The worst plan

Apply in a new context

The worst plan is a reverse brainstorm: first you work out how to wreck your own goal for certain, then you check which of those things you already do. It takes three steps. First a wild, exaggerated list: the wilder the better. Then the mirror: line by line, the question of whether you are secretly doing any of it already. And finally you choose one thing to stop: stopping, not doing more. Everyone makes their own list, or you work in groups. Because you criticise the worst case rather than anyone personally, it is safe and often funny, until the list suddenly turns out to be true. Made for a project that is stuck, a habit that will not change, or a class that gets in its own way.

One plan · ± 19 min

Put it on the board

One screen: the goal and the time per step. No goal yet? The AI suggests a few on your topic. Only you see it; the class sees it only when you press Start.

This exact screen goes on your board. The timer runs per step and you stay in control: pause, add time or move on to the next step. Type the goal yourself, or with a free account the AI suggests goals on your topic.

What the class sees on the board

3 steps · one plan, ± 15 min

The worst plan
0s in · ± 15 min to go
step 1/3
step 1/3 · The worst plan
Everyone takes part in the group work
How do we wreck this for certain?
5:00
wild and exaggerated
Worst plan · 5 min
Mirror · 6 min
Stop · 4 min
← Previous
Next step →

For you: Exaggeration is the engine. Let it be wild and correct nothing.

Group size

alone or in groups of up to 8 · whole class at once

Duration

± 19 min

incl. briefing and look-back

Level

from age 8 to adults

Materials

paper and a pen

Format

alone or in groups, one pass

Goal

stop one thing that gets in your way

Check two things before the first run. Is the goal positive and concrete? "Everyone takes part in the group work" works; "less hassle" does not, because it names what has to go instead of what you want to achieve. And have you agreed the rule for the mirror: no names, only what happens?

Step-by-step instructions

3 steps

The worst plan · 5 minutes

How do we make sure we wreck our goal for CERTAIN? Build a wild, exaggerated list: the wilder the better. No filtering yet: anything can go on it, including what nobody says out loud.

The mirror · 6 minutes

Go down the list honestly, line by line: are we already doing any of this? Mark what you really do sometimes. No names and no blame, only what happens.

What do we stop? · 4 minutes

Pick one marked line that you stop now. Stop it, do not "do more of" something. That is the whole trick. Say when it starts and who will notice.

The three steps run once, and by default everyone works alone; in groups one step is added at the start to form them. After every step the player waits for your click by default: the mirror ends when the room goes quiet, not when the clock runs out.

Which learning strategy does the class train?

Plan & monitor

Before they start, students say how they will tackle the task, and afterwards they check whether it went that way. Saying your own approach aloud is what lets you adjust it: learning to learn happens inside the lesson, not next to it. Source: EEF (2018), Metacognition and self-regulated learning, recommendation ‘plan, monitor, evaluate’.

On the boardPlan first, then check · You say first how you’re going to do it, then check whether it went that way. If you know your own approach, you can improve it.

Also trainable with this structure

  • Judge how well you know it · The mirror: line by line, tick what you secretly already do.(language: vocabulary)
Worksheet: List · Mirror · StopPDFFor home: Plan first, then checkPDF

All learning strategies, with sources →All worksheets →

Why does this work?

Ask a group what could be better and you get good intentions: communicate better, plan more. The worst plan turns the question around, and that is how it gets to what really happens. Three things do the work: the exaggeration, the mirror, and the choice to stop rather than do more.

Exaggerating is safe

Naming something that is not going well is hard: it quickly sounds like an accusation. Thinking up the worst case is not: you blame nobody, and the wilder the list, the better. That is why everything goes on it in the first step, including what nobody would say out loud. So correct nothing there: "we don't actually do that" belongs in the next step, not in this one. Walk around without reacting; anyone who notices they are being watched will not write the interesting line.

The mirror does the work

Then comes the question the structure rests on: are we already doing any of this? The wild list suddenly turns out to be true, and the room goes quiet. That silence is not a problem you have to solve; let it stand. Guard only the form: no names and no blame, only what happens. Without this step the list stays a joke, and The worst plan is a nice warm-up instead of a structure.

Stopping, not doing more

A list of good intentions is exactly the kind of plan that belongs on the first list. That is why you choose one thing, and that thing is a stop: something you no longer do. "Communicate better" is not a stop; "no more messages after eight" is. Keep asking until there is something somebody else could see happening, and say when it starts and who will notice. One stop that happens changes more than three plans left lying around.

When it fits, when to pick something else

When it fits

  • When a project or group is stuck. Everyone feels it is not moving, but nobody can say why. The worst plan makes visible what the group itself does to stay stuck.
  • With a habit that will not change. Starting late, group work that lands on one person, homework done late at night. Good intentions did not help; a stop might.
  • When there is resistance to something new. "How do we make sure this new approach fails for certain?" gives the doubt a voice, and the mirror shows which part of that doubt is about the group's own behaviour.
  • Before a task where a lot can go wrong. A presentation, an experiment, a first essay: whoever first writes down how it fails for certain then has the success criteria in their own words.
  • With a team, about its own way of working. "How do we make sure a meeting leads nowhere?" is a liberating question for a team, and the answer in the mirror is usually painfully familiar.

When to pick something else

  • In groups, with a group not yet safe enough for the mirror. The mirror asks for honesty, and that only comes when nobody is afraid of being singled out. Then have everyone work alone (the list and the mirror stay theirs), and at the last step only ask who wants to share their stop.
  • When you are looking for the cause of one problem. The worst plan finds habits, not causes. If you want to know why one problem keeps coming back, take Five Whys.
  • When you are looking for new ideas. This structure ends with something you stop, not with something new you start. If you want to gather ideas for what you will do instead, take Snowball (1-2-4-All).
  • Without a goal the group really wants to reach. A goal that is yours and not the class's produces a list the class finds funny and does not recognise. Choose a goal the group itself gains from, or let the class phrase the goal first.

One structure, different functions

Before a skill, as a way in. "How do you give a bad presentation for certain?" Everyone writes their own list (reading out your slides, your back to the class, talking too fast) and in the mirror marks what they sometimes do themselves. Afterwards you have the success criteria in the class's own words, and everyone knows what they personally need to watch.
After a project, as an evaluation. "How do we make sure the next project overruns for certain?" The mirror shows what already happened this time, and the stop is the agreement for next time. An evaluation that ends in one thing that stops, instead of a list of what went well and what could be better.
About the class itself, in tutor time. "How do we make sure nobody feels at ease in this class?" In groups the list gets longer and more honest. No names in the mirror; the stop each group chooses is about what the whole class does.
At the start of a project. "How do we make sure this project flops for certain?" The mirror then looks at habits from earlier projects, and the stop takes effect from day one.

Examples by context

Homeroom · Group Work
  • Everyone takes part in group work
Open ready-made· 19 minOther structures for Homeroom, also ready-made →
English · Argument Essay
  • An argument essay that convinces the reader
Open ready-made· 19 minOther structures for English, also ready-made →
Physics: Goal: "an experiment we can repeat". What are we already half getting wrong in the lab?
Project week: Goal: "a working first version by Friday", in groups of four.
Staff team: Goal: "a meeting that leads somewhere". The mirror is usually painfully familiar.
Staff training day: Goal: "students stay engaged in our lessons to the very end", as an honest look at our own teaching.

Variants

Alone or in groups alone is the default: the list is yours, and so is the mirror. In groups of two to eight the list gets longer and more honest, because what one person dares not write down, another will. Everyone then writes alone first, and afterwards you lay the lists side by side. One step is added at the start to form the groups.
The goal out loud the goal field is optional. Leave it empty and you say the goal out loud before you start.
More time for the mirror the mirror ends when the silence falls, not when the clock runs out. If the group needs more time, give it to the mirror, and keep the first step, The worst plan, short.
The stop out loud at the end, have each person, or each group, say their one stop out loud. It then becomes a small agreement the whole class has heard, and you can come back to it together later.
Looking back later return to the stop after a few weeks: did we really stop it? That is a short conversation, and it makes the structure more than a one-off lesson.

By age

Ages 4–8. Not for this age. Writing a list, then recognising your own behaviour in it and choosing one thing from it to stop asks more than young children can keep track of yet. If you want everyone to say something about how things are going in class, take Taking Turns: with the youngest in a circle that you lead, from age 6 in groups.
Ages 8–10. Possible, with a goal from their own classroom and in groups of three or four: "everyone can find their things", "tidying up goes quickly". They usually enjoy the first step most. In the mirror you help with one example from your own habits, and you phrase the stop together so that you can see whether it happens.
Ages 10–12. Works well, alone or in groups. The trap is a stop that is really a good intention: "pay better attention". Keep asking until there is something you can see.
Lower secondary (12–15). Works well, also as a way into a skill: a presentation, an essay, an experiment. Have everyone work alone when it is about their own approach, and in groups when it is about the class.
Upper secondary, college and adults. Works as intended, on the big topics too: an extended research project that has stalled, resistance to a change, your own way of running meetings. With adults the mirror is the quietest moment of the day; let that silence stand.

Common mistakes

Correcting the first list. "We don't actually do that" belongs in the mirror, not in the first step. The wilder the list, the better.
Skipping the mirror. Without the mirror the wild list stays a joke, and nobody recognises themselves in it. Then it is a warm-up, not a structure.
Naming names. As soon as it is about a person, it is no longer about a habit, and the group closes up. No names, only what happens.
Choosing three things. A list of good intentions is exactly the plan that belongs on the first list. One stop.
A good intention as the stop. "Communicate better" is not a stop. "No more messages after eight" is: somebody else can see whether it happens.
Moving on by the clock. The mirror ends when the silence falls, not when the clock runs out, and you let that silence stand for a moment first. That is why the player waits for you by default.

Frequently asked questions

What is The worst plan?

A structure that turns the ordinary brainstorm around. You take a goal you really want to reach, and first work out how you would wreck it for certain: a wild, exaggerated list. Then that list becomes a mirror: which of these things are we actually doing already? And finally you choose one thing to stop. It is based on Making Space with TRIZ, one of the Liberating Structures.

How long does The worst plan take?

With the default settings the whole structure takes ± 19 minutes, briefing and look-back included.

With the default settings about nineteen minutes when everyone works alone: five minutes for the worst plan, six for the mirror and four to choose what you stop. That is a quarter of an hour of steps; the preparation adds two minutes for naming the goal and two minutes of reflection at the end. In groups two minutes are added to form the groups, which makes it about twenty minutes. You set each step yourself, in steps of thirty seconds. The player only moves on when you click, because the mirror ends when the room goes quiet, not when the clock runs out.

Do you work alone or in groups?

Both work, and alone is the default. Alone, the list is yours and so is the mirror: suited to anything about your own approach, such as your presentation or the way you learn. In groups of two to eight the list gets longer and more honest, because what one person dares not write down, another will; that fits when it is about the class or the team. In a group, too, everyone first writes alone, and then you lay the lists side by side.

Why does thinking in reverse work?

Because it takes the shame out. Naming what is not going well sounds like an accusation, of yourself or of someone else. Thinking up the worst case is safe and funny: nobody is singled out, and exaggerating is allowed. Only then comes the mirror, and by then the list is already there. Whoever sees their own habit on a list of crazy plans recognises themselves without anyone having to say it.

What happens in the mirror?

Everyone, or each group, goes down their own list line by line with one question: are we already doing any of this? Whatever you really do sometimes, you mark. There are two rules: no names and no blame, only what happens. This step usually goes quiet, and that silence is part of it. You guard the form and let the silence stand.

Why stop, and not do something better?

Because you can see a stop, and you cannot see a good intention. A group that says "we are going to plan better" has an intention that shows nowhere. A group that says "we no longer start a new task before the last one is finished" has a stop everyone can see. So choose one marked line, phrase it as something you no longer do, and say when it starts and who will notice. One thing, not three.

How do you choose a good goal?

A good goal is phrased positively, is the result the group really wants to reach, and is concrete enough that you can imagine how to wreck it. "Everyone takes part in the group work" works, "a nice atmosphere" is too vague, and "no more arguments" is already a problem instead of a goal. The goal stays on the screen for the whole structure; you can also say it out loud. No goal in mind? Choose "AI writes them" in the preparation: you get a few possible goals for your topic and the age of your class, and tap one. If you prefer your own assistant, such as Microsoft Copilot, copy the request from the same screen.

How is it different from Five Whys?

Five Whys takes one problem and digs for the cause: why does this happen? The worst plan takes a goal and looks for the habits that get in its way: what are we already doing that wrecks this goal? If you know what goes wrong and want to understand why, take Five Whys. If the group feels it is getting in its own way but cannot see how, The worst plan works better.

How do you facilitate The worst plan?

Beforehand: phrase the goal, and choose whether everyone works alone or in groups. In the first step: let it be wild and correct nothing; walk around and read along without reacting. In the mirror: guard only the form (no names) and let the silence stand. Only click on once it has gone quiet. At the stop: keep asking until there is one thing somebody else could see happening, and ask when it starts. Come back to it after a few weeks.

Where does The worst plan come from?

The worst plan is our name for Making Space with TRIZ, one of the Liberating Structures by Henri Lipmanowicz and Keith McCandless. Many facilitators simply call it TRIZ, and on liberatingstructures.com it is now listed as Creative Destruction. The name refers to TRIZ, the theory of inventive problem solving that Genrich Altshuller developed in the Soviet Union; the structure itself is a simple reversal: first think up the worst, then look at how much of it you already do. The LudensFlow version has everyone work alone by default, makes groups an option, and has the player wait for you, because the mirror ends when the room goes quiet and not when the clock runs out.

Breaking stuck behaviour: which structure fits?

StructureGoalGroupDurationWhen it fits
The worst plansee what you're doing to yourselfalone or in groups± 19 minthere's resistance or entrenched behaviour
Five Whysget to the cause of one problempairs± 11 mina problem that keeps coming back
Nine Whysfind the purpose behind the workpairs± 17 minthe group disagrees about why
Trio advicequick advice from two others, in parallel trios3 per group± 35 mineveryone has a question, little time
Conversation Cafétalk calmly about something complex4–8± 35 minunderstanding needed, not a decision
Snowball (1-2-4-All)funnel ideas from individual to plenary8–32± 18 minideas for what you will do instead

Sources

  • Henri Lipmanowicz & Keith McCandless, The Surprising Power of Liberating Structures (2013). Making Space with TRIZ: the worst plan, the mirror and the stop; see also our overview of the Liberating Structures.
  • liberatingstructures.com: the official description, now under the name Creative Destruction (TRIZ), with steps and variants.

Compiled by Oksana Oliinyk · Last updated 25 September 2026

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