Teaching and Learning Teaching and Learning Tools and Procedures Tools and Procedures
Jan 02, 2016
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
K
DO THE TASKTo
oth
er th
ings
you
kno
w a
bout
Oth
er th
ings
you
do
Oth
er th
ings
you
stu
dy
CON
NEC
TCO
NN
ECT
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: