Reflection Color Palette

Synthesize unique viewpoints to reach sophisticated understandings and uncover new

solutions
1. Each individual receives a large sheet of chart paper, as well as a set of
colored sticky notes.
2. Depending on the number of participants, individuals or small groups
describe the experience upon on which they would like to reflect on the center
of the chart paper.
3. After each group has posted their chart on one of the walls, participants
silently walk around the room, reading each of the experiences.
4. Each participant posts at least one comment about the experiences listed on
the sheets of chart paper. Individuals comment on the experience based on six
unique viewpoints dictated by the color of the sticky notes they received.
a. Red sticky notes communicate emotions. Individuals write their gut
reaction about the experiences described on the chart paper.
b. Yellow sticky notes communicate optimism. Individuals are
encouraged to write reactions/thoughts to the experience based on a
perfect world mindset.
c. Gray sticky notes contain devils advocate comments. Individuals
write comments that contradict and challenge the experiences
described on the chart paper. Such comments consider the practicality
of future solutions.
d. Blue sticky notes contain deep comments. Individuals attempt to
identify potential underlying issues or assumptions that affect the
experience described.
e. White sticky notes contain questions. Individuals are encouraged to
inquire about additional details and probe for opportunities for growth.
f. Green sticky notes communicate creative explanations of the
experience, or ideas for future directions. Comments on green sticky
notes should not be evaluated for practicality.
5. Participants form small groups, with a representative from each color of
sticky notes. Group members discuss the experience in detail, maintaining the
viewpoint dictated by the color of their sticky notes (i.e. those with yellow
sticky notes speak optimistically, those with white sticky notes continually
pose questions).
6. Individuals switch sticky notes, and the process is repeated. If time permits, it
is preferable that each individual analyzes the experiences from each of the
six unique viewpoints.
-----------------------------------------------------------------------------------------------------------Examining the same experience from multiple points of view requires both
flexibility and open-mindedness. The color palette of sticky notes on each sheet of chart
paper represents diverse viewpoints that lead to a holistic understanding. This activity
closely mirrors deBonos (1970) Six Thinking Hats technique, which was created in order
to enhance group productivity through careful focus on distinct thinking strategies.
Although looking at the same experience from multiple viewpoints is challenging, this

promotes critical reflection and precludes individuals from doing things the way they
have always been done (Risko, Roskos, & Vukelich, 2002). Collaborative discussion
and guided reflection provides appropriate scaffolding for individuals to develop and
exercise the metacognitive skills necessary for critical reflection (McNamara, 1990).
-----------------------------------------------------------------------------------------------------------This strategy is inspired by Getting Out of Locked Doors, a metaphor used in the
Incubation Model of Teaching to refer to the information processing strategies through
which individuals approach problems from various viewpoints, make new connections,
and uncover new strategies to solve the unsolvable (Torrance & Safter, 1990).
-----------------------------------------------------------------------------------------------------------deBono, E. (1970). Lateral thinking: Creativity step by step. England: Penguin Group.
McNamara, D. (1990). Research on teachers thinking: Its contribution to education
student teachers to think critically. Journal of Education for Teaching, 16(2), 147160.
Risko, V., Roskos, K. & Vukelich, C. (2005). Reflection and the self-analytic turn
of mind: Toward more robust instruction in teacher education. In K. KinnucanWelsch, S. Israel, C. Block & K. Bauseman (Eds.), Metacognition in literacy
learning: Theory, assessment, instruction, and professional development. (pp.
313-335). Mahwah, NJ: Erlbaum.
Torrance, E. P and Safter, T. (1990). The incubation model of teaching: Getting beyond
the aha. Buffalo, NY: Bearly Limited.