WHAT IS IT AND HOW IS IT USEFUL? The green thinking hat focuses on creativity, by encouraging consideration of new ideas and different alternatives. This is important in the HSIE classroom because it allows students to engage with big issues in society, creating socially and culturally literate learners who understand both the detail of current issues, but also their own right and responsibility to contribute to these issues.

ACTIVITY IDEA: To foster students’ creative reflection on the issue of refugees in Australia, creative teaching processes will unlock their convergent thinking skills (For more on the importance of convergent thinking, watch Sir Ken Robinson’s RSA Animate, 2009). In groups of 5, students will be asked to sculpt a still image that reflects the scene of an imagined refugee family leaving their home. The teacher will ‘tap in’ students to ask them to reflect ‘in role’ what they are thinking and feeling. This will develop their understanding and empathy with asylum seekers. For more information on using drama strategies effectively, see Ewing & Simons’ “Beyond the Script: drama in the classroom” (2009).

The green hat’s overarching purpose is to create new solutions, and here the problem that needs to be resolved is the differing goals of the Australian government, and people seeking asylum. To creatively approach this problem, the teacher should continue using drama strategies. Using ‘Teaching in Role’ with the added element of ‘the Mantle of the Expert’ can help foster creative discussion, as it allows the teacher to place students in a position of knowledge and give them agency, by appealing to them in character. The teacher could enter as an asylum seeker, and describe their situation to the group. They will then appeal to the class, endowing them with active roles, for example, “you, the government, I know you’re concerned about population control and popular opinion, so how can we compromise?”. Teacher should divide class into groups with conflicting stakes, and ignite a class discussion in role, leading towards a creative resolution. For this pre-service teacher’s reflection on Teaching in Role, which a resource list, see here: http://aran1177.blogspot.com.au/.

The theory behind using creative ideas to teach social issues was consolidated through reading Schwartz’s article, (1997). Where's waldo and what is he thinking? A search for critical thinking in the classroom. Canadian Social Studies, 32(1), pp.22-23. Of his Canadian Civil Studies class, Shwartz says, “I attribute the success of this activity to the first-hand opportunities to engage mindfully in realistic problem solving, community building, and role play.” This activity aims to draw on similar strategies, with hopefully similar effect.
 

SYLLABUS LINK: This activity diverges from the Culture strand to delve into the Social Systems and Structures strand, by asking students to consider decision-making and democratic processes, and the development of social justice in Australia (NSW BOS, 1998, p. 61).