Thinking Tools

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 Now? Before 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

Priority Grid Helps prioritise tasks High Pay off High Pay off High Pay off High Pay off Helps prioritise tasks Allows consideration of how tasks need to be approached

Think Board Encourages deep thinking Text Pictorial Model Symbol 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

5 Whys Starter Question Why? Why? Why? Why? Why? 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

Affinity Diagrams Starter Question Idea Idea Idea Idea Idea Idea Idea Idea Idea Idea Idea Idea Idea Idea Idea Idea Idea Idea Idea Idea Students brainstorm their ideas on post-it notes, one idea per note. The class/group look for similarities and differences, and move the notes into groups (finding those with affinity for each other).

Semantic Map Shapes Lines Trigonometry Angles Formula 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

Predict, Observe, Describe, Explain This procedure is designed to encourage higher level thinking. The students are shown a situation and asked to make a written prediction with reasons, columns 1 and 2. They then record their observation in the describe what column and finally complete the explain why column. Finally they attempt to make explanations to account for any differences between their prediction and their observations.

Ideas Web Encourages linear and lateral thinking Main Idea Idea Idea Idea Idea Idea Encourages linear and lateral thinking Each ideas must link to the main idea and to the ideas on either side

Two plus two equals more than four I have two ideas… I have two ideas as well… 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

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

Think, Connect, Reflect (TCR) Get ready, pause, clear your mind Remember what you did last time Visualise what you will do now THINK DO THE TASK To other things you know about Other things you study Other things you do REFLECT: What went well What was hard? What could be improved? CONNECT

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 Sun Chart Idea Main Idea Idea Idea Idea Idea Idea Consider the main idea Each beam holds a related idea

Ideas Tree Organisation of main and branch off ideas Shows how ideas are related to each idea

Ideas Filter Use to brainstorm ideas for a topic roleplay report story Model poster Filtering Question/Criteria Final Ideas Use to brainstorm ideas for a topic Focus on a key question and filter out the key points

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

Know Want to find out Learned KWL Know Want to find out Learned Used at the start of a lesson/topic to establish prior learning, agree outcomes and at the end to reflect on

Think Pair Share Share Pair Think Pair 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

Concept Maps Use to organise structure of a topic, heirarchically Shows relationships between concepts

Multi-Flow Map 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.

SWOT analysis What are the strengths of this situation? What are the weaknesses of this situation? What are the opportunities of this situation? What are the threats of this situation? 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

Fishbone: cause and effect For showing and analyzing cause and effect relationships

Flow chart For showing /organising information that is sequential, or steps that must be completed in order. Draft Analyze Decide Gather data Brainstorm Revise Display Consult Yes No

Things they have in common: Odd one out Is different because: Muhammed 1 & 2 have in common: 1 & 3 have in common: Things they have in common: Odd one out A game which can be used as a starting point for learning, to check learning and to develop thinking to a deeper level. Identifying similarities and differences is relatively easy. First of all pupils look at the words (or pictures) in the box and work with a partner to say why each is different to the other two and record ideas in the clouds. Then they consider what different pairs may have in common and note thoughts in the explosions. Pupils are drawing on their prior learning (or can be encouraged to investigate the answers) and should be able at this point to suggest what is common to the three characters. It is not important which character is deemed to be the odd one out, it is the thinking and the dialogue that takes place and the requirement to justify the choice which is key to the activity. Pupils enjoy constructing their own ‘odd one out’ and this can be a good way of assessing their understanding of a topic. It makes a good homework activity and can be used in class next lesson enabling the teacher to quickly assess their understanding Is different because: Is different because: 2 & 3 have in common: 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