Family Type of Story
Location Ending
Beale Kidnap Queen Vic Happy
Slater Murder Market Tragic
Mitchell Scandal Southend Cliff Hanger
This is used where a student identifies and lists different attributes e.g. points in a story, qualities for a character, or desirable outcomes for an object. This generates lots of new ideas.
You can either suggest the initial blocks of attributes yourself or leave all the decisions open.
Need to generate ideas....
ATTRIBUTES
IDEAS
...Use an Attribute Matrix!
SUB-PARTPART SUB-PART
WHOLE PART SUB-PART
SUB-PART
Brace Maps help learners understand the relationship between a whole physical object and its parts.
They are used to analyse the structure of an item – like ‘dissecting’..... but on paper!
Need to break something down...
... Use a Brace Map
Bubble maps are used to describe qualities using adjectives and adjective phrases, character traits or properties.
As a writing tool it enriches students’ abilities to identify qualities and use descriptive words.
As a thinking tool it allows students to consider all factors and attributes.
CHARACTERor
MATERIAL
Trait, Property
or Attribute
Trait, Property or
Attribute
Trait, Property
or Attribute
Trait, Property
or Attribute
Trait, Property
or Attribute
Want to describe traits or attributes...
... Use a Bubble Map
Circle Maps are used to help define an object or idea. It is used to brainstorm ideas and for showing prior
knowledge about a topic. The centre of the circle can be used for words, numbers,
pictures, or any other sign or symbol. In the outer circle, write or draw any information that
puts the topic into context. This can be extended by using the outer circle to think
about learning, for example, stating ‘how we know’
IDEASTOPIC
Need to come up with lots of ideas...
... Use a Circle Map
The lines show how ideas link to other ideas. Concept maps ask students to make links between areas
of a topic and explain the reasoning behind the links.
Want to link ideas or topics together...
IDEA 1
IDEA 5
IDEA 4
IDEA 2
IDEA 3
... Use a Concept Map
Used for comparing and contrasting – similar to a Venn diagram.
Outside bubbles show items that share qualities with only one object – contrasting qualities.
Centre bubbles show similarities between the two items being compared.
It can also be used to prioritise the information that is most important.
different
different
different different
different
different
... Use a Double Bubble Map
Want to make a comparison...
Object
or
Process
or
Idea
Object
or
Process
or
Idea
same
same
same
Flow maps sequence and order a process. It identifies the relationships between stages and sub-stages of
an event, e.g. order, numbers, operations, steps, etc. It can be used to explain the order of the events. Smaller boxes can be used to list sub-stages or identify each
major stage.
Step 1 Step 2 Step 3
Need to show a sequence or order...
... Use a Flow Map
Used when students act out a scene, scenario, practical situation or sport activity – teacher shouts out “FREEZE!” or “HOLD IT!”
Good for active lessons such as PE, Dance or Drama
Need to get thinking...
... Use a Freeze Frame!
What’s going on – can you describe it?
HOLD
Students have a limit imposed on the activity. They think through what is most important, then ‘bin’
irrelevant or least relevant material. Good for when students need to make notes.
Need to get thinking...
No more than 10 lines
15 minutes to finish
Keep it to 2 sides of A4
... Impose a limit
A process of sequencing that looks at what caused an event and the results/effects of the event.
It helps students analyse a situation – the ‘why’ and the ‘consequences’ (good or bad).
It can also be used to make predictions and consider the consequences.
Want to think about cause and effect...
... Use a Multi-Flow Map
Cause
Cause
Cause
SITUATION
OR
EVENTCause
Cause
Cause
Most Important
Important
Least important
Happened first
Happened next
Happened last
The process of thinking through and justifying the order is sometimes more beneficial than the outcomes.
Students should be encouraged to justify their priorities not just order them.
Need to get thinking...
...Prioritise it!
Students reduce information and make notes. Can be used in conjunction with prioritising e.g. reduce to 5 key
words and then prioritise their order of importance. Reduction can also be used with thinking maps e.g. turn a topic
into a brace map.
Need to get thinking...
...Reduce it!
What are the 5 key words?
Summarise in two sentences
Adopts a creative approach to an idea, object, story, etc. Can be extended to ask students to justify their choices or to
explain whether they would work or not. Can be adapted for large groups where smaller groups focus on
one or two ideas.
Need to generate ideas...
...SCAMPER it!
S
C
A
E
M
R
P
SUBSTITUTE
CONTRIBUTE
ADAPT
MODIFY
PUT TO ANOTHER USE
ELIMINATE
REVERSE
Students talk through the process of an activity. By talking and explaining, they strengthen their understanding. Also known as ‘Dialogic Thinking’. Pictures can be drawn to support the idea/concept. Used to reinforce understanding.
Need to get thinking...
... Verbalise it!
Well, I would describe it as....
because......
For classifying, grouping or sorting into categories. Used for both deductive and inductive classifications.
Category
Group A
Group A member
Group A member
Group B
Group B member
Need to group lots of ideas...
... Use a Tree Map
A student teaches another person – student/parent/teacher.
Challenge the ‘teacher’ to put structure into their learning sequence and then think how to actively engage the learner.
Need to get thinking...
Today we are learning to....
... TEACH IT!
