1. Thinking
Tools

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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).

9. 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

10. 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.

11. 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

12. 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

13. 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

14. 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

15. Think 4, Jigsaw
Think of four linked ideas that would jigsaw together to make a whole.

16. 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

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

18. 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

19. 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

20. 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

21. Diamond Nine Nine statements or ideas/information
Must be ranked in order of importance/relevance

22. 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?

23. Pyramid Procedure
Ask students to identify the levels of thinking they have progressed through
Encourage them to rank thinking hierarchically

24. 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

25. 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

26. 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

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

28. 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.

29. 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

30. 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

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

32. 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

33. 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