Is your Company ready for ‘One to One Marketing’?

Mila IT Centre - Workshop 4 Marketing Executives
Handout - By C. Radhakrishnan

For some companies, being ready simply means being prepared to launch a limited initiative. PRACTICED CORRECTLY, One-to-one marketing can increase the value of your customer base. The idea is simple: one-to-one marketing (also called relationship marketing or customer-relationship management) means, being able to change your behaviour towards an individual customer based on what the customer tells you and what else you know about that customer.

Why One-to-One?
Initial benefits can be gained from taking steps-even small ones-towards one to one marketing in specific areas. Relationship marketing is grounded in the idea of establishing a learning relationship with each customer, starting with your most valuable ones.

Think of a learning relationship as one that gets smarter with each interaction. The customer tells you of some need, and you customize your product or service to meet it. Every interaction and modification improves your ability to fit your product to this particular customer. Eventually, even if a competitor offers the same type of customization and interaction, your customer won't be able to enjoy the same level of convenience without taking the time to teach the competitor the lessons your company has already learned. There are four key steps for putting a one-to-one marketing program to work: identifying your customers, differentiating among them, interacting with them, and customizing your product or service to fit each individual customer's needs.

Getting Started
The following activities are keyed to the four steps of a one-to-one marketing program: identifying customers, differentiating among them, interacting with them, and customizing your product or service to meet each customer's needs. Most companies should be able to accomplish these activities fairly readily. If you have not yet identified your end-user customers, you can apply these suggestions to your channel partners. At some point, however, you will need to identify and interact with your end-user customers to get the most out of your relationship-marketing program.

Identifying your customers
To launch a one-to-one initiative, your company must be able to locate and contact a fair number of its customers directly, or at least a substantial portion of its most valuable customers. It's critical to know customers in as much detail as possible: not just their names and addressable characteristics (such as addresses, phone numbers, or account codes), but their habits, preferences, and so forth. And not just a snapshot - a one-time questionnaire.
IDENTIFY - ACTIVITY
 Collect and enter more customer names into the existing database
 Collect additional information about your customers
 Verify and update customer data and delete outdated information
 Ask your customers one or two questions every time you are in touch with them.
 Put your customer files in a systematic way - easily accessible way.

Differentiating your customers
Broadly speaking, customers are different in two principal ways: they represent different levels of value and they have different needs. Once you identify your customers, differentiating them will help you to focus your efforts so as to gain the most advantage with the most valuable customers. You will then be able to tailor your company's behaviour to each customer in order to reflect that customer's value and needs. The degree and type of differentiation in a company's customer base will also help you decide on the appropriate strategy for a given business situation.
DIFFERENTIATE-ACTIVITY
 Identify your organization's top customers.
 Using last year's sales or other simple, readily available data, take your best guess at identifying the top 25% of your customers.
 Determine which customers cost your organization money.
 Look for simple rules to isolate the bottom 20% of your customers (such as customers who haven't ordered in more than a year or those who always bid you out) and reduce the amount of mail you send them.
 Select several institutions or individual customers you really want to do business with next year.
 Add them to your database, and record at least three contact names per institution.
 Find higher-value customers who have complained about your product or service more than once in the last year.
 'Baby-sit their orders: put a product or quality-assurance person in touch with them - check on your progress.
 Look for last year's large customers who have ordered half as much or less this year 'Go visit them now, before your competitor does.
 Find customers who buy only one or two products from your company but a lot from others.
 Make them an offer they can't refuse to try several more items from you.
 Rank customers into A, B, and C categories, roughly based on their value to your company. (Don't try to isolate the top 25% or bottom 20%-any "blunt instrument" criterion such as annual spending or years doing business with the company will work.)
 Decrease marketing activities and spending for the C's and use the savings to fund increased activities for the A's.

Interacting with your customers
Improving both the cost-efficiency and the effectiveness of your interactions with customers is a critical component of a one-to-one marketing program. Cost-efficiency improves by directing customer interactions toward more automated and therefore less costly channels. For example, a company that provides helpful, up to-date information at its Web site won't need to spend as much as it once did supporting a more expensive call centre. Effectiveness improves by generating timely, relevant information, providing either better insight into a customer's needs or a more accurate picture of a customer's value. Every interaction with a customer should take place in the context of all previous interactions with that customer. A conversation should pick up where the last one left off, whether the previous interaction occurred last night or last month, at the call centre or on the company’s reception.
INTERACT- ACTIVITY
 If you are focusing on channel members, call the top three people at your top 5% of customers.
 Don't try to sell-just talk and make sure they are happy.
 Call your own friends and ask questions; see how hard it is to get through and get answers.
 Test eight to ten different scenarios as a "mystery shopper." Record the calls and criticise them.
 Call your competitors to compare their customer service with yours.
 Repeat the above activity.
 Use incoming calls as selling opportunities.
 Offer specials, dose-outs, and trial offers.
 Evaluate the voice response unit at your customer information centre.
 Make the call centre/recordings sound friendlier, be more helpful, and move customers through the system faster.
 Follow the interaction paper trail through your organization
 Seek to eliminate steps: reduce cycle times to speed up your response times to customers.
 Initiate more dialogue with valuable customers
 Use technology to make doing business with your company easier
 Print personalized messages on invoices, statements, and envelopes.
 Have sales reps sign personal letters rather than mass-mailing letters signed by a senior manager.
 Have the right people in your organization - call the right customer executives. (That is, have your CEO call another CEO, or have the VP of marketing call the business owner.)
 Call every valuable customer your company has lost in the last two years and give them a reason to return.
 Gather the e-mail addresses of your customers in order to follow up with them.
 Offer alternative means of communication.
 Scan customer information into the database.
 Improve complaint management system - Plot how many complaints you receive each handling day and work to improve the ratio of complaints handled on the first call.

Customizing your enterprise's behaviour
Ultimately, to lock a customer into a learning relationship, a company must adapt some aspect of its behaviour to meet that customer's individually expressed needs. This might mean mass-customizing a manufactured product, or it could involve tailoring some aspect of the services surrounding a product-perhaps the way the invoice is rendered or how the product is packaged. In any case, the production or service delivery end of your business has to be able to treat a particular customer differently based on what was learned about that customer by the sales, marketing, or any other department. In rushing to reap the rewards of relationship marketing, it's easy for a business to overlook this critical fourth step, leading many to misunderstand the entire discipline as simply an excuse for direct mail and telemarketing.
CUSTOMIZE-ACTIVITY
 Customize paperwork to save your customers time and your company money
 Use regional and subject-specific versions of catalogues.
 Personalize your direct mail
 Use customer information to individualize offers.
 Keep the mailings simple.
 Fill out forms for your customers
 Ask customers how, and how often, they want to hear from you
 Use laser equipment to save time and make you look smarter.
 ‘Use fax, e-mail, postal mail, or personal visits as the customer specifies.
 Find out what your customers want
 Ask your top ten customers what you can do differently to improve your product or service 'invite customers to focus groups or discussion meetings to solicit their reactions to your products, policies, and procedures.
 Respond to their suggestions.
 Follow up and repeat the process.
 Involve top management in customer relations
 Give them lists of questions to ask based on the history of individual customers.

These four implementation steps overlap considerably. Nevertheless, they are roughly in order of increasing complexity and increasing benefit for a company. Identifying and differentiating customers, the first two steps, are largely internal "analysis" steps, whereas interacting with your customers and customizing products and services are external "action" steps, visible to the consumer.

From that perspective, the four steps can he used as a kind of general checklist to guide your efforts in implementing a one-to-one marketing program. If you can't identify your individual customers, you have no hope of differentiating them, much less adapting your behaviour to address each one's needs.

Good luck to your new endeavour in marketing!

THANK YOU FOR YOUR THOUGHTS, REACTIONS, & SUGGESTIONS
You can always email me for clarification or assistance.
smartteacher@rediffmail.com
http://chettourhorizonsforteaching.blogspot.com

Introduction to Soft Skills

Mila IT Centre - Workshop 4 Executives
Handout - C. Radhakrishnan

“We are being judged by a new yardstick; not just how smart we are, or by our training and expertise, but also how well we handle ourselves and each other.”
Daniel Goleman, PhD.

GOOD PERSONALITY
Attributes of a person with “Good personality”?
 Good physique
 Pleasing manners
 Personal and Professional integrity
 Trustworthiness and reliability
 Good control over body and mind

PERSONAL BENEFITS OF EMOTIONAL INTELLIGENCE
 Greater career success
 Stronger personal relationships
 Increased optimism and confidence
 Better health

PROFESSIONAL BENEFITS OF EMOTIONAL INTELLIGENCE
 Effective leadership skills
 Improved communication
 Less workplace conflict
 Better problem solving skills
 Increased likelihood of promotion

THE FIVE ESSENTIAL COMPETENCIES
A) Relate to Ourselves – 1) Self-Awareness – 2) Self-Regulation – 3) Self-Motivation
B) Relate to Others – 1) Empathy - 2) Effective Relationship

8 MENTAL STEPS TO SELF-MOTIVATION
 Use visual motivators: Inspirational quote or poster - Cartoon or joke
 Keep positive friends: Those support and build you up
 Read and listen well: Books and tapes
 Positive self-talk: Be your own best encourager
 Life can be tough -get used to it: Life is not always fair; it’s rarely easy. Stop thinking life should be easy.
 Keep a positive attitude: Choose your attitude towards your circumstances.
 Take a break: Take some time to re-charge your emotional and spiritual batteries.
 Share with others: Once you are motivated yourself, start motivating others. It will drive you to new heights of accomplishment!

Ten Commandments of Human Relationships
1. Speak to People
2. Smile at People
3. Call People by Name
4. Be Friendly and Helpful
5. Be Cordial
6. Be Genuinely Interested In People
7. Be Generous With Praise
8. Be Considerate
9. Be Alert
10. Have a Good Sense of Humour
 Don't take yourself too seriously. When you add lots of patience, and humility, you will have a recipe for enduring success.

EMOTIONAL INTELLIGENCE MAP
Self-Awareness
Emotional Awareness
Accurate Self-Assessment
Self-Confidence
Self Management
Self Control
Trustworthiness
Conscientiousness
Adaptability
Innovation
Motivation
Achievement Drive
Commitment
Initiative
Optimism
Empathy
Developing Others
Service Orientation
Leveraging Diversity
Political Awareness
Social Skills (Relationships)
Influence
Communication
Conflict Management
Leadership
Change Catalyst
Building Bonds
Collaboration & Cooperation
Team Capabilities
THE MOST IMPORTANT PERFORMANCE DIMENSIONS BEING SOUGHT BY
PROSPECTIVE EMPLOYERS
 #1 = Interpersonal Skills
 #2 = Ethics and Integrity 80%
 #3 = Leadership
 #4 = Perseverance
 #5 = Knowledge ------------- 20%

THANK YOU FOR YOUR THOUGHTS, REACTIONS, & SUGGESTIONS
You can always email me for clarification or assistance.
smartteacher@rediffmail.com
http://chettourhorizonsforteaching.blogspot.com

EFFECTIVE TEACHING

Workshop Handout - By C. Radhakrishnan

TEN CHARACTERISTICS:
1. Clarity of Explanations and Directions.
2. Establishing a task-oriented classroom climate.
3. Making use of variety of learning activities.
4. Establishing and maintaining momentum and pace for the lesson.
5. Encouraging students’ participation and getting every one involved.
6. Monitoring students’ progress and attending quickly to students needs.
7. Delivering a well structured and well organised lesson.
8. Providing students with positive and constructive feedback.
9. Ensuring coverage of the learning objective.
10. Making good use of questioning techniques.

Self Evaluation Questionnaire for Teachers
This assessment will help you determine your teaching style.

1. Do you find your teaching style:
• may lead to an inflexibility for managing the concerns of students.
• may cause students to feel inadequate when they can't follow your example.
• works well for most students but is very time consuming.
• may leave students feeling anxious about their ability to meet your expectations.
2. Which of the following do you like to use for evaluating student learning?
• teacher made tests.
• student self-assessment tests.
• performance based criteria.
• problem solving and critical thinking.
3. When planning lessons, you prefer to have:
• whole class lessons.
• role playing.
• peer tutoring.
• Brain storming.
4. When you teach face to face, your instructional time includes:
• lectures.
• demonstrations.
• films/videos.
• class discussion/brainstorming.
5. You believe in teaching by:
• being the source of information.
• personal example and establishing a prototype.
• emphasizing student-teacher interactions.
• being a resource person as needed by the student.
6. One of your goals is to have your student:
• function well within the learning structures needed.
• observe and emulate what was observed.
• able to work independently and under his/her own initiative.
• able to work in an autonomous manner.
7. One advantage of your teaching style is that it:
• focuses on clear expectations.
• emphasizes direct observation.
• allows students personal flexibility.
• helps students see themselves as independent learners.
8. Assignments given to students are usually based on:
• your personal preferences or on specific instructional models.
• a sequence of steps leading to mastery but which you organize.
• a student portfolio or learning log which has a self assessment component.
• problem solving based on research of course material.
9. Your teaching style develops a rhythm which contains:
• four steps: content selection, presentation/reception, reflection, application.
• three steps: selection, skill development, mastery performance.
• five steps: creating awareness, collecting data, choosing innovation, implementing a plan, reviewing results.
• twelve steps: ranging from pose and reflect on a problem, skill development exercises to interim evaluation, learner responses and development of solutions.

You can always email me for clarification or assistance.
smartteacher@rediffmail.com
THANK YOU FOR YOUR THOUGHTS, REACTIONS & SUGGESTIONS.

MAJOR ORIENTATIONS OF LEARNING

Digital Workshop Handout - By C. Radhakrishnan


(Source: http://chettourhorizonsforteaching.blogspot.com)

Behaviourist:
Key Advocates:

“Psychology as the behaviourist views it is a purely objective experimental branch of natural science. Its theoretical goal is the prediction and control of behaviour.” - Watson, 1913.

What is learned?
All behaviour is learnt and can be determined.
Environment shapes behaviour.
Four key principles according to James Hartley (1998):
• Activity is important
• Repetition, generalisation and discrimination are important notions
• Reinforcement is the cardinal motivator
• Learning is helped when objectives are clear
• Learning process takes place through the connection of stimuli and response (S - R)
• Importance of contiguity and reinforcement.

Goal of education:
• To produce behavioural change that will ensure survival of human species, societies and individuals. (Merriam & Cafarella, 1999: 252).

Main principles:
Behavioural objectives (which would demonstrate the students’ understanding).
• Competency-based education.
• Skill development and training.
• Importance of feedback.
• Active and experiential learning (learning by doing).
• ‘Deterministic’ problem solving.
• Student is not responsible for his/her learning; environment is.
• Computerised and programmed instruction.
• Teacher facilitates environment, stimuli and reinforcement.

Humanist:
Key advocates:

Humanism is a movement in psychology which emerged in the 1960’s and 1970’s. Humanism has its roots in counselling psychology and focuses its attention on how individuals acquire emotions, attitudes, values and interpersonal skills. Humanist perspectives tend to be grounded more in philosophy than in research. (Ormrod 1999)

What is learning?
Intrinsic motivation of learner influences what is learned
The learning which occurs is dependent on self actualizing tendency of the individual
“The motivation for learning and change springs from the self-actualizing tendency of life itself, the tendency for the organism to flow into all the differentiated channels of potential development, insofar as these are experienced as enhancing.” (Rogers 1967)

(Source: http://www.ais.msstate.edu/TALS/unit3/3moduleB.html)

Goal of education:
Aim of humanistic educational strategies is to lead out the potential of the student to assist them in their quest for self-actualisation. (Stapleton 2001)
The major characteristics of human nature according to Rogers (1951) adapted from Lefrancois (1997) p. 243
• Reality is phenomenological
• Behaviour is motivated by the need to self-actualise.
• Behaviour occurs within the context of personal realities.
• The self is constructed by the individual
• Our behaviours conform with our notions of self.

Main principles:
• Experiential learning
• Student centred approach
• Teachers as facilitators of student learning
• Focus on the process of learning rather than the
• Acquisition of facts.
• Problem solving
• Education system should fit the student (Stapleton, 2001)
• Holistic education

Cognitivist:
Key Advocates:

“Learning is something that takes place inside a person’s head – in the brain.” (Robert Gagne)

What is learning?
However, even while accepting such behaviourist concepts, cognitive theorist view learning as involving the acquisition or reorganisation of the cognitive structures through which humans process and store information.” (Good and Brophy 1990)

Goal of education:
• To bring about learning through thought process.

Main principles:
• Memory
• Perceptions
• Emotions
• Experience
• Language

Social Learning:
Key advocates:

“Bandura’s social learning theory is referred to as observational learning, which implies that new responses are learned through observing the behaviours of others. Rather than experiencing reinforcement for them, people can learn through vicarious reinforcement, which means that we internalize the consequences of other peoples’ actions, and thus adjust our behaviours as functions of those consequences.” (http://www.ubishops.ca/index.asp)

What is learning?
Learning is interaction with and observation of others in a social context / interaction between person and society/environment.
Theorists may view the learner as not being in control in this relationship (behaviourist) or as active (humanist).

Goals of education:
• The purpose of education is to model new roles and behaviour / to teach people how to act in a social context.

Main principles:
• Social roles
• Mentoring
• Group work and team work
• Collaborative learning
• Experiential learning
• Informal learning
• Lifelong learning
• Any theory of andragogy must take account of the relationship between the person and society
• Adult education is often seen as a vehicle for addressing social issues

Constructivist:
Key Advocates:

‘Give a person a fish and you give him a meal; teach him how to fish and you feed him for life.’

What is learning?
Constructivist theory refers to the learner’s ability to construct knowledge through active engagement with their environment.
“…meaningful learning relies on active engagement in planning, problem-solving, communicating, and creating, rather than rote memorisation and repetition. Learning is a process by which people make sense of their environment and personal history. The acquisition of new knowledge is affected and shaped by prior knowledge, interaction with others, experience, and inherited predispositions. Our ability to learn is also influenced by logic, emotion, intuition, and motivation.” (Malone, 2003)

Goal of education:
• Focus is on the student – the approach is student centred. The student(s) interacts with environment with the aim of constructing new meanings, understanding, or experiences of the world.

Main principles:
• Co-operative problem solving
• Experiential Learning
• Peer tutoring
• Self-directed learning
• Group work
• Learning to learn
• Situated learning
• Social learning
• Learning is shared and negotiated
• Reflective practice
• Guided discovery

Print & Online References:
Corey, G. (2001). Theory and practices of counseling and psychotherapy (6th Ed.). California. Brooks/Cole.
Schultz, D. & Schultz, S.E. (1998). Theories of personality (6th Ed.). California. Brooks/Cole.
Rathus, S.A. (1995). Psychologie generale (3th Ed.). Laval, Quebec. Editions Etudes Vivantes.
Miller, H. (2001). Stanley Milgram, 1933-1984. Available at: www.fates.cns.muskingum.edu/~psych/psychweb/history/milgram.htm
Reyes, M. (2001). Class bio of Leon Festinger. Available at: www.utexas.edu/coc/journalism/SOURCES/j363/festinger/html
Zimbardo, P.G. (2002). Welcome to the homepage of professor Philip G. Zimbardo. Available at: www.zimbardo.com
http://www.ais.msstate.edu/TALS/unit3/3moduleB.html
http://images.google.co.uk

Copyright: Horizons, http://chettourhorizonsforteaching.blogspot.com

Blooms Taxonomy

By C. Radhakrishnan

Taxonomy is the science or technique of classification.

Bloom's Taxonomy classified learning into six main parts.
1. Knowledge- The ability to draw on previously learned data.
2. Comprehension- Grasp meaning then explain and extrapolate.
3. Application- Using learned material in life situations.
4. Analysis- Separating information and creating links between those parts
5. Synthesis- Taking separate ideas and forming new, whole ideas.
6. Evaluation- Judge the worth of material.

Use of these classifications can help to expand the horizons of students. As they work to build upon their knowledge, create links between various topics, form new ideas, determine what's good, and then apply it all to their life, many windows and doors will open up. They will develop their talents and achieve higher levels of learning, which was a main goal of Benjamin Bloom.

Here is a diagram of Bloom's Taxonomy: Learning in Action

SIX HATS TO YOUR STUDENTS

How to teach the Six Hats to your students?
Workshop Handout - Bharat Vidya Bhavan, Payyanur
By C. Radhakrishnan

Materials:
1.White, red, yellow, black, green, blue poster board for Six Hats

Getting Started:
1. Before teaching the hats, you need to construct all of your hats. Cut out six hats from the poster board.
2. Write the words below on the hats :( I found these words to be the easiest for the students to understand.)
• White hat-Facts
• Yellow hat- Good
• Red hat-Feelings
• Green hat-Create
• Black hat-Caution
• Blue hat- Understanding

Procedures:

Day One:
1. Pick a topic in which the entire class is interested. (Movies, cricket, songs, toys, candy, etc.) I used movies/sport. What child does not like sport?
2. Introduce a new hat to the children each day. This way they won’t be overwhelmed.
3. Begin by holding up the white hat. Ask the children, what word is on the white hat? Tell the children you are going to ask them all white hat questions. For example, who throws the football during a football game? What is it called when you score a point in football? Every time a child answers the questions correctly, tell them to come, stand on the hat with you.
4. Next, tell the children that they need to ask the questions now. Tell them they can only ask white hat questions. Have them ask to one another. Once they ask a white hat question they can come up on the hat. (Continue until everyone has a turn.)

Day Two:
1. Review the white hat. Ask the students white hat questions and have them ask white hat questions. Introduce the red hat. Hold up the hat and ask the students what word is on the red hat? Tell the children all of these questions are red hat questions. Begin asking questions.
2. For example, how do you feel when you are hit with a ball in dodge ball? How do you feel after music class? Continue asking questions. If the children seem to understand, let them begin asking questions. Every time a child answers a question correctly, they can stand on that hat.
3. When dismissing the children to retrieve their things for home, review the hats. Ask them red and white hat questions and have them tell you if it is a red hat or white hat question. This helps to see if children truly understand.

Day Three:
1. Review the white and red hats. Next, ask the students to tell you if you are asking them white or red hat questions and have them ask you questions.
2. Hold up the black hat. Ask the children what the black hat means. Then begin asking black hat questions. For example, why should you be cautious while playing cricket? What should you be careful about when running with your shoes untied? After asking the students questions, if they understand move onto letting them ask the questions. Every time a child asks or answers a question, they may come and stand on that hat.
3. When dismissing the children, ask them white, red, and black hat questions to see if they can say which colour hat question that is.

Day Four:
1. Review the white, red, and black hats. Ask the students to tell you if you are asking white, red, or black hat questions.
2. Hold up the yellow hat and ask the students what the yellow hat means. Begin by asking all yellow hat questions. (Inform the students that this is the opposite of the black hat.) For example, what do you like about a particular movie? Why do you like playing football? Etc. Keep asking questions until students appear to understand. Then allow them to ask the questions. Every time they ask or answer a question, they can stand on the hat.
3. When finishing the review of all of the previous hats, ask questions to see if they know what colour hat question you are asking; however, this time tell them that they have to answer the question and tell the colour of the hat.

Day Five:
1. Review the white, red, black, and yellow hats. Have the students ask questions and tell what hat question they asked.
2. Hold up the green hat and ask the students what the green hat means. This hat is more difficult to understand, but keep on and they will comprehend the process of creativity. Ask only green hat questions. For example, how could you create your own bat for a cricket match? What if I was running around during dance class and my friend pushed me, what should I do? (Ask plenty of green hat questions to make sure the children understand.) Make sure the students are coming up to stand on the hat when they answer or ask a question.
3. Have the children begin asking green hat questions to their classmates.
4. Finish by asking the students hat questions. Tell the students you are going to ask them questions, and they have to first answer it and then tell what colour hat question it is. Ask white, red, black, yellow, and green hat questions.

Day Six:
1. Review all of the previous hats. Ask the students a few questions and have them answer. Ask a few students to ask questions and have fellow classmates answer.
2. Move to the last hat, the blue hat. This is the most complicated hat, so just go slowly. Hold up the blue hat as you stand on a chair/table. Ask the children what I may see that is different now? You are trying to get the students to look at things from another perspective, nicknamed out of the box. Tell them to pretend they are a bird in the sky looking down. Get them to look at things deeply and differently. If desired, stand next to a child and let them stand on the chair to experience looking at things differently.
3. Ask the children what the blue hat means. Begin blue hat questions. For example, explain to me how to play chess? Ask them to sequence the events in their dance class. Continue asking those questions, and then let them proceed with the questioning.
4. When dismissing the class, ask a few students to create a blue hat question.

Day Seven: Culminating Experience
1. Review six hats by asking the students all different coloured hat questions. (Make sure you cover all of them.)Have the students answer and tell which colour hat it is.
2. Pick a student and tell him/her to ask a particular colour hat question. For example, Ask a green hat question? This will also check for complete understanding.
3. After reviewing, tell the children we are going to have a topic quiz. Call six children up and have them pretend they are quiz masters. They can only speak/ask questions being the particular colour hat that they received. They are not limited to questions; they can make statements as well.
4. Continue this with other children. Have the children who have had a turn hand their hat off to someone new and pick a new topic.
5. Everyone should have a turn. Let the children know that if they are struggling, they can ask for help.

Tips:
1. Does this at the end of the day. The children get very excited and motivated.
2. Allow fifteen to twenty minutes at the end of the day for the HATS.
3. Suggested time is about seven days, one hat per day and a culminating experience.
4. Ask about five questions when teaching each hat. If they do not seem to understand, wait and ask more questions.
5. If you have a large area, put all six hats out, present a question, and have the children run to the corresponding question.
6. This works with any age level.
7. Have fun, and do not be afraid! Jump right in!