Course Features
Language: English
7 Days
Certificate of Completion

Programme summary

Participants will become skilled in variety of interesting thinking tools, namely PMI (plus, minus, interesting), CAF (consider all factors), C&S (consequences & sequel), AGO (aims, goals, objectives), FIP (first important priorities), etc. They will discuss how to lead thinking sessions, challenges and obstacles will be addressed. Furthermore, participants will raise awareness in principles of parallel and perceptual thinking.


The main objective of the course is to prepare participants to professionally lead creative and constructive thinking sessions in schools or their organisations for the whole school year (once a week). By the end of the course participants will have a substantial understanding of creative and constructive thinking framework and models.

Target groups

Teachers (pre-school, primary, secondary, vocational, adult, special needs), teacher trainers, careers officers, educational guides and counsellors, headteachers / principals / managers of schools / organisations offering adult education, HRM professionals and managers.

Programme day-by-day


Introductory meeting, explanation of practical arrangements, presentation of timetable, information about course venue.


– Icebreakers, personal learning & action plan, introduction to thinking, a need for teaching creative and constructive thinking in schools, and also to adults in organisations, principles of parallel and perceptual thinking, demonstrations.

– Treatment of ideas – with the basic thinking tool: PMI (plus, minus, interesting), process and principles of the tool.

– Considering all the factors involved in the matter of our thinking not to forget something, overlook something, leave out something – with thinking tool: CAF (consider all factors), process and principles of the tool.


– Practising PMI and CAF: with laying down Rules.

– Focus on consequences: C&S (consequences & sequel), process and principles of the tool.

– Focus on purpose: AGO (aims, goals, objectives), process and principles of the tool.

– First-hand experience with thinking tools in teaching.

– A session of decision making.


– A session of planning.

– Focus on priorities – FIP (first important priorities), process and principles of the tool.

-Focus on alternatives – APC (alternatives, possibilities, choices), process and principles of the tool.

– Excursion.


– Looking at other people’s viewpoints: OPV (other people’s view), process and principles of the tool.

– Principles of Lateral Thinking .

– CoRT 4 Tools: YES NO PO (provocative operation) – indication that we are operation outside the judgment system, process and principles of the tool.

– To use an idea creatively means to use it to develop some new ideas. The idea is used as a Stepping Stone to get new ideas, process and principles of the tool.


– The Random Input technique involves the deliberate introduction of something that is unconnected with the situation, process and principles of the tool.

– Concept Challenge involves looking at accepted ideas, things, that are taken for granted, adequate ways of doing things, and challenging them, process and principles of the tool.

– Key learning points, action plan, conclusion.


– Planning follow up activities, dissemination and implementation of learning outcomes.

– Discussing possibilities for future cooperation among participants.

Download Europass template for this course


  • 19. 04. – 25. 04.
    (open for pre-registration)
  • 19. 07. – 25. 07.
    (open for pre-registration)
  • 08. 11. – 14. 11.
    (open for pre-registration)

  • 14. 03. – 20. 30.
    (open for pre-registration)
  • 13. 06. – 19. 06.
    (open for pre-registration)
  • 10. 10. – 16. 10.
    (open for pre-registration)

Pre-registration form for Teaching Creativity

I would like to be informed about the dates of courses.

Useful information about Communication skills course

Which competencies will you acquire in the “Teaching creativity” course?

Teaching creativity course is dedicated to teachers that want to provoke creative, parallel thinking in the classroom. The course is suitable for almost any school subjects since it is developing teachers’ core competencies:

  • Introducing differences between convergent and divergent thinking.
  • Clarifying the process of creative thinking.
  • Getting familiar with common barriers that prevent creative thinking in the classroom.
  • Learn how to solve common school problems with creative thinking methods.
  • Raising creative thinking in the classroom with use of different thinking tools.
  • Improving creative outputs of groups with techniques that foster collective idea generation.
  • Fostering out-of-the-box and original thinking at the individual level.
  • Leading efficient creative thinking sessions at school and other organisations.
  • Raising thinking and decision making capabilities of teachers & trainers.
  • Transfer of best practice: Experience with creative thinking in Slovenian schools.

In what ways can you integrate competencies into work?

Creativity is foundation of change and progress. There’s a great chance you’ll need creativity when dealing with every major improvement in teaching methods and school curricula. If you’re a bit creative, you can find many situations where you can use newly acquired knowledge. Below are some of the more conventional ideas:

  • Implementing more problem oriented and exploratory approach in teaching methods.
  • Fostering critical and independent thinking of students at all levels.
  • Raising the level of motivation and engagement in school subjects that are among the least popular in the school.
  • Using individualised teaching approach when dealing with demanding, unmotivated or highly talented students.
  • Using creativity techniques in mentoring school projects, research papers and preparations for competitions.
  • Improving curricula of school subjects where discovery and participation are of great importance (like biology, chemistry and physics).
  • Using creativity techniques to make serious work more funny, interactive and pleasant (especially in kindergartens, primary schools).
  • Leading problem solving workshops with use of creativity techniques.
  • Assisting schools and organizations that are dealing with major transformations and innovations.
  • Meeting colleagues of different nationalities and building fruitful networks for further collaboration.

Meet the trainers

Nastja Mulej


Nastja Mulej, M.Sc., an economist and sociologist has a master degree in communication studies. Professionally she focuses on teaching and training creative and constructive thinking in schools and companies (over 50 companies, over 30 schools and kindergartens, over 5.000 attendees at different seminars, conferences and meetings). She is the only Slovenian trainer of de Bono’s Six Thinking Hats, Lateral Thinking and CoRT (Teaching Thinking as a separate subject in schools). She is well familiar with South East Europe markets. She was Head of New Ideas Department from 2000 till 2009 in New Moment – New Ideas Company (called S Team Bates Saatchi & Saatchi in 2000 – 2003), an advertising agency, present in 10 East European countries, working closely with the creative guru Dragan Sakan. She is a much sought for speaker and author of many articles.


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