟΛΕΙΟ (Σχολείο 21ου
αιώνα) – Νέο πρόγραμμα σπουδών, στους Άξονες
Προτεραιότητας 1,2,3, -Οριζόντια Πράξη», με
κωδικό MIS 295450 «Εκπόνηση Προγραμμάτων
Σπουδών Πρωτοβάθμιας και Δευτεροβάθμιας
Εκπαίδευσης και οδηγών για τον εκπαιδευτικό
«Εργαλεία Διδακτικών Προσεγγίσεων», Διδακτική
ξένων γλωσσών Γ’ Δημοτικού – Γ’ γυμνασίου, σελ.
1-46

Even more impressive!
• The languages included each year in the
school curriculum is a political issue
• The languages offered in each school
each year is related to technical and
financial factors
[Διδακτική ξένων γλωσσών Γ’ Δημοτικού – Γ’ γυμνασίου,
Παιδαγωγικό Ινστιτούτο στο πλαίσιο υλοποίησης της
Πράξης «ΝΕΟ ΣΧΟΛΕΙΟ (Σχολείο 21ου αιώνα) – Νέο
πρόγραμμα σπουδών, στους Άξονες Προτεραιότητας
1,2,3, -Οριζόντια Πράξη», με κωδικό MIS 295450, p.4]

What you can actually teach in senior high
school in Greece is described here
(in Greek!):
Πρόγραμμα σπουδών του μαθήματος της
αγγλικής γλώσσας στο ενιαίο Λύκειο, Γ2/3994,
ΦΕΚ 1868, 11/10/1999, pp. 1-32
http://www.pi-schools.gr/lessons/english/pdf/enia
(access 8 March 2013)
(Promoting all students’ skills, enriching their
knowledge in vocabulary, improving their
communication skills and learning horizons,
exchanging information, improving social skills
etc.)

The national curriculum (for teaching
English in senior high schools) is
vaguely linked to the Common
European Framework of Reference
(CEFR) in language teaching, learning
and assessment.
The Common European Framework in its
political and educational context,
Cambridge University Press: Language
Policy Division, Council of Europe,
Strasbourg, p.144

Are there any other challenges that
teachers face today when teaching English
in senior high schools?
- very few (obligatory or mandatory)
free available teacher training courses
(locally mainly) related to particular
levels of education where teachers can
be trained and share their experiences
about:
-CLASSROOM MANAGEMENT
-CLASSROOM ARRANGEMENT
-PEDAGOGY-DIDACTICS

Specifically about…
• how to enhance student motivation to study English
at schools
• how to create an atmosphere of creativity,
excitement & fun learning for senior high students
• How to emphasise on the process rather on the
outcome
• How to be involved in European projects and keep
an eye open in the outside world (& market)
• How to deal with ‘tourists’ in the EFL classroom
(Rogers & Freiberg 1994)
• How to help students communicate ‘more’ & exceed
the mental barriers created by the worries of
making errors?
• How to fit in the suggested curriculum tasks and
activities which promote a variety of skills?

Other challenges?
• lack of teacher observation in Greek schools
• limited English language teaching resources
• differentiation in students’ English language
competency?
• (obvious) differentiation in students’ personal
abilities, learning style and skills
• lack of sociocultural knowledge which is not
distorted by stereotypes
• a (relatively) difficult time-table where English
is usually taught in the last hours

Student evaluation in Greek senior high
schools:
Presidential decree no 60, Αρ. Φύλλου 65, 30
March 2006, article 15 [ΦΕΚ 73 τ.Α. 1242001]

Speaking is not actually officially graded
in the national exams, however, speaking
is an equally important skill which needs
to be properly developed in the English
Language classroom.

What were the objectives for the creation
of CEFR?
• the establishment of an effective European system
of information exchange covering aspects of
teaching in learning, research, assessment and making
use of technology
• to promote research and development programmes
leading to methods and materials (for all levels) best
suited to enable students to acquire a communicative
proficiency appropriate to their specific needs
• the development of an intercultural approach which
promotes the development of learner’s whole
personality & sense of identity enriching his/her
experience in language and culture
• To promote mutual understanding and tolerance,
respect for identities and cultural diversity through
more effective international communication.

De Bono’s ‘6 Thinking Hats” theory
Who is Edward de Bono?:
• One very important aspect
of motivation is the
willingness to stop and to
look at things that no one
else has bothered to look
at. This simple process of
focusing on things that are
normally taken for granted
is a powerful source of
creativity.
• Studies have shown that
90% of error in thinking is
due to error in perception.
If you can change your
perception, you can change
your emotion and this can
lead to new ideas.
[Edward de Bono]

How to Use the Tool
• You can use Six Thinking Hats in generating new
ideas or while resolving complicated issues.
• In meetings it has the benefit of blocking the
confrontations that happen when people with different
thinking styles discuss the same problem.

Ditton Primary School, Manchester
• The creative idea must • Ditton Primary is an accredited
have value
Thinking School, committed
according to the head teacher,
https://www.youtube.com/watch?v=UjSjZOjNIJg to creating
Carol Lawrenson,
"little thinking creatures". The
four-year-olds are taking part in
• In order for the children a discussion about improving
to be respectful, playtime. They don't know it, but
responsible, resourceful, they are using Edward De Bono's
good creators and
successful in whatever structured thinking technique,
intelligences they show… the Six Thinking Hats, that
colour codes different ways of
tackling a question, to give them
a framework for problem-solving
and exploring ideas. The hats
have been turned into teddies,
given the pupils' age.

Objectives for using the ‘6 Thinking
Hats” theory:
• Removal of ego (reduces confrontation)
• Adopt critically defined strategies
• Gain structure and communication skills in problem
solving situations
• Build confidence in personal ability to think effectively
• Accomplish something creative and constructive
designing the way forward & have fun
• Increase productivity and even more important – be a
more effective teacher
• Maximize and organize each student's thoughts and
ideas through lateral thinking
• Get to the right solution quickly and with a shared
vision
• Create, evaluate and implement action plans

Things to have in mind before implementing the 6
Thinking Hats theory: (1)
• Each ‘hat’ represents a way of thinking.
• If you are working with a group of children, give
them a different colour hat each and ask each of
them for their response based on the colour of
their hat.
• No student names are used – only names of hat
colours
• If you are working with an individual child you can
rotate the hats and ask for responses to the
question based on each one of the hats in turn.
• ‘Wear’ one hat at a time when considering a
problem.
• You can ‘put on’ and ‘take off’ a hat. Everyone can
and should use all the hats.

Things to have in mind before implementing the 6
Thinking Hats theory: (2)
• You can wear the same hat as many times as possible
• You always start with the blue hat (and end with it).
• You have to decide which hat will come next at the
beginning of the process.
• One person is designated as the facilitator and is
expected to wear the blue hat at all times.
• The only hat that anyone can use at any time is the
blue hat.
• The yellow hat followed by the black hat may be used
to assess an idea, however, the black hat followed by
the green hat may be used to improve an idea.
• To discover the positive and negative aspects of an
idea you can use the yellow hat before the black hat.

The Blue Hat
Control of the
Organization of other Hats
thinking (monitors the
(summaries, thinking and
overviews makes sure the
conclusions) rules are
observed)
Referee
Conductor

• Here we consider the ‘overall’ picture.
• What are the consequences of what I am
learning?
• What should I learn next?
• When you think of blue, think of the sky
and an overview. The blue hat is the
hardest one to understand. It deals with
controlling the thinking process
• The blue hat comments on the thinking
being used, asks for conclusions,
decisions, etc. The blue hat can move
from person to person, or can be a
chairperson.

The White Hat :
• In this phase we think about the facts of what
we are learning, about what facts we have and
what facts we need to understand a given topic.
• When you think of white, think of neutral. de
Bono has categorized information as a neutral
subject. The white hat has to do with data and
information.
• What information do we have here?
• What information is missing?
• What information would we like to have?
• How are we going to get the information?
• When you ask for white hat thinking you are
asking people to forget about proposals and
arguments and to concentrate directly on the
information. What information is needed, what
is available, and how it can be obtained.

The Red Hat
• This stage is characterized by an
emotional response to what we are
learning. What do I feel about this
issue?
• When you think of red, think of fire and
passion. The red hat allows people to
show their emotions and hunches on a
subject, their sentiments and feelings.
• People don't need to justify their
statements. It is often important to get
feelings out in the open, rather than
have people at a meeting have hidden
agendas, feelings, or misgivings.
• The red hat allows these feelings to be
expressed, to come out in the open.

The Black Hat
• In this stage we use our critical
judgment. We think about
problems, dangers, if we are
wasting time with a topic, etc.
• When you think of black, think
of negative, risks, dangers,
obstacles, potential problems and
downside of a suggestion. The
black hat is for critical
judgment. It points out what
cannot be done.
• The hope is that the black hat
role will prevent us from making
mistakes.

The Yellow Hat
• Here, we use our judgment again.
However, now we are positive and
optimistic, constructive and positive
thinkers. We think about the
advantages, benefits, hopeful side to
what we are learning.
• When you think of yellow, think of the
sun and sunny, positive thoughts. The
yellow hat role is for discussing ONLY
the positive view of problems and
solution possibilities.
• The yellow hat looks for benefits (and
feasibility), but must be logically
based, not intuitive like the red hat.

The Green hat
• This is the creative phase. What
is my response to this?
• When you think of green, think
of plants and growth. The green
hat is for new ideas, for
creativity, for new alternative
solutions, proposals and
suggestions.
• Could this be done in another
way?
• Might there be another
explanation?
• Does anyone have another idea?

Brainstorming Guidelines
• Have all the ideas written down or recorded
• Keep your mind open to all ideas
• Do not belittle any ideas
• Only until your team has exhausted all ideas,
you can discard the impossible ideas
• Always think about how an extreme idea might
be interpreted in another way that might be
useful
• You end up with a manageable number of
alternative solutions
• Everyone is encouraged to participate –
Everyone is treated with respect

What is the order the hats should be used?
(suggestions)
If there is a new topic for development the hat
order should be:
– Blue Hat (to manage the process of thinking)
– White hat (gaining information)
– Green hat (for creative ideas and alternatives)
– Yellow hat (combined with the black hat) in
order to evaluate alternative ideas
– Red Hat (for reacting impulsively)
– Blue hat (to manage the process of
action/thinking)

But if there is a problem which is already
known and needs to overcome the hat
order should be:
• Blue Hat
• Red Hat
• Yellow hat
• Black Hat
• Green hat (to overcome the negative
sides)
• White hat
• Blue hat

Each ‘Thinking Hat’ is a different style
of thinking
These are explained
in the following
slides -

Problem 1: Tom (15 yrs old
teenager) lost his pocket money at
school and asks for a meeting with
his classmates & teacher to discuss
his problem and find a solution.
The teacher wears the blue hat and
becomes the facilitator.

• Students are requested to wear their blue hats : Tom
lost his money and solutions need to be found about ways
that this could have been prevented.
• Students are requested to wear their white hats and
state the facts: Tom had his money in his bag when he
left home in the morning, the classroom is always open
during the breaks, there are/not always supervising
teachers in the corridors during the breaks, Tom had
the money in his pocket when he bought food from the
school canteen etc.
• Students are requested to wear their red hats in order
to express their feelings: If I were Tom, I would be very
upset/the two people staying in the classroom during the
break should give Tom his money back as they are
responsible for the theft/Tom has a weak memory as he
is not certain about where he lost his money/I am upset
cause teacher supervision in the corridors during the
break is not very effective/ I feel unsafe in a school
where money is lost etc…

• Students are requested to wear their black hats: we
should trust anyone in this school/ is it fair to suspect
each other?/Is it possible that Tom lost his money and
accuses his classmates as he wants his money back?
• Students are requested to wear their yellow hats: the
money is not stolen/it will be found soon, we all need to
remember what happened that particular day/ we can
all bring a small amount of money to collect the amount
and give it to Tom/ we can have an art bazaar (with the
help of the teachers) at the end of the year to raise
money/ we can ask for the money from the parents’
association etc.
• Students are requested to wear their green hats: /we
need to be careful with our stuff/ students and
teachers who are supervising should be more
responsible/ it would be a good idea for Tom to have a
wallet/we can have our own locked cupboards in the
classroom etc.

Problem 2: Τhere are students in the
class who are talking when the
teacher is teaching.
Solution??
Are teacher
imposed
classroom
rules enough
to tell them
off?

• How about this? • How about expelling
the student from
your class?

• - For how long will you • How about giving
have them outside the them the right to
English language learning
express themselves?
environment?
• - How ‘pedagogically’
correct is to have the
same students frequently
expelled from your
English language
classroom just to make
them understand that
speaking on top of others
is not the right thing to
do?
• - Is it legal?

Do we all agree that something different
needs to be done?
Purpose of SIX THINKING HATS
• Focus and improve the thinking process
• Encourage creative, parallel and lateral thinking
• Improve communication
• Speed up decision making
• Avoid debate

Case Study 2: Students are talking to each other when
other students are speaking or the teacher is teaching
The ………….. Hat:
• ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
…………………………………………………………………………………………………..
• ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………………………………………………………………………….
• ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
…………………………………………………………………………………………………

Syllabus Design…why?:
• Advantages:
• You plan according to your equipment, materials and
resources
• It’s personalized: You take into account students’ level,
age, personal needs, attitude, willingness to learn and
special talents e.g. drawing, listening to music etc. as
you should (ΦΕΚ 1868, 11/10/1999)
• You have the option to use as much English as you want
• You can use authentic material in your classes
• You can involve students in designing via planning
• Interaction and English language production can take
place in the classroom as students discuss with their
peers or take feedback
• You take into account knowledge that is already
acquired and you activate previous schemata (learning
focus)
• Learning is better accomplished through design (μάθηση
μέσω σχεδιασμού)

Disadvantages:
• It is easy to get lost without a coursebook
• It can be time consuming
• Colleagues and outsiders may accuse you that
you are not doing anything important because
you don’t have a book
• Internet might not be working on that day or
pc access might not be available for the
activities planned
• Students might forget their contribution for
the next lesson (you can’t always count on
students – you always need to have a back up
plan)

Theme-based syllabus design:
Advantages:
• You approach a theme via a combination of activities,
tasks, exercises and related subthemes (e.g. healthy
diet via British food, crimes via bullying)
• Although the theme is the same you might set a
different objective in every lesson and (maybe)
promote a different skill or a combination of skills
• You can design 5-8 thematic units per year and in
combination with 2 projects, you have effectively
covered the school year curriculum
• One theme lasts from 1 week to 2 months.
• After so many theme-based activities you are pretty
sure your students understand the topic very well (and
know relevant vocabulary)
• You can do a project after each theme-based unit and
give students the chance to be creative and improvise

Advantages:
• It works well for intermediate level (B1 and
above)
• Every theme you tackle, you can involve a
cultural element into it
• You can get plenty of ideas about your theme on
the internet
• Authentic material can be used in real
classroom situation
• It takes into account learner differences even
within the same grade level or the same class
(mixed ability classes)
• English language learning becomes more
meaningful because vocabulary items are
related to the same theme
• You can include various points into a variety of
themes

Disadvantages:
• It is time consuming (for relevant materials to be found, to
be appropriately combined, to suit your learners’ needs, age
and level and to promote as many skills as possible)
• It can get boring tackling one topic for two months
(especially for 2nd and 3rd graders who are taught English
twice a week)
• Students might not know how to revise at the exams (or at
the end of the year)
• It will not automatically make learners become more
interested in learning English, unless teachers are able to
use interesting activities and suitable (authentic) materials
• Others may use or circulate your materials without your
permission
• You might be accused that you should not be doing this since
there are so many EFL books and not all teachers want to
design their syllabuses
• It needs clear planning and flexibility
• You have to give (repeat or modify) your instructions for
your activities in order for students to understand.

Anti-BULLYING Day (celebrated on
6th March 2013)
Introducing the ‘6 Thinking Hats’
perspective
• Part a: Increasing self-confidence
• Part b: Talking about bullying
• Part c: Talking about Crimes and
Penalties

-What is a mature person?
(try to think from you hat’s
perspective)
- What is an immature person?

Try to categorise the following behaviours under the labels
provided:
Verbal, physical, psychological, cyber bullying, social
– Abusive or threatening verbal
– Teasing
and text messages
– Name-calling
– Silent calls
– Leaving someone out on
purpose – Tripping/pushing
– Telling other children not – Taking or breaking someone’s
to be friends with belongings
someone – Making mean or rude hand
– Saying mean or gestures
humiliating things – Making sexist or racist remarks
– Spreading rumors about – Intimidating or manipulating
someone someone
– Embarrassing someone in – Making inappropriate sexual
public comments
– Hitting/kicking/pinching – Taunting
– Spitting – Threatening to cause harm
– Defamation – Spreading rumours online
– Sending unwanted messages

Bullying, like harassment and discrimination, can
happen for many reasons.
……………
……………
……………
……………
……………
……………
………
People may
bully
because
they: ……………
……………
……………
……………
……………
……………
……………
……………
……………
……………
……………
……………
……………
……
……..

What can a person be bullied about?
A person can be
bullied about:

WHAT CAN I DO AT SCHOOL?
……………
……………
……………
……………
……………
……………
………
What can
you do to
avoid
bullying at ……………
…………… school? ……………
……………
……………
……………
……………
……………
……………
……………
……………
……………
……………
……
……..

Listening
November-19-06-14-56.bullied.mp3

BIBLIOGRAPHY
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http://www.valuebasedmanagement.net/methods_bono_six_thinking_ha
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Πρόγραμμα Επιμόρφωσης Εκπαιδευτικών στις 8 Π.Σ., 3 Π.Σ. Εξ.,
2Π.Σ.Εισ.», τόμος Β, ειδικό μέρος, ΠΕ06 Αγγλικών, Μάιος 2011,
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Θρησκευμάτων, Παιδαγωγικό Ινστιτούτο, Αθήνα 2008, σελ. 1-217

8. Βασιλική Δενδρινού, Ευδοκία Καραβά et al. Οι ξένες γλώσσες
στο σχολείο, Οδηγός του εκπαιδευτικού των ξένων γλωσσών,
Υπουργείο Παιδείας, Διά Βίου Μάθησης και Θρησκευμάτων,
Παιδαγωγικό Ινστιτούτο, 2011, σελ. 1-234
http://rcel.enl.uoa.gr/xenesglosses/ (access 10 March 2013)
9. «Εκπόνηση Προγραμμάτων Σπουδών Πρωτοβάθμιας και
Δευτεροβάθμιας Εκπαίδευσης και οδηγών για τον εκπαιδευτικό
«Εργαλεία Διδακτικών Προσεγγίσεων», Διδακτική ξένων
γλωσσών Γ’ Δημοτικού – Γ’ γυμνασίου, Παιδαγωγικό
Ινστιτούτο στο πλαίσιο υλοποίησης της Πράξης «ΝΕΟ
ΣΧΟΛΕΙΟ (Σχολείο 21ου αιώνα) –Νέο πρόγραμμα σπουδών,
στους Άξονες Προτεραιότητας 1,2,3, -Οριζόντια Πράξη», με
κωδικό MIS 295450, σελ. 1-46
http://digitalschool.minedu.gov.gr/info/newps/%CE%9E%CE
%AD%CE%BD%CE%B5%CF%82%20%CE%93%CE%BB%CF
%8E%CF%83%CF%83%CE%B5%CF%82/%CE%A0%CE
%A3%20%CE%9E%CE%AD%CE%BD%CF%89%CE%BD
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Thank you!
Theme-based syllabus design combined
with de Bono’s ‘6 Thinking Hats’ theory in
ELT
Vasiliki Papaioannou, EFL teacher
(BA, MA, EdD, QTS)
(elryab@gmail.com)