Teaching and Learning Tools and Procedures. Venn Diagrams Shows how elements can be shared and yet separate at the same time Shows variable relationships.

Teaching and LearningTeaching and LearningTools and ProceduresTools and Procedures

Venn Diagrams

• Shows how elements can be shared and yet separate at the same time

• Shows variable relationships between different elements in a topic

• Similarities and differences mapped out

Linking Chart

• Write everything known about a topic in the first shape

• At the end of a lesson or unit enter everything learned

• Consider how this took place and identify the processes of learning on the arrows

Before, Before, After, After

• What is happening now?• Choose the time span for the

before and before the before and after and after the after: for example, one week, one month, a year, a century

Now?

BeforeBefore BeforeBefore AfterAfter AfterAfter

Priority Grid

• Helps prioritise tasks• Allows consideration of how

tasks need to be approached

High Pay off

High Pay off

High Pay off

High Pay off

Think Board

• Encourages deep thinking• An idea, concept, demonstration or

equation is given as a starter; students then translate this into different forms

• Eg a chemical reaction is demonstrated, say Mg in HCl, pupils describe this in words, model this pictorially, (perhaps at a particle level), produce an equation and use lego or plasticene to produce a concrete model

TextText

SymbolSymbolModelModel

PictorialPictorial

The 5 Why’s?

• Pose a question that has a response that can be ‘drilled down’ into, provide five reasons why this is the case

• Each participant shares their reasons• Common strands are identified and

grouped to create areas of affinity on a shared diagram

Starter Question

Why?

Why?

Why? Why?

Why?

Semantic Map

• Used to show what students already know about a topic

• Builds confidence as all responses are valued

• Is added to as work progresses using different coloured pens to chart progress and new understanding

Trigonometry

Shapes

FormulaAngles

Lines

Deep Thinking Challenge

• In groups write down statements that you can justify by citing evidence from the picture

• Other groups write down questions to challenge the assumptions of the speakers

Ideas Web

• Encourages linear and lateral thinking

• Each ideas must link to the main idea and to the ideas on either side

Main Idea

Idea

IdeaIdea

Idea

Idea Idea

Idea

Idea

Two plus two equals more than four

• Each student thinks of two relevant points

• Share the points with a partner

• Together think of two new ideas to make a total of six

I have two

ideas…

I have two

ideas as well…

Plus, Minus, Interesting

• All the plus/positive points in the P column

• All negative or minus points in the M column

• All others are interesting and go into the I column

PPluslus MMinusinus IInterestingnteresting

Think, Connect, Reflect (TCR)

REFLECT:REFLECT:• What went well• What was

hard?• What could be

improved?

Get ready, pause, clear your mind

•Remember what you did last time•Visualise what you will do nowTH

INK

THIN

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Oth

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Think 4, Jigsaw

• Think of four linked ideas that would jigsaw together to make a whole.

Ideas Chart

• Consider the main idea• Each beam holds a related

idea

Idea

Idea

Idea

Sun Sun ChartChart

Idea

Idea

Idea

IdeaMain Main IdeaIdea

Ideas Tree

• Organisation of main and branch off ideas

• Shows how ideas are related to each idea

IdeaIdea

Idea

Idea

Idea

Idea

Idea

IdeaIdea

Idea

Idea

Idea

IdeaIdea

Ideas Filter

• Use to brainstorm ideas for a topic

• Focus on a key question and filter out the key points

story

report

poster

role-play

Model

BRAINSTORMBRAINSTORM

Filtering Filtering Question/CriteriaQuestion/Criteria

Final IdeasFinal Ideas

Mind Maps

• Encourage construction of meaning and deep learning

• Are non-linear and used to summarise and link key ideas, e.g. in a topic

Double Bubble

• Used to compare similarities and differences between two separate topics or issues

• All comparisons in the centre• All contrasts on the outside

bubbles

Diamond Nine

• Nine statements or ideas/information

• Must be ranked in order of importance/relevance

Frames of Reference

• Use to brainstorm ideas within a given frame

• E.g. where do our ideas come from?/where else could we get ideas on this?/would other people think differently?/why?

Pyramid Procedure

• Ask students to identify the levels of thinking they have progressed through

• Encourage them to rank thinking hierarchically

Cognitive Links

• Each person has a cog – they write the main idea – on the central cog

• Key words and thoughts on each mini cog

• Share to fit ‘cogs’ together

KWL

• Used at the start of a lesson/topic to establish prior learning, agree outcomes and at the end to reflect on

KKnownow WWant to find ant to find outout

LLearnedearned

Think Pair Share

• Gives pupils thinking time to generate ideas, before discussion

• E.g. allow 1 minute individual thinking time, 2 minutes discuss in pairs and 3 minutes in larger groups

PairPairThinkThink

ShareShare

PairPair

• Use to organise structure of a topic, hierarchically

• Shows relationships between concepts

Concept Maps

• For showing and analyzing cause and effect relationships

• On the left side of the event is the causes, and on the right side of the event the effects.

Multi-Flow Map

What are the What are the strengthsstrengths of of this situation?this situation?

What are the What are the weaknessesweaknesses of of this situation?this situation?

What are the What are the opportunitiesopportunities of this situation?of this situation?

What are the What are the threats threats of this of this situation?situation?

SWOT analysis

• Shows the positives and negatives of projects or organisations

• Use to prepare an action plan

de Bono’s Thinking Hats

• Coloured hats represent different viewpoints: facts; intuition; positives; negatives; ideas; planning

• Use to debrief a challenge and in problem-solving

• For showing and analyzing cause and effect relationships

Fishbone: cause and effect

Effect

Cause 2Cause 1

Cause 3 Cause 4

• For showing /organising information that is sequential, or steps that must be completed in order.

Flow chart

Draft

Analyze

Decide

Gather data

Brainstorm

Revise

Display

Consult

Analyze

YesNo

• Used to check learning and to develop thinking at a deeper level

• Look at the words (or pictures) in the box and work with a partner to say why each is different to the other two, record ideas in the clouds

• Consider what different pairs may have in common and note thoughts in the explosions

• Suggest what is common to the three characters

Odd one out

Things they have in

common:

Muhammed

Is different because:

Is different because:

Is different

because:

1 & 2 have in common:

1 & 3 have in common:

2 & 3 have in common: