Teaching and Learning Tools 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?BeforeBeforeAfterAfter

Priority Grid Helps prioritise tasks Allows consideration of how tasks need to be approached 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 Text SymbolModel Pictorial

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?

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 Formula Angles 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

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 P lus M inus I nteresting

Think, Connect, Reflect (TCR) 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 now THINK DO THE TASK To other things you know about Other things you do Other things you study 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 Idea Sun Chart Idea Main Idea

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

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 BRAINSTORM FilteringQuestion/Criteria Final 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 K now W ant to find out L earned

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 Pair Think Share Pair

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 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? 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 Yes No

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: 1 & 2 have in common:1 & 3 have in common: 2 & 3 have in common: