Tools and strategies

Transcription

TOOLS AND
STRATEGIES
Table of Contents Preface .............................................................................................................................. 4 Action Plan ........................................................................................................................ 4 Affinity Diagram ................................................................................................................ 6 Alphabet key ..................................................................................................................... 8 Appointment Clock............................................................................................................ 9 The B A R Key .................................................................................................................. 10 Bloom's Taxonomy .......................................................................................................... 11 Bone Diagram.................................................................................................................. 12 Brainstorm ...................................................................................................................... 14 Bubble/ Double Bubble ................................................................................................... 16 Capacity Matrix ............................................................................................................... 17 Cluster diagrams.............................................................................................................. 18 Combination Key ............................................................................................................. 19 COMPARE and CONTRAST GRID. ..................................................................................... 20 Consensogram................................................................................................................. 21 Fishbone Diagram............................................................................................................ 22 Fish Philosophy ............................................................................................................... 24 Five Whys........................................................................................................................ 26 Flow chart ....................................................................................................................... 27 Force Field Analysis ......................................................................................................... 28 Gantt Chart ..................................................................................................................... 29 Global Café...................................................................................................................... 30 Hot Potato....................................................................................................................... 31 Human Graph.................................................................................................................. 33 Internet Search Techniques ............................................................................................. 34 Interpretation Key ........................................................................................................... 35 Invention Key .................................................................................................................. 36 Jigsaw.............................................................................................................................. 37 KWL................................................................................................................................. 39 Lotus Diagram ................................................................................................................. 40 Mind Map ....................................................................................................................... 41 Model Mapping............................................................................................................... 41 Multiple Intelligences ...................................................................................................... 43 Tools and Strategies (version 2.0) © NSW Country Areas Program
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Multi-‐voting .................................................................................................................... 44 NGT (Nominal Group Technique)..................................................................................... 47 Pairing............................................................................................................................. 48 Parking Lot ...................................................................................................................... 50 PCQ ............................................................................................................................... 51 Placemat Consensus ........................................................................................................ 52 Plus/Delta ....................................................................................................................... 53 PMI ................................................................................................................................. 54 POPE ............................................................................................................................... 55 Question Matrix .............................................................................................................. 56 Radar Chart ..................................................................................................................... 57 Right Angled Thinking...................................................................................................... 59 Reverse Key..................................................................................................................... 60 Review, Review, Review.................................................................................................. 61 Six Thinking Hats ............................................................................................................. 62 Stay and Stray ................................................................................................................. 64 SWOT .............................................................................................................................. 66 SCAMPER ........................................................................................................................ 67 Think Pair Share .............................................................................................................. 69 Venn Diagram ................................................................................................................. 70 Walk and Talk.................................................................................................................. 71 What If Key ..................................................................................................................... 72 WIFLE – (What If I Feel Like Expressing) ......................................................................... 73 WOEDIL -‐ (What On Earth Did I Learn) ............................................................................. 74 Y-‐Chart ............................................................................................................................ 75 Tools and Strategies (version 2.0) © NSW Country Areas Program
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Preface This document is a compendium of the tools and strategies that were previously published
as individual web pages and documents on the previous CAP website.
It is a collection of resources that have been sourced from a wide range of teachers and
thinkers over the years. In particular the Thinking Keys strategies are reprinted from
publications with kind permission from Tony Ryan Many thanks Tony!
This is a fluid document that will evolve over time. We hope you find it useful.
Regards
NSW Country Areas Program Team.
Friday, 11 February 2011
Tools and Strategies (version 2.0) © NSW Country Areas Program
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Action Plan Steps that must be taken, or activities that must be performed well, for a strategy to
succeed. An action plan has three major elements:
(1) Specific tasks: what will be done and by whom.
(2) Time horizon: when will it be done.
(3) Resource allocation: what specific funds are available for specific activities. Also called
action program.
A description of what needs to be done, when and by whom to achieve the results called
for by one or more objectives. It contains task assignments, schedules, resource
allocations and evaluation criteria. May be a simpler version of a project plan.
A corrective action plan is step-by-step plan of action and schedule for correcting a
process or a quality issue.
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Affinity Diagram
What The Affinity Diagram is an interactive data collection method, which
enables the identification and sorting of large quantities of ideas within a
short time frame.
Affinity means likeness or close relationship.
When The Affinity is used when a non-judgemental process is required for
gathering and categorizing ideas
How 1. Clearly define and write the topic for the session at the top of the flip
chart.
WHAT MAKES SYDNEY A GREAT CITY?
2. All team members individually brainstorm ideas relating to the stated
question or topic. As brainstorming takes place, individuals silently write
each idea on a sticky note or note card and place it in front of them. Place
only one idea on each slip of paper/card.
3. Team members randomly place ideas on the topic flip chart or stick
them on a smooth surface such as a mirror or a white board
Sydney
Harbour
noisy
parks
restaurants
movies
Opera House
different people
tall buildings
trains
shopping
buses
walking
4. Team members, as a group, through negotiation, place ideas in like
categories.
buses
parks
The Opera
House
trains
restaurants
Sydney Harbour movies
tall buildings
shopping
noisy
different people
walking
5. Finally label each category by writing it on the flip chart or placing a
header.
Transport
Places to Go
Landmarks
Things to Do
Descriptions
buses
parks
The Opera
House
shopping
noisy
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House
trains
restaurants
Sydney Harbour movies
tall buildings
Samples different people
walking
Types of Questions which could be supported by the use of an Affinity
Diagram
What makes a quality classroom?
What are the causes of our poor performance?
What do I already know about frogs?
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Alphabet key Alphabet Key The ALPHABET Key
Choose an object or general category of objects which features in the area
of study and compile a list of words from A to Z which have some relevance
to the object/s. Then try to expand on some ideas which link with each of
the words.
THE JUSTIFICATION:
Using the alphabetical format clarifies students’ thinking. It is a sorting
process which is made easier by considering one aspect at a time.
THE EXAMPLE:
Sport (specifically tennis)
A. Antbed courts - does this mean that ants can play tennis while in bed?;
perhaps a miniature game of tennis could be devised as a board game, with
each of the players being activated by remote control.
B. Bouncing - could tennis racquets be constructed of a special rubber so
that they could bounce as well?; this feature could be included in a new
version of tennis. Perhaps the rules would require each player to bounce
the racquet after every shot is played.
Then continue with C through to Z. If the students draw a blank with a
particular letter, simply move on, and return to that letter at a later stage.
In a more simplified version, merely list single objects from A to Z, e.g.
Foods:
A - artichoke
B - beetroot etc.
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Appointment Clock What When How The Appointment Clock is a tool to organise partners in a class.
Useful for cooporate learning opportunities, pair/share activities.
Each student is given an appointment clock. They walk around and ask a
different person to make appointments on each hour. Write the person's
name on the given line for that time.
Teacher can now ask: "Find your 11:00 appointment and . . .(given task)."
For odd numbers some groups could have three participants per
appointment.
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The B A R Key BAR Key The B A R Key
The following acronym, or ladder of words, can be used by different age
groups (ranging from Yr 1 to adults) to reinvent or redesign everyday
objects.
THE JUSTIFICATION:
A practical step-by-step strategy for developing innovative and highly
unusual products. This type of strategy is often used in today’s high tech
product development laboratories to create new products for the market.
The Ladder is:
Bigger
Add
Replace
THE EXAMPLE:
B A R a skateboard. Ask the students to draw a standard skateboard, and
then direct them through the steps one at a time.
Here's one series of possibilities:
B igger Extend the rear of the skateboard, making it much bigger, and put
some shelves on it for storage space. Place a counterweight on the front to
balance it out.
A dd Add a small rocket motor, which can be controlled with a foot throttle
near the back of the skateboard.
R eplace Replace the wheels with a small hovercraft unit, which is
controlled by a hand-held rotating device. It is very important that SILLY
and INNOVATIVE ideas are encouraged. Very few new ideas emerge from
predictable and tedious efforts.
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Bloom's Taxonomy What When How Bloom's Revised Taxonomy of cognitive objectives is one of the best ways to
differentiate the curriculum to meet the needs of your students. Because of its six
levels of thinking, Bloom's Revised Taxonomy can provide a framework for
planning units that incorporate low to high-level thinking activities. Therefore, when
we use
A tool for categorising the level of abstraction of questions. Bloom’s Taxonomy is
used for teaching critical thinking skills. Educators can use the Blooms' Taxonomy
as a planning framework to plan for student thinking at all levels.
Questions are categorised according to six levels:
Samples Tools and Strategies (version 2.0) © NSW Country Areas Program
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Bone Diagram What George Noyes from the Defence Systems Management College
Fort Belvoir Virginia designed the Bone Diagram.
A Bone Diagram allows us to reflect on our current situation as well
as plan or visualise a future or desired situation. The Bone Diagram
is a helpful tool in developing a big picture or future concept whilst
providing a mechanism to assist teams or groups in moving from
where they are currently situated towards achieving that “big
picture” or desired situation.
Why How The tool encourages inclusively and creativity, provides a great
opportunity for reflection and allows for clarity in planning
How does it work?
1. Draw a large bone or shapes representing a bone onto a
whiteboard or paper
2. Brainstorm ideas which represent the current situation in the
lower section of the bone
3. Have the group brainstorm ideas that they identify as a desired
situation or “the picture” they would like to see happening in the
upper section of the bone
4. Identify the positive forces that will help the growth of the
“bigger picture” and place on the upper left side of the bone
5. In the lower right section identify and list the forces, which will
inhibit growth of the future or “big picture”.
6.
Prioritise the negative forces using a ranking or voting system.
7. Select those issues which will need to be worked on if the
desired state is to be achieved
* Use to have students determine the optimum behaviour for a
classroom
Samples * Use for the development of a school vision statement
* Use as a tool for students to determine their goals
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TOPIC/TITLE
+
DRIVING FORCES
RESTRAINING FORCES
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Brainstorm What Brainstorming is the free, uninhabited generation of ideas, usually in a
group setting. The key to a successful brainstorm is to provide an
environment free of criticism, where each person can present or state their
opinions. A brainstorm is used to explore or develop ideas and can be
used at all levels from kindergarten to executive levels. It’s a great way to
break away from old ideas and to explore new thinking.
This tool is a simple strategy, which :
Why How * Can produce a large number of ideas in a short time
* Encourages inclusively by enabling everyone an equal say
* Encourages creativity through stimulating the expansion of ideas
* Ensures a sense of ownership as all participants will see their ideas
included in the list
*Select group facilitator and or a recorder
*A time limit is set
*Participants are invited to give their ideas. This can be done in a
structured manner where each person is asked to contribute and
nominates to PASS if they cannot think of an idea when it is their turn, or
alternately participants can freely call out their ideas.
*ALL ideas are recorded and displayed exactly as they have been stated
*No judgments (neither positive or negative) are allowed by either the
facilitator or other participants
*After the brainstorm, go over the list to make sure that all group
understand the ideas. Remember this is only a clarification time not an
opportunity for comment
*Eliminate duplication
*Brainstorming acts as a springboard for other tools such as the Fishbone,
Motivating, Affinity Diagram
What can be done to reduce graffiti in the school toilets?
Samples
What are the behaviours expected of a good student leader?
How can we improve the information flow within our organisation?
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Bubble/ Double Bubble
What The Double Bubble Map is a visual organising tool. It is similar in concept to
a Venn Diagram
When The Double Bubble is used to compare and contrast, situations, places, an
issues or items and objects.
How 1. Two bubbles or circles are drawn in the centre of a page.
2. The two concepts to be compared and contrasted are each placed in
one of the bubbles
3. Smaller bubbles are drawn outside of the two larger bubbles. These
bubbles show the qualities they share with only one of the larger bubbles.
(These are the contrasting aspects or qualities)
4. The bubbles between the two items being compared will hold the items
which are similar.
Simple examples could include Comparing and contrasting
Mum and Dad
Day and Night
Samples Two of the latest movies
Vietnam War and the War on Terror
Baby Boomers and Generation X
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Capacity Matrix What Matrices include many of the multiple methods for using X and Y axis with a
grid. A matrix is useful when there is a need to prioritise, reflect or analyse.
Why It allows for the planning development of ideas and skills and a tool to assess
the degree of achievement. A capacity matrix
How A Capacity Matrix is a visual learning tool and charting technique created by
David Langford and Myron Tribus. It helps learners understand explicitly what
they need to know, understand and be able to do. Progress towards these
learning goals can be tracked over time using the matrix.
See for a Capacity Matrix Natural Disasters sample.
Samples Taking into account the various theories of learning and the students' stages of
development, Bloom's taxonomy and Gardner's theory of multiple intelligence
can be combined in a grid to help plan selection or modification of activities, or
to record what was done.
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Cluster diagrams What Cluster diagrams (also called cloud diagrams) are a type of non-linear
graphic organiser that can help to systematize the generation of ideas
based upon a central topic.
When Using this type of diagram, the student can more easily brainstorm a
theme, associate about an idea, or explore a new subject.
How The cluster diagram can be generated electronically or manually, sorting
research and organising topics and sub-topics.
TOPIC
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Combination Key Combination Key List the attributes of 2 dissimilar objects (one within your area of study, one
outside), then combine the attributes into a single object.
THE JUSTIFICATION:
Many important inventions, such as the disposable razor (the concept of
loading bullets into a rifle, combined with a normal razor) and the first printing
press (the wine press and the coin punch) were created in this way.
THE EXAMPLE:
A leaf and a mousetrap.
The Leaf
The Mousetrap
They change colours through They are made of wood
the year.
and wire
Insects often eat them.
They can kill mice.
There are millions of them.
They can be left in lots of
places.
THE COMBINATIONS:
1. A miniature mousetrap for placing on leaves, that can kill insects when
they try to eat the leaf.
2. Mousetraps that can change colour and blend in with the surface on which
they are placed.
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COMPARE and CONTRAST GRID.
What When How Comparison-Contrast Charts are for looking at how things are similar and in
what ways they are different.
A useful tool when comparing data, surveys, a variety of criteria.
Decide on items or things you want to compare.
Decide on the qualities or characteristics to compare.
First you look at the similarities.
Then you consider the differences
Making sure to indicate on what criteria you are drawing out the
dissimilarities.
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Consensogram What Consensogram is a tool used to identify a knowledge level or opinion that a
student has on a topic. It is a way to quickly measure readiness levels of
students based on student’s own self-evaluation.
When you want to know how comfortable students are with a topic.
· When you want to survey and compare opinions.
When How · To gain insight into how much children know about a topic before or after
learning new material.
Ask students to rate themselves on a scale of 1 to 10 on the topic of
discussion. A 1 means "I know nothing about this topic" and a 10 means "I
can teach the class about this topic." Allow students to place a marker on
the chart as to where their comfort level is. After the lesson, allow students
to revisit the Consensogram and rate themselves again. This is an easy
way for the teacher to see if more instruction is needed.
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Fishbone Diagram What Why How The Fishbone Diagram or the Ishikawa Diagram, also known as the
Cause-and-Effect Diagram, is a tool used for identifying and presenting the
possible causes of a particular problem in visual format.
The Fishbone is employed as a tool for collating information relating to the
causes of the problem which needs addressing. It is a systematic and
visual approach with the input for the diagram usually coming from a
brainstorming session. It enables a team or group to focus on why the
problem occurs, and not on the history or symptoms of the problem, or
other topics that can cause a group to digress from the discussion. It also
a great tool to capture a 'snap-shot' of the collective thoughts of the group
as a whole.
The Diagram resembles a fishbone in its construction - it has a box (the
'fish head') that contains the statement of the problem at one end. From
this box originates the 'fish spine' or the main branch of the
diagram. Sticking out of the spine are the bones where major causes are
organized. Minor causes are placed along these bones. Experienced users
of the diagram often add more branches.
How does this tool operate?
1. Prepare the basic framework of the Fishbone Diagram on a a
whiteboard or a flipchart;
2. Define the problem that needs to be addressed and write it in clear and
simple terms in the fish head of the diagram;
3. Collaboratively define the categories of the major branches and write
these at the tips of the major bones. These headings could be developed
through a brainstorming session or from using an Affinity Diagram, which
focuses on the problem in the fish’s head.
4. Tease out the Major Causes by further brainstorming adding these
ideas and suggestions to the smaller bones on the diagram. 5. Interpret
the Fishbone Diagram once it's finished.
There are many ways to interpret the Fishbone Diagram.
The fastest and simplest way to do this is to have the group prioritise or for
the group to choose the top five causes on the diagram and rank them
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How The Diagram resembles a fishbone in its construction - it has a box (the
'fish head') that contains the statement of the problem at one end. From
this box originates the 'fish spine' or the main branch of the
diagram. Sticking out of the spine are the bones where major causes are
organized. Minor causes are placed along these bones. Experienced users
of the diagram often add more branches.
How does this tool operate?
1. Prepare the basic framework of the Fishbone Diagram on a a
whiteboard or a flipchart;
2. Define the problem that needs to be addressed and write it in clear and
simple terms in the fish head of the diagram;
3. Collaboratively define the categories of the major branches and write
these at the tips of the major bones. These headings could be developed
through a brainstorming session or from using an Affinity Diagram, which
focuses on the problem in the fish’s head.
4. Tease out the Major Causes by further brainstorming adding these
ideas and suggestions to the smaller bones on the diagram. 5. Interpret
the Fishbone Diagram once it's finished.
There are many ways to interpret the Fishbone Diagram.
The fastest and simplest way to do this is to have the group prioritise or for
the group to choose the top five causes on the diagram and rank them
The selection of the major causes may be done by voting or any other
process that allows the group to agree on the ranking. The selected
causes are then encircled on the diagram, with their ranks written beside
them.
Once identified the facilitator will need to determine a process to enable
further investigation of these causes.
Samples * Study the causes of global warming
* Investigate the causes of poor participation
* Study the causes for poor results in the HSC
* Study the causes for our rivers drying up
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Fish Philosophy The Fish Philosophy is a set of simple, interconnected principles that everyone can tailor
to their own life and work – old wisdom for a new day. When you choose to incorporate
these principles – Play, Be There, Choose Your Attitude and Make Someone’s Day – you’ll
see a positive change in the relationships you create at work and at home. The underlying
view of the Fish Philosophy is that meaningful learning occurs, when the learner is directly
linked to and involved with, the content being presented.
PLAY
Everyone can benefit from a little lightening up during the day. People who find ways to incorporate
play into their daily lives approach their work, responsibilities and challenges with energy and
enthusiasm. Some of the best innovations come from playing with ideas. Playfulness allows us to tap
into our inner being - the child inside all of us. It is that person who won’t hesitate to ask “why” or
“how come”. It is the person who looks at the world creatively and openly and who never hesitates to
see the humour in it all.
BE THERE
To “Be There” for another person has a powerful effect as it is about giving others our undivided
attention. Listening is a big part of being there but it’s more than that. Too often we listen like we are
in a debate, our minds focused on gathering information for our own brilliant comeback, rather than
being emotionally as well as physically present. It is difficult to hear what another person is saying if
our minds are stuck on what we want to hear. Being truly present means suspending judgement while
you’re listening and realising that this takes awareness, commitment and practise.
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CHOOSE YOUR ATTITUDE
Many of us believe our attitudes are caused directly by outside influences like unpleasant
experiences or negative people. While these things may act as triggers for our feelings, we can
choose to either be subservient to these events, few of which we can control, or we can take charge
of our own responses.
Choosing your attitude is about being aware of what your attitude is and that it may affect others.
Once we choose to accept that we are the only ones deciding our attitude at a particular time and
place, we decide whether to keep it or shape it into something more satisfying.
MAKE SOMEONE’S DAY
To make someone’s day means taking a genuine interest in the unique gifts of others. Spontaneous
or planned, when we brighten someone’s day we receive an internal gift that makes our life more
meaningful. Making someone’s day may mean taking someone out to dinner or telling a friend, from
your heart, how much you appreciate them. It moves past being civil or pleasant to take an extra step
we didn’t have to take and that makes all the difference.
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Five Whys What When Process Five Whys
At any time to promote deep thinking through questioning
To employ a "Five Whys” a question, problem or issue is asked. This is
answered by asking "why ?".
The answer then becomes the question and 'why' is then asked again
The process is repeated five times with the final answer providing a
deeper example of student thinking.
Example:
Q. Why am I returning to Year 11?
A. Because I would like to attain my Higher School Certificate.
Q Why do I want to receive my Higher School Certificate?
A. Because I would like to study Art at the University?
Q. Why would I like to study Art at the University?
A. Because it it will allow me to gain employment in an area I am
particularly interested in.
Q. Why is important to gain employment in an area I am interested in?
A. This will enable me to have job and personal satisfaction
Q. Why is important for me to have job and personal satisfaction?
A. So that my life will be more fulfilling
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Flow chart
What A Flow chart is a diagrammatic representation or visual depiction of a set
of steps that clearly guide us through a process. Flow charts are made up
of different boxes, which each have different functions.
When Flow charts are used when it is necessary to have a common language
and approach to process or project. Flow charts are a systematic approach
to clarify a process.
How 1. Flow charts tend to use simple and easily recognisable symbols
2.Clearly define the starting and stopping points of the process
3.Gather or Brainstorm the tasks and actions involved in the process
4. Use symbols to document the flow of the processes
5. Place/ document the symbols according to the order of the process
6. Connect the symbols with an arrow pointing to the next symbol in the
sequence of the process
7. Review the flow chart to determine how where and when the process
can be improved
Flow Charts can be used to:
plan an event, project or activity which involves a series of tasks
document a process that requires a systematic approach
Samples examine how various steps in a process work together
stream-line administration and or organisation in a school or business
ensure students understand the steps to be taken in an activity or task
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Force Field Analysis Force field analysis is an influential development in the field of social science. It provides
a framework for looking at the factors (forces) that influence a situation, originally social
situations. It looks at forces that are either driving movement toward a goal (helping forces)
or blocking movement toward a goal (hindering forces).
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Gantt Chart A Gantt chart is a type of bar chart that illustrates a project schedule. Gantt charts
illustrate the start and finish dates of the terminal elements and summary elements of a
project. Terminal elements and summary elements comprise the work breakdown
structure of the project. Some Gantt charts also show the dependency (i.e., precedence
network) relationships between activities. Gantt charts can be used to show current
schedule status using percent-complete shadings and a vertical "TODAY" line as shown
here.
A Gantt chart created using Microsoft Project (MSP). Note (1) the critical path is in red, (2)
the slack is the black lines connected to non-critical activities, (3) since Saturday and
Sunday are not work days and are thus excluded from the schedule, some bars on the
Gantt chart are longer if they cut through a weekend.
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Global Café What When Process Global Cafe
This strategy is a cooperative learning strategy that allows
students/participants to gather and share information quickly. It also
allows students to piggyback ideas, thoughts and experiences.
•
Students form random groups of between of 4-8
•
Each group labels their café location with a name
•
Assign a recorder to each group. This person remains at the table
throughout the entire process and records the conversation as
authentically as possible.
•
Students are given a topic to discuss. Topics can be the new
learning point, a review of previously learnt information or a
reflection of understanding up to this point
•
At table groups, the conversation flows as in a coffee shop with
students sharing factual information, opinion, and personal
experiences related to the topic. The recorder can contribute
while capturing the key aspects of the conversation.
•
Every 5 to 8 minutes, students randomly move to a new coffee
shop. New groups at coffee shops are formed with different
members.
•
When the new coffee shop groups is formed, the recorder shares
the key aspects of previous conversations. This new group
continues with conversing about the topic while the recorder takes
notes.
This process can be continued for 3 to 5 movements.
•
•
•
•
•
•
The activity concludes with feedback from each recorder on
interesting points.
Ideas from here
Create a list of interesting points
Multivote the most important points and use these to build learning
opportunities
Gather facts about the topic, force field etc
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Hot Potato What This strategy (Diagram 2) involves the use of a ‘round robin’ format in
developing and sharing information within a group.
Why Hot Potato encourages team members to pass their work onto other
people in their group.
How 1. Divide into teams containing an equal number of members, if possible.
2. Ask each of the teams to sit in a circle, so that sheets of paper can be
easily passed from one person to the next.
3. Provide each team member with a sheet of paper for recording their
ideas.
4. Assign a particular task to all teams eg develop a list of proposals for
beautifying the school grounds.
5. Each team member then records as many ideas as possible in a set
time eg two minutes.
6. On the appointed signal eg a ringing bell, they pass their sheet to the
next person.
7. That person then reads the ideas in front of them, and proceeds to add
some more ideas to that sheet, again within two minutes.
This process of passing the ‘Hot Potato’ continues until each team
member ends up with their original sheet. All students should be
reminded that once an idea has been recorded, or an idea has been read
on another sheet, it cannot be written down a second time. No repeats
are allowed. Although groups of four or five students tend to work best,
this structure is capable of working with virtually any group size.
Variations
Instead of allowing one piece of paper for each team member, give a
single sheet to the entire team. The first person then writes an idea onto
the sheet, and passes it onto the next person, who does the same. This
then continues all of the way around the group.
Ideas can also be rotated between different teams rather than the
individuals in each team. To establish this rotation:
a. Appoint a recorder for each team, who is responsible for writing down
all of the ideas given by their team.
b. Each team can then brainstorm ideas on a particular topic eg how to
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get Frisbees down from the roof. This can be undertaken in a set period
of time, perhaps three minutes.
c. At the end of this time, each team rotates their ideas onto the next
team. After reading out the ideas on that sheet, the team then attempts to
add some further ideas.
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Human Graph What Why How Human Graph
This is a strategy is a physical process to gain an understanding of the
scope of the individual and group knowledge. This strategy is allows the
facilitator/teacher to quickly gain an overview of the current level of
knowledge of individuals and the group. It also allows individuals to
think about and evaluate their level of knowledge. It can also be used
to show learning growth when used throughout the learning process.
1. Ask the students/participants to think about there level of
knowledge and understanding of a particular topic.
2. Ask the students/participants to stand in a line that represents a
continuum of knowledge 1 to 100. 1 being very little or no knowledge of
the topic and 100 being expert.
3. Teacher and students/participants can then gain a visual
representation of current knowledge and understanding.
4. Learning activities can then be pitched according to the knowledge
eg whole group learning, small group learning, individual learning.
Ideas from here
· Participants can be paired form either end of the continuum to from
cooperative learning groups so that at least one member of the group
has some knowledge.
· Mixed groups can be formed and activities can be facilitated that
continues to build on the group knowledge eg Hot Potato, brainstorm,
· Group knowledge can then be display and circulated so that all
students/participants have access to this foundation level of information.
· The process can be used again through the learning situation and
again at the end to assess the knowledge growth.
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Internet Search Techniques Tips for Google, Yahoo!, Exalead, and most other search engines
Use specific terms.
Ex: war of 1812 causes, not just history
Use quotes to require an exact phrase.
Ex: "one small step for a man"
Use capitalized OR to get either word.
Ex: (ucb OR cal) bears
Use - (dash) to exclude a word
Ex: proliferation -nuclear
Use "site:" to specify a particular website or Internet domain.
Ex:global warming site:whitehouse.gov
Ex:immigration attitudes site:edu
Use the "Advanced Search" links for guidance in limiting by language, field, Internet
domain, etc.
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Interpretation Key Interpretation Key Describe an unusual situation and then think of some different explanations
for the existence of that situation.
THE JUSTIFICATION:
Another innovative thinking exercise. Develops the ability to consider a
wide range of consequences.
THE EXAMPLE:
Your neighbour is making large circles in his backyard by pouring sump oil
from a can.
Some Explanations:
1. He is a disguised alien and is sending cryptic messages to his friends in
outer space.
2. He considers himself to be another Pro Hart, and he will soon be rolling
around in the
grass, attempting to create an environmental masterpiece.
3. He has had a fixation for circles since his childhood.
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Invention Key Invention Key Encourage students to develop inventions which are constructed in an
unusual manner.
The first step would be to outline the product on paper, which would then
lead into possible construction.
THE JUSTIFICATION:
Kids (and grownups too) love to invent things if given the opportunity.
Tragically, the opportunities in today’s society seem to be growing fewer
and fewer.
THE EXAMPLE:
Invent some or all of the following:
An eggshell peeler.
A combination knife and fork.
Devices which would - catch mosquitoes
make your bed
do the ironing
comb your hair
wake you up in the morning
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Jigsaw What The Jigsaw strategy encourages the development of specific skills within
individual team members.
Why Originally developed by Eliot Aronson, it is perhaps one of the most effective
cooperative strategies for promoting responsibility within each of the students
in the team.
How Basic Jigsaw:
1. Break into teams of four, and number the members from 1 to 4.
2. Present a mini-project to each team, such as ‘a study of the local
community’.
3. Assign specific tasks to each member, such as:
No.1: Collect all available brochures from the local council.
No.2: Research any information available in the school library.
No.3: Construct a large map of the local area.
No.4: Compile a list of goods and services available in the local area.
4. Each of the members then is required to complete their specific task.
5. The team reforms, and the students share their information with each other.
This information then can be collated, and the project can be completed.
The most difficult aspect of this strategy will involve the formulation of the
specific tasks. It sometimes can also be worthwhile to assign tasks to the
students according to the level of difficulty, and the interests of the different
students. Extra students could be asked to share a role with someone else in
a team. This means that there could be two No.1’s in the team, who could
work together on the particular task.
VARIATIONS
One of the most effective variations is known as Expert Jigsaw and it
employs the use of Home Teams and Expert Teams. To implement this
structure:
1. Form students into Home Teams of four members, and number them from
1 to 4.
2. Introduce the project or activity to the Home Teams eg ‘Design a future
home’.
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3. The specific functions of the Expert Teams are then outlined in the following
fashion:
Expert Team 1: Basic design layout of the future home.
Expert Team 2: The furniture.
Expert Team 3: The entertainment facilities.
Expert Team 4: The food preparation process.
4. The Home Teams are then reformed into Expert Teams, which means that
all of the
Home Team No.1’s move to Expert Team No.1,
Home TeamNo.2’s into Expert Team No.2, and so on.
5. The Expert Teams then research their specialized area, and develop a
range of ideas.
6. Expert Teams then split up, and all members return to their original Home
Team. At this stage, there then will be an ‘expert’ on each of the areas, such
as ‘furniture’, within each of the Home Teams.
7. By pooling their collective knowledge, the team members then can
undertake their original task in a professional manner.
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KWL "What I Know" - Starting with what they already know (data and skills) makes good
sense. It shows respect, accesses prior knowledge, shows gaps in knowledge, allows
mistakes, errors and misconceptions to be aired and generally builds self-esteem
individually and as a class. The K column is for supposed facts but not opinion.
"What I Want to Know" - This is an exciting column, where students are encouraged to
ask probing and even uncomfortable, "silly" questions, especially when you explain that
there is no such thing as a stupid question. Encourage them to be lateral, to ask awkward
questions and to probe like a detective, an investigative journalist or a forensic scientist.
"What I Have Learnt" - Record new ideas at the end of a unit. However, one can also
challenge the learner to see the bigger picture, related concepts and metaphors.
Learners are making sense of new topics in terms of what they already know, making
more sense of their learning.
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Lotus Diagram The Lotus Diagram is an analytical, organisational tool for breaking broad topics into a
number of components, which may be prioritised for implementation.
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Mind Map A mind map is a diagram used to represent words, ideas, tasks, or other items linked to
and arranged around a central key word or idea. Mind maps are used to generate,
visualize, structure, and classify ideas, and as an aid to studying and organizing
information, solving problems, making decisions, and writing.
The elements of a given mind map are arranged intuitively according to the importance of
the concepts, and are classified into groupings, branches, or areas, with the goal of
representing semantic or other connections between portions of information. Mind maps
may also aid recall of existing memories.
By presenting ideas in a radial, graphical, non-linear manner, mind maps encourage a
brainstorming approach to planning and organizational tasks. Though the branches of a
mindmap represent hierarchical tree structures, their radial arrangement disrupts the
prioritizing of concepts typically associated with hierarchies presented with more linear
visual cues. This orientation towards brainstorming encourages users to enumerate and
connect concepts without a tendency to begin within a particular conceptual framework.
Model Mapping Tools and Strategies (version 2.0) © NSW Country Areas Program
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Model Maps are based on the fact that thinking occurs in a holographic way. Model Maps
organise thinking through using visual, auditory and kinesthetic senses. While education is
often structured around a liner system, Model Maps allow individual learners to translate
information, whether spoken or written, into their own holographic maps Model Maps are a
flexible and creative way to organise thinking and assist memory. It is not about getting
ideas down quickly, as in brainstorming, but organising thinking using visual stimuli such
as lines, pictures and words. For the process to work effectively it is suggested that
students are provided with an opportunity to participate in the visual, auditory and
kinesthetic elements of the process. Remapping provides an opportunity to embed their
thinking. of understanding.
Model Maps are a flexible and creative way to organise thinking and assist memory. It is
not about getting ideas down quickly, as in brainstorming, but organising thinking using
visual stimuli such as lines, pictures and words. For the process to work effectively it is
suggested that students are provided with an opportunity to participate in the visual,
auditory and kinesthetic elements of the process. Remapping provides an opportunity to
embed their thinking. Step One Use key words/images Start from a strong central
image/concept and work outwards Put key words on lines and then expand on these Step
Two Explain the Model Map to a partner, using either a pen or a finger along the links
Variations Step Three Put the map aside for a while Step Four Create another map for the
same topic. Some people will recreate their original map and others will reorganise theirs
This stage is designed to reassert, clarify or rearrange the mapper’s thinking. Elements
may be expanded upon or linked differently. It is also possible for a key word or image to
nowbecome the central image or idea, although the topic remains the same.
Share the Model Map with a partner
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Multiple Intelligences Multiple intelligences: the several independent forms of human intelligence that exist,
according to one psychological theory, including verbal, quantitative, spatial, musical,
kinaesthetic, interpersonal, and intrapersonal intelligence.
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Multi-‐voting What This is a strategy is a collaborative process to select the most
important items.
Why This strategy is used when there is a variety of issues and opinions
and group consensus is required.
How Create a list of issues, ideas, opportunities, problem etc. The list can be created
individually and then as a whole group.
Record the list for everyone to see (eliminate duplicates) eg white board,
blackboard, flip chart etc
Provide individuals with sticky dots. (1 or more dots per person dependent on the
number of items and the need to prioritise. 1 to 5 dots is usual)
Each individual uses there dots to select the items they consider important. All
dots can be placed on one item or spread across a number of items.
eg
FITNESS
weight training
☻☻☻☻☻☻
running
☻☻☻☻
aerobics
☻☻☻
cricket
☻
dancing
☻☻☻
fencing
☻☻☻☻☻
elbow bending
☻☻☻☻☻☻☻☻☻☻
5.
You can visually see the priority areas, in the example it is clearly “elbow
bending”.
Ideas from here
The top priority for each person could be in a different colour eg top priority could
be a green dot and other priorities yellow dots
Teams could be allocated to work on the first priority
Lower items could be eliminated from all aspect of planning
Develop action plans with roles and responsibilities around priority items
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NGT (Nominal Group Technique) This is a strategy is a collaborative process to make decisions on
important issues. It puts team members on an equal footing.
Why This strategy is a structured process to gather the important issues. It
allows individuals to come to a consensus by voting on the issues in
priority order. In this way least popular items are eliminated.
•
How •
•
•
Create a list of issues, ideas, opportunities, problem etc. The
list can be created individually and then as a whole group.
Record the list for everyone to see (eliminate duplicates) eg
white board, blackboard, flip chart etc
Assign letters to each item
Example Engaging students
A
Attendance
B
Subject choice
C
Gender balance
D Classroom environment
•
•
Each team member lists the letters and ranks them according
to importance ( in this example, 4 is most important)
The rankings are recorded against the items and totalled
A 2 2 1 3=8
B 4 1 3 2 = 10
C 1 4 2 1=8
D 3 3 4 4 = 14
•
•
The team would work on the item that scores the highest
points.
Ideas from here
·
Teams could be allocated to work on the first top items
·
Lower items could be eliminated from all aspect of planning
·
Develop action plans with roles and responsibilities around
priority items
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Pairing What Why A cooperative learning strategy where students interact with a partner
to complete their work requirements.
This strategy sometimes appears so obvious that its full potential
often is neglected. It is an excellent introductory structure for a
teacher who has displayed some initial interest in co-operative
learning arrangements. The skills gained during this activity can be
used in many other activities associated with learning in a team
situation.
1. Ask students to form into pairs.
How 2. Outline a particular task to be completed by each pair of students.
If there is an ‘extra’ student left over after the pairs have been
organized, try the following options:
a. The teacher can become the partner (but be careful; the ‘last’ child
may have difficulty socializing with other children, and may simply
prefer to work with the teacher);
b. Form one 3-way group, and ask them to share the activities.
VARIATIONS:
Pair-Check (Spencer Kagan):
a. Students divide into pairs.
b. Each student is given a problem to complete.
c. When they finish, they take turns to check their partner’s answer,
and then praise their partner for their efforts. Roles are then reversed.
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Think-Pair-Share (Spencer Kagan):
a. Divide the students into pairs.
b. The class is asked a question by the teacher.
c. Each person silently thinks about the possible answer for at least
five seconds (this amount of time can vary widely).
d. Partners turn to each other, and discuss possible answers.
e. The teacher then asks for one pair to share their answer with the
class.
3. Moving Circles:
a. Form two concentric circles, with half of the students in the outside
circle, and half on the inside.
b. Create pairs by linking an inside person with an outside person.
(N.B. It becomes an easy matter to constantly reform the pairs; the
outside circle merely needs to be moved one place to the left. In fact,
this strategy has been used in activities such as bush dancing for
many years.)
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Parking Lot A reflective tool to share ideas and pose questions.
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PCQ
Pros, Cons and Questions
What Why This is a reflective tool useful at the end of an activity, event or unit of
work.
How Individually or in groups, students can reflect on a completed task and
note points under the headings Pros, Cons and Questions
Pros Cons Questions Tools and Strategies (version 2.0) © NSW Country Areas Program
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Placemat Consensus A cooperative learning tool to promote group discussion.
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Plus/Delta What A Plus/Delta is a simple inclusive strategy enabling everyone to consider
the pluses - what went well, and the deltas -what you would like to see
changed. The Plus Delta is a great feedback tool.
To use a Plus Delta simply make two columns. Label one column with a
plus + sign and the other with the Greek sign for delta
How Samples Have students brainstorm under the plus sign what they believe is good
about the activity, event, or action whilst under the delta sign how they
could improve the activity, event or action.
* Use a plus delta to assess your last art assignment
* Using a plus delta have staff assess their last semesters work
Sample Chart
+
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PMI What This strategy uses brainstorming to discover the pluses, minuses and
interesting ideas.
When This is a useful reflection tool used at the end of an activity/event/unit of
work.
How The participant brainstorms the pluses, minuses and interesting ideas of a
chosen topic or issue. Point out to the participants that one person's plus
may be another person's minus. The interesting column often contains a
list of questions for further research.
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POPE Tools and Strategies (version 2.0) © NSW Country Areas Program
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Question Matrix EVENT
SITUATION
Present
What is/are?
Where/when Which
is/are?
is/are?
Past
What
Where/when Which
Who
Why
How
did/do/does? did/do/does? did/do/does? did/do/does? did/do/does? did/do/does?
Possibility What can?
CHOICE
Where/when
Which can?
can?
PERSON
REASON
MEANS
Who is/are?
Why is/are?
How is/are?
Who can?
Why can?
How can?
Probability
What
Where/when Which
Who
Why
How
would/could? would/could? would/could? would/could? would/could? would/could?
Prediction
What will?
Imagination What might?
Where/when
Which will?
will?
Who will?
Why will?
How will?
Where/when Which
might?
might?
Who might?
Why might?
How might?
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Radar Chart RADAR CHART/SPIDER CHART
What it is:
A radar chart graphically shows the size of the gaps among five to ten organizational
performance areas. The chart displays the important categories of performance and
makes visible concentrations of strengths and weaknesses.
When to use it:
A radar chart shows how a team has evaluated a number of organizational performance
areas. It is therefore essential that the initial evaluation include varied perspectives to
provide an overall realistic and useful picture of performance.
How to use it:
Create categories. Use headers from an affinity diagram or brainstorm major categories
of organizational performance to be plotted. A radar chart can normally include five to ten
categories.
Standardize performance definitions. Have all evaluators agree to use standardized
definitions of both full performance and non-performance in each category so that ratings
are performed consistently. Define the scoring range (e.g., 0 to 5 with 5 being full
performance).
Rate each performance category. Each evaluator rates each category individually, and
the team then develops an average or consensus score for each category. Alternatively,
the team as a whole may initially develop an average or consensus score for each
category.
Construct the chart.
1. Draw a large circle and insert as many spokes or radii as there are performance
categories.
2. Around the perimeter of the circle, label each spoke with the title of a performance
category.
3. Subdivide each spoke into the number of increments established in the rating scale.
Label the center of the circle where spokes join as 0 (no performance) and place the
highest rating number (full or exceptional performance) at the end of the spoke at the outer
ring. (You may want to draw additional concentric circles linking equal values on each
spoke.)
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Plot the ratings. For each performance category, plot on the chart the associated rating.
Then connect the plotted points on all the spokes. Highlight the enclosed central shape as
necessary for ease in viewing.
Interpret and use the results. The resulting radar chart will graphically show areas of
relative strength and relative weakness, as well as depicting general overall performance.
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Right Angled Thinking What Why How This strategy provides student with an opportunity to integrate left and
right brain thinking.
This strategy is a structured thinking process which scaffolds thinking in
a linear structured manner as well as making connections to associated
ideas and creative thoughts.
This strategy also provides students with a whole brained approach to
note taking and gathering and organizing information
Provide students with the Right Angled Thinking Sheet
Ask students to use the sheet to record information while listening to
information, reading for information and during discussions
Students record information in two ways; Facts and associated ideas
Provide students with extra time to complete the right angled thinking
process so that they have the opportunity to note more facts and
associated ideas, ensuring a whole brained approach
Facts
Ideas from here
Students can pair with another and share their information to enrich their
note taking further
Create a whole class list of facts and display or distribute to students for
reference
Students could organize their information from the Right Angled
Thinking sheet through another process such as a Lotus Diagram or
Fishbone
Right Angled Thinking
Associated
Ideas
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Reverse Key Reverse Key The REVERSE Key
Place words such as cannot, never and not in sentences which are
commonly displayed in a listing format.
THE JUSTIFICATION:
Students are too often required to regurgitate endless lists of facts. Moving
in the opposite direction still requires a sound knowledge base, but it forces
students to think.
THE EXAMPLE:
Name 10 things that you could not clean.
List 5 sounds that you have never heard.
Name 10 things that you could not photograph.
From Tony Ryan's Thinkers Keys Download a free copy
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Review, Review, Review What Review, Review, Review
When This strategy provides student with an opportunity to review their learning
through a VAK cooperative learning process.
Why This strategy allows the students to use their three sensory modes of
learning – Visual, Auditory, and Kinesthetic. It also provides three
opportunities to review quickly material learnt.
Process Provide students with a proforma for Review, review, review or post it
notes.
First step to Review (Visual)
Ask students to complete the sentence “What I know about
……is………… ” The student complete that sentence related to the topic
provided. eg What I know about rain forests is that they have an upper
canopy and lower story plants.
Second step to Review (Visual and Kinesthetic)
Students place their sheets/post its onto a table. Ask students to pick up a
sheet and read. Continue to do this for a minute or two so that the students
have the opportunity to read many sheets.
Third step to Review (Auditory)
Students select a sheet and read it to the whole group. This needs to
be done in the following way. What I know about rain forests is that they
have an upper canopy and lower story plants. The reason for reading the
whole statement is so that the statement becomes that of the student.
Ideas from here
·
Individual statements could be pasted onto A3 paper and then
students can brainstorm additional information onto that sheet. This can
then be Hot potatoed by rotating the sheets to other groups.
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Six Thinking Hats Yellow Hat
What are the positives?
Green Hat
What are the alternatives?
Red Hat
Our thoughts and our feelings about the topic.
Black Hat
What are the negatives or problems that may arise?
Blue Hat
Thinking about thinking.
'Six Thinking Hats' is an important and powerful technique. It is used to look at decisions
from a number of important perspectives. This forces you to move outside your habitual
thinking style, and helps you to get a more rounded view of a situation.
Many successful people think from a very rational, positive viewpoint. This is part of the
reason that they are successful. Often, though, they may fail to look at a problem from an
emotional, intuitive, creative or negative viewpoint. This can mean that they underestimate
resistance to plans, fail to make creative leaps and do not make essential contingency
plans.
Similarly, pessimists may be excessively defensive, and more emotional people may fail to
look at decisions calmly and rationally.
If you look at a problem with the 'Six Thinking Hats' technique, then you will solve it using
all approaches. Your decisions and plans will mix ambition, skill in execution, public
sensitivity, creativity and good contingency planning.
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How to Use the Tool:
You can use Six Thinking Hats in meetings or on your own. In meetings it has the benefit
of blocking the confrontations that happen when people with different thinking styles
discuss the same problem.
Each 'Thinking Hat' is a different style of thinking. These are explained below:
•
•
•
•
•
•
White Hat: Finding out the facts.
With this thinking hat you focus on the data available. Look at the information you
have, and see what you can learn from it. Look for gaps in your knowledge, and
either try to fill them or take account of them. This is where you analyse past trends,
and try to extrapolate from historical data.
Red Hat: Our thoughts and our feelings about the topic.
'Wearing' the red hat, you look at problems using intuition, gut reaction, and
emotion. Also try to think how other people will react emotionally. Try to understand
the responses of people who do not fully know your reasoning.
Black Hat: What are the negatives or problems that may arise?
Using black hat thinking, look at all the bad points of the decision. Look at it
cautiously and defensively. Try to see why it might not work. This is important
because it highlights the weak points in a plan. It allows you to eliminate them, alter
them, or prepare contingency plans to counter them. Black Hat thinking helps to
make your plans 'tougher' and more resilient. It can also help you to spot fatal flaws
and risks before you embark on a course of action. Black Hat thinking is one of the
real benefits of this technique, as many successful people get so used to thinking
positively that often they cannot see problems in advance. This leaves them underprepared for difficulties.
Yellow Hat : What are the positives?
The yellow hat helps you to think positively. It is the optimistic viewpoint that helps
you to see all the benefits of the decision and the value in it. Yellow Hat thinking
helps you to keep going when everything looks gloomy and difficult.
Green Hat: What are the alternatives?
The Green Hat stands for creativity. This is where you can develop creative
solutions to a problem. It is a freewheeling way of thinking, in which there is little
criticism of ideas. A whole range of creativity tools can help you here.
Blue Hat: Thinking about thinking.
The Blue Hat stands for process control. This is the hat worn by people chairing
meetings. When running into difficulties because ideas are running dry, they may
direct activity into Green Hat thinking. When contingency plans are needed, they
will ask for Black Hat thinking, etc.
A variant of this technique is to look at problems from the point of view of different
professionals (e.g. doctors, architects, sales directors, etc.) or different customers.
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Stay and Stray What Stay and Stray
When At the beginning of an investigation into a topic or theme to help build
knowledge or at the end to summarise learning.
Why Stay and Stray can encourage everyone to contribute their point of view.
Help build collaborative knowledge. Build group confidence.
Process •
•
•
•
•
•
•
•
•
•
•
•
Sample Uses Identify the theme or topic to be discussed
Develop three questions which focus on the topic. Each question
should seek to build onto the question prior to it
Whole group into seated or standing groups of three
Each group member is given a number 1-3
Inform No2 that they will be the time keeper in the strategy and will
stay where they are when 1 and 3 are asked to move on
Ask the first question to whole group informing them that each
person in the group will have only 30 secs to share their thoughts
about that question with their own group
Remind timekeeper they will be responsible for managing the time
of discussion in their group
When all participants have shared their input call final time on this
question and provide instructions for movement
Instructions for movement. 1 moves clockwise to the nearest group
whilst 3 moves anticlockwise to their nearest group. Remind 2 that
they must stay where they are
When group members arrive at their new group, inform everyone
that each person will have 30 secs to share the discussions from
the first question with their new group. Remind timekeeper (number
2s) they will be responsible for managing the time of discussion in
their group
Call time when all sharing has been completed.
Whole group facilitator asks second question on topic and steps 611.
To investigate how we can build a better team?
What characteristics do you believe are the most important for good
leaders?
Discuss how gender roles have changed since our parents/carers days/
Share your knowledge, experiences and insights about an area of
learning.
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SWOT SWOT analysis is a strategic planning method used to evaluate the Strengths,
Weaknesses, Opportunities, and Threats involved in a project or in a business venture. It
involves specifying the objective of the business venture or project and identifying the
internal and external factors that are favorable and unfavorable to achieve that objective.
•
•
•
•
Strengths: characteristics of the business or team that give it an advantage over
others in the industry.
Weaknesses: are characteristics that place the firm at a disadvantage relative to
others.
Opportunities: external chances to make greater sales or profits in the environment.
Threats: external elements in the environment that could cause trouble for the
business.
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SCAMPER S: Substitute - Think about substituting part of your product/process for something else.
By looking for something to substitute you can often come up with new ideas.
Typical questions: What can I substitute to make an improvement? What if I swap this for
that and see what happens? How can I substitute the place, time, materials or people?
C: Combine - Think about combining two or more parts of your probortunity to achieve a
different product/process or to enhance synergy.
Typical questions: What materials, features, processes, people, products or components
can I combine? Where can I build synergy?
A: Adapt - Think about which parts of the product/process could be adapted to remove the
probortunity or think how you could change the nature of the product/process.
Typical questions: What part of the product could I change? And in exchange for what?
What if I were to change the characteristics of a component?
M: Modify/ Distort - Think about changing part or all of the current situation, or to distort it
in an unusual way. By forcing yourself to come up with new ways of working, you are often
prompted into an alternative product/process.
Typical questions: What happens if I warp or exaggerate a feature or component? What
will happen if I modify the process in some way?
P: Put to other purposes - Think of how you might be able to put your current solution/
product/process to other purposes, or think of what you could reuse from somewhere else
in order to solve your own probortunity. You might think of another way of solving your own
probortunity or finding another market for your product.
Typical questions: What other market could I use this product in? Who or what else might
be able to use it?
E: Eliminate - Think of what might happen if you eliminated various parts of the
product/process/probortunity and consider what you might do in that situation. This often
leads you to consider different ways of tackling the probortunity.
Typical questions: What would happen if I removed a component or part of it? How else
would I achieve the solution without the normal way of doing it?
R: Rearrange/ Reverse - Think of what you would do if part of your
probortunity/product/process worked in reverse or done in a different order. What would
you do if you had to do it in reverse? You can use this to see your probortunity from
different angles and come up with new ideas.
Typical questions: What if I did it the other way round? What if I reverse the order it is done
or the way it is used? How would I achieve the opposite effect?
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The SCAMPER technique uses a set of directed questions which you answer about your
probortunity in order to come up with new ideas. The stimulus comes from forcing yourself
to answer questions which you would not normally pose. The questions direct you to
thinking about a probortunity in ways which typically come up with new ideas.
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Think Pair Share What Why How A cooperative learning strategy where students interact with a partner
and then partners to share information.
This strategy is a structured process to share information efficiently. It
can be used as a reflective tool at any stage throughout the learning
process. The process can lead to other learning situations that builds
on background knowledge and understanding.
Think - As individuals
Outline a particular task or discussion point. Students think about the
task or topic, take notes or jot down ideas
Pair – In pairs
Ask students to form pairs.
The pairs of students then discuss their thoughts and ideas about the
task or discussion point. Notes can be taken or an activity completed.
Share – Pairs pair (group of 4)
Ask pairs to join with another pair
The pairs then discuss their thoughts and ideas about the
task or discussion point. Notes can be taken or an activity
completed.
Timing
It is important to state the time allowed for each activity and
stick to it. Depending on the complexity of the task, the time for
each activity can be variable eg Think 3mins, Pair 10 mins, Pair Share
– 20 mins.
Ideas from here
You could gather a whole group brainstormed list of ideas.
This group of 4 could become a cooperative learning group
Each paired groups could present to the whole group
Page 69 of 76
Venn Diagram What When Process Venn Diagram
To visually compare and contrast similarities and differences.
Draw two overlapping circles. Each Circle will represent one subject.
2. Students write the unique characteristics of that subject into the
identified circle
3. Common characteristics are placed in the overlapping sections of
the circles
Variation
Venn Diagrams can be made more complex by drawing three or more
overlapping circles
The number of circles drawn will depend on the number of subjects or
ideas to be contrasted.
Sample Uses Venn Diagrams can be used to compare and contrast almost anything,
eg to examine or analyse events, religions, politics, characters,
environments and stories.
Page 70 of 76
Walk and Talk What Walk and Talk
When This process is best used at the conclusion of a learning situation, lesson or
day. It is also well suited when a learning concept requires reinforcement.
Why This strategy is a structured cooperative learning process to share learning
and provide opportunities to learn from others
Process Identify the theme or topic to be discussed
Develop three questions which focus on the topic. Each question
should seek to build onto the question prior to it
• Whole group into seated or standing groups of three
• Each group member is given a number 1-3
• Inform No2 that they will be the time keeper in the strategy and will
stay where they are when 1 and 3 are asked to move on
• Ask the first question to whole group informing them that each
person in the group will have only 30 secs to share their thoughts
about that question with their own group
• Remind timekeeper they will be responsible for managing the time of
discussion in their group
• When all participants have shared their input call final time on this
question and provide instructions for movement
• Instructions for movement. 1 moves clockwise to the nearest group
whilst 3 moves anticlockwise to their nearest group. Remind 2 that
they must stay where they are
• When group members arrive at their new group, inform everyone that
each person will have 30 secs to share the discussions from the first
question with their new group. Remind timekeeper (number 2s) they
will be responsible for managing the time of discussion in their group
•• Call time when all sharing has been completed.
•
•
••
Sample Uses Whole group facilitator asks second question on topic and steps 611
To investigate how we can build a better team?
What characteristics do you believe are the most important for good
leaders?
Discuss how gender roles have changed since our parents/carers days/
Share your knowledge, experiences and insights about an area of learning
Page 71 of 76
What If Key What If Key You can ask virtually any What If question. They can be either serious or
frivolous.
One excellent means of displaying ideas from this key is to draw up an
Ideas Wheel.
THE JUSTIFICATION:
Great for introducing an area of study, and for tapping into the students’
knowledge base. It also generates loads of innovative ideas.
THE EXAMPLE:
1. What if the price of petrol was immediately doubled?
2. What if all cars turned into skateboards?
Now construct an Ideas Wheel. Place the base statement in the middle
circle, and put 5 consequences of that event in the 5 outer circles.
Then deal with each of the 5 outer circles in turn. Put 3 consequences of
each of these into the smaller circles (see download for examples and
proforma)
Page 72 of 76
WIFLE – (What If I Feel Like Expressing) What WIFLE is a process that allows the student to express their thoughts,
ideas, opinions, concerns, feelings etc about their learning or learning
situation.
This strategy is a structured process to allow students to express
themselves in a safe and scaffolded manner.
Why It can also be used to diffuse emotionally charged situations so emotions
can be dealt with in a timely open fashion.
Teachers may choose to use this process to ascertain students thoughts
and emotions.
How This process can be used at any point in the learning situation however it
is most powerful when emotions are evident (happy, excited, frustrated,
irritated annoyed angry, flat etc)
1.
Students are in a circle or at table groups. In turn they begin their
response by saying “What I feel like expressing is ……………”
2.
If a student does not wish to “WIFLE” they pass.
3.
If during the WIFLE process, it is evident that there is an issue, then
it may be desirable to implement another cooperative learning process
such as:
Ø
brainstorm strategies to address the issue
Ø
affinity the suggested strategies
Ø
force filed analysis an issue
Ø
relationship diagraph the issues with the broader context
Ø
radar chart the issues to show the relationship with the context etc
Ideas from here
Generally, students each get one turn but it could continue until “WIFLE’s”
are exhausted
Page 73 of 76
WOEDIL -‐ (What On Earth Did I Learn) What WOEDIL is a reflective process that allows the student to verbalise what
they have learnt.
This strategy is a structured process to allow students to express what
they have learnt.
Why It is a cooperative learning strategy providing opportunities to learn from
others.
Teachers may use this process as a verbal assessment of individual and
whole class learning.
How This process is best used at the conclusion of a learning situation, lesson
or day. It is a culmination activity.
1.
Students are in a circle or at table groups. In turn they begin their
response by saying “What On Earth Did I Learn today is ………………”
2.
If a student does not wish to “WOEDIL” they can pass.
3.
WOEDIL can be recorded on a retrieval chart and displayed for
future reference.
Ideas from here
WOEDILs can be developed into a data bank to review topics, content etc.
A WOEDIL can be used to develop an mind or concept map
Page 74 of 76
Y-‐Chart What is it?
An visual that organises the brainstorming of ideas around three dimensions:
what a particular topic/situation ‘looks like’, ‘sounds like’ and ‘feels like’.
What is its purpose?
To encourage students to be critical thinkers and identify appropriate behaviours for
achieving this, for example, what does a co-operative classroom looks like, feels like and
sounds like.
Looks like
lots of speaking and listening
interaction, sharing, positives
consulting, helping, not put downs
lots of team- work.
Feels likes
Sounds like
happy, worthwhile,
lots of on task chatter
everyone valued
positive, laughter,
motivated, engaged,
praise, encouragement
on task, comfortable,
purposeful, exciting
Page 75 of 76
How do I do it?
* Decide on the topic/social skill you wish to explore with your students
* Divide students into small groups, allocating tasks to each group member such as
recorder, reporter, time-keeper, organiser
* Hand out Y chart proforma, A3 size
* Have students brainstorm as many possibilities as they can within a specific time limit
* Each group reports back
* Discussion and clarification follows
* Strengths and weaknesses are identified as the topic/social skill is utilised in the
classroom over several days or lessons and follow-up action is suggested.
Page 76 of 76

Tools and strategies

Transcription

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