| Type of “hat” by E.de Bono |
Tools offered for work in a subgroup |
Task for a subgroup |
| Blue |
- |
We determine the purpose and subject of discussion. What do we want to achieve? What do we think? What is our goal? The sequence of hats is discussed. Everyone expresses suggestions and opinions, and at the end the teacher makes a decision. |
| White |
Mentalmap |
Consider the “dry facts” connected with the generation of production and consumption waste, as well as their use and disposal by the example of the Krasnoyarsk Territory (if there are students from other regions in the group, you can suggest choosing numbers for comparison, for example, the Krasnoyarsk Territory and the Republic of Khakassia). Recommended source of material: http://krasstat.gks.ru/As part of the work in the "white hat" to offer students to answer the questions:- What do we know about waste management?- What do we need to know?- What is missing?- What questions should I ask?- Where and how can I get the necessary information?The task of each participant is to make every effort to fully study the subject of discussion. (Note: it is possible to carry out this part of the work as homework, with the preparation of a presentation and a presentation at a seminar. During the report, the participant tells what he managed to find out and what information he still needs) |
| Red |
Mentalmap |
To get know the materials presented on the website http://www.solidwaste.ru/publ.html (if the duration of the lesson is 2 hours, then you can offer an introduction to only two materials: http://www.solidwaste.ru/publ/view/ 614.html,http://www.solidwaste.ru/publ/view/118.html)To express anxiety about methods for the disposal of industrial household waste, to cast doubt on the relevance of existing solutions to this problem. Students can be asked to track changes in their own emotional state when they get acquainted with publications on a topic, to note which publications have this or that emotion associated with? Why? |
| Black |
Analysis |
It is necessary to invite students to analyze the difficult, unclear, problematic, negative aspects of the problem, to analyze their causes (you can suggest the implementation of this task on the example of the presentation shown at the beginning of the lesson) At the same time, participants should answer the questions: Does this correspond to our values, resources, strategies, goals and potential? |
| Yellow |
Analysis |
Look at the positive side of the problem, argue why they are positive. It is necessity to find valuable and useful in solving the problem under consideration. At the same time, it is necessary to focus on the explanation of the stated provisions (you can suggest the implementation of this task on the example of the presentation shown at the beginning of the lesson) |
| Green |
Brainstorming |
Ask yourself: - How can I solve the problem of recycling production and consumption wastes; what methods can be used in this situation?- What could be done differently, why and how exactly?- How could we improve ways to solve the problem? The main direction is to find new facets in solving the problem under consideration and answer the questions: “What has to be done? What other options are there?” |
| Blue |
Top |
Sum up the discussion, resume the above, draw conclusions, make a decision on further action. What have we achieved? The Chairman summarizes the work of the group to decide what was striven for and what has been achieved? |
