1. Six Thinking Hats By Izawany Ibrahim & Nurulhana Hussain
Training for thinking
By Izawany Ibrahim & Nurulhana Hussain

2. Design and Development Process
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Design and Development Process 1
Mission Statement
Selecting design tools 2
Needs assessment 3
Sequence of Instruction 4 5
Assessment
Instructional Framework 6
Instructional Media 7
Prototype 4
Adapted from Shambaugh & Magliaro (1997)

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Mission Statement
To design a learning platform (website) to enhance higher order thinking among form 5 students using a thinking tool - Six Thinking Hats devised by Edward de Bono.

4. Selecting design tools
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Selecting design tools
Design
Tools
Design Model
Learning Theory
Driscoll (2002) A
Learning occurs in context
Learning is active I E D
Learning is social D
Learning is reflective

5. Needs assessment GOALS REALITY
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Needs assessment
Problem: Low thinking skills. Unable to construct ideas critically and independently.
Target audience: Form 5 students
GOALS
REALITY
Summarize your intent
Provide a platform for exercising higher order thinking skills.
Use Six Thinking Hats by Edward de Bono as a thinking tool.
Provide contextual activities.
Provide online discussion platform to make learning active, social and reflective.
Gather information
IDEAL
Learner Profile
Form five students
Mix abilities – beginners to advanced
Context analysis (Tessmer,1990)
Physical factors
-internet access
-free website
Use Factors
-individual / pair
-computer skills
Describe your intent
Enhance higher order thinking skills.
Use a thinking tool.
Provide contextual learning.
Make learning active, social and reflective.

6. Sequence of Instruction
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Sequence of Instruction
Input
Process
Sequencing topics
for discussion
Sequencing cognitive
strategies and reflection
Sequencing lesson
delivery-simple to complex
(combining hats)
Sequencing the content
(Introducing each hat)
Current and
contextual issues
Contextual, active, social
and reflective learning
activities.
Bloom’s taxonomy and
Explicit instruction.
Output
Higher order thinking
Bloom’s taxonomy

7. To assess students’ understanding of content
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Assessment
Learning Objectives & Learning Outcomes
Constructed response assessments
short answer
essays
projects
Selected response assessment
multiple choice
matching
true or false
To assess students’ understanding of content
To assess students’ mastery of content

8. Instructional framework
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Instructional framework
Behavioral Family Model
Direct
Instruction
Information recall and skill acquisition
Inform objectives
Present lesson
Guided practice
and feedback
Independent practice
Review practice and
provide feedback
Review what has been learned

9. Instructional Media Moodle Freewebs
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Instructional Media
Moodle
Earlier versions- linear platform, needs to scroll down, needs to create account to participate.
Convenient for the teacher but unappealing to the learners.
Freewebs
Later versions – easy navigation, appealing layout for teenage learners.
Appealing to the learners but lacks in self correcting assessment tools and activities.

10. Prototype – Design Phase
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Prototype – Design Phase

11. Prototype- Design Phase
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Prototype- Design Phase

12. Prototype – transformation to VLE
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Prototype – transformation to VLE
Earlier versions

13. Prototype – transformation to VLE
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Prototype – transformation to VLE
Current version

14. Prototype – Design Phase
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Prototype – Design Phase

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Reference:
Shambaugh, R. N., & Magliaro, S. G. (1997). Mastering the Possibilities: A process approach to instructional design. Massachusetts: Allyn and Bacon.

16. Thank You !
By Iza and Hana