practice active learning

Active Learning to Promote Critical Thinking Skills

Farmington Trust

Ravi Ramanujam

Strathclyde University, Glasgow 2010/11

Contents

Introduction.. The Research.

p. 3 The Results. p. 4p. 5 The Activities... p. 6

1. Discussion Bingo............. p. 72. Thinking Hats................... p. 93. Fishbone Causes................ p. 114. PMI................ p. 135. Zone of Relevance.............. p. 156. Answers for Questions............... p. 177. Collage.............. p. 188. Community of Enquiry................ p. 199. Consequence Wheel.............. p. 2010. Conversion............... p. 2111. Creativity Matrix............... p. 2212. Exchanging Viewpoints.............. p. 2313. Freeze Frame.............. p. 2414. Hot Potato................ p. 2515. Odd One Out................ p. 2616. Points of View.............. p. 2717. Priority Pyramid............... p. 2818. Pupils Questions................ p. 2919. Revolving Circles................ p. 3020. Story for a Photograph............... p. 3121. What If? .............................................................................................. p. 3222. Where Do You Stand? ........................................................................ p. 3323. The Forced Relationship Strategy................ p. 34

Thinking Hats Wall Display.. p. 35Bibliography p. 41

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Introduction Rationale My research proposal was to develop resources and activities that use active learning to promote critical thinking skills. As a teacher of Religious Education (RE), I feel that developing critical thinking skills is a major component of the subject and it is actually a necessary condition of good RE teaching. This is due in part to the nature of the subject where pupils develop more than just an understanding of important ideas, but develop their own beliefs regarding these ideas. Religious Education should not just be content-focused, but should enable pupils to use knowledge to make informed judgements and develop their own ideas. It has also been shown that where Critical Thinking occurs, pupils demonstrate improved comprehension and retention of information. This suggests that critical thinking is important throughout the curriculum. I have often found it difficult to continually think of new, good activities to use that promote critical thinking. There is an abundance of active learning books and resources and active learning is now established in many classrooms and schools. However, active learning seems to have become synonymous with being physically active rather than mentally active. While it is important to get pupils up and about, this should not be the extent of active learning. I felt it would be incredibly useful to have a set of learning activities that specifically focused on critical thinking and cognitive activity. This is what I aimed to produce for my research. The nature of this project has meant that my research is not academic and does not aim to further knowledge or understanding of educational principles or ideas. It is intended to make the lives of RE teachers better. It is intended to make the RE experiences of pupils better. My goal was to give teachers a resource that does not appear to already exist, or at least is not easily accessible for busy teachers. Before focusing on my research, it may be useful to clarify what is meant by the terms active learning and critical thinking, as my understanding of these determined the way in which my research was conducted. What is Active Learning? Active learning is about pupils taking responsibility for their own learning and actively learning rather than passively receiving information. There is a large body of research that demonstrates that learners retain far less information when they are passive compared to when they are active. There are numerous resources that focus on active learning strategies and methods. What is Critical Thinking? Critical thinking is not a clearly defined term. There are numerous elements to it and skills that are subsumed into it. Many consider critical thinking to be about higher order thinking, or thinking about thinking. Such phrases are regularly used, without there being a clear idea of what they mean. However,

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most people can easily recognise a pupil who has highly developed critical thinking skills. Rather than getting bogged down in the issue of exactly what critical thinking is and is not, I have focused on a set of abilities whose inclusion in critical thinking is uncontroverted. These are:

1) Analysis Breaking down information or ideas in to its constituent parts.

2) Synthesis Combining ideas to create something new. 3) Problem solving Using limited resources and logic to solve a

problem. 4) Creativity Representing information in different formats. 5) Evaluation Deciding between options and giving reasons for choices.

This is not supposed to be exhaustive and I readily accept that there may be other aspects that I have overlooked. However, I wanted to focus on developing resources rather than spending all my time considering the nature of critical thinking.

The Research Available Literature I began by looking at the books on active learning that I have had a look through on a number of occasions when planning a lesson. Due to having limited time and the books not being easy to use, I had never really delved too far into these resources. There were about 5 of these books that I had seen in my school, and I spent some time reading them all. What I found was close to what I had expected. There were some activities that did focus on critical thinking, but these were rare and never categorised as to be easily identifiable. The emphasis in these was on active learning that develops pupils knowledge and understanding in a fun way. I also utilised the university library. I found that the number of books advocating the use of active learning and the importance of critical thinking seems to be inversely related to the number of books that provide clear activities that show you how you might achieve the ends that they are so keen on. Book after book extolled the virtues of giving pupils the skills they need to excel in a 21st century education and life beyond it, but apart from a few vague ideas (such as- have a discussion), they lacked any direction about how to proceed for the interested teacher. Colleagues A richer source of good ideas came from teachers. Colleagues, current and former, were quizzed about how they promoted critical thinking skills. The experiences of many teachers mirrored that of my own. Many of the activities that were used were based on discussion and debate, rather than being well-developed activities. Teachers emphasised the use of Formative Assessment techniques such as using open questions, rather than developing specific activities. Teachers agreed that there was no available source of materials

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that they could access to promote critical thinking. However, a few teachers did have some excellent ideas that have been included in this report. Internet I started searching for ideas on the internet, randomly and without much strategy. This was partly due to my lack of faith that I would find very much, and due to the fact that the nature of the internet meant that a structured approach did not appear to be possible. This proved to be hit and miss, but after a while the hits started to add up. There were many lessons online that teachers have generously allowed others to use. A vast majority of these I deemed to be not relevant or not very good. However, many of these activities were adaptable and could be adjusted to meet the requirement of critical thinking or they provided inspiration for new ideas. The result was that many of the ideas included in my report were sourced or inspired from lessons on the internet.

The Results When suitable ideas had been sourced, they were written in a standard format that is used for all the activities. I aimed for simplicity, brevity and usability. I have tried to include no information that is not helpful or useful for a teacher that is looking for lesson ideas. After reading many of the resources on active learning, I found that a lot of reading had to be done before finding out what the activity is. I have tried to ensure that the activity descriptions below do not use any more of a readers time than is absolutely necessary. The result, I hope, is that any teacher who is looking for an activity that will develop critical thinking in their pupils now has a handy resource that will engage pupils and create an excellent learning experience. Conclusion While compiling the resources, I found myself becoming increasingly more excited about returning to school and employing them in my teaching. I hope that anyone who reads them has the same experience. While I am happy with the final outcome, the process also made me well aware that there is a significant gap in resources for teachers in the area of developing thinking skills, and I think there is more work to be done in this area of teaching.

The Activities The activities are set out below. Where I felt it would be helpful to have a template, I have created one that can be printed out to use in class. This is to reduce the amount of work that a teacher needs to do in preparation. I have included variations for the activities which are at the bottom of each page. There is not a variation for each activity as I did not want to include them where I did not feel they would add to the value of the activity. I have also not included examples of how these ideas can be used. The activities are broad enough that they can be used for almost any subject and I worry about how providing examples might actually restrict how teachers think that some activities can be used. It is my hope that when a teacher is looking for a good idea when planning a lesson, the connection between the subject matter and the activity will jump out at the teacher.

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Discussion Bingo Overview This activity encourages all pupils to engage in a discussion by giving them specific roles. This means that pupils dont dominate or hide away. It also focuses pupils on the types of contributions they can make, sharpening their critical and analytical awareness. How it Works 1. Pupils work in small groups (3-5). 2. Each pupil is given a set of cards and their objective is to get rid of all

their cards. 3. Pupils are given 4 cards to begin with. Each card will say either

Propose, Support, Challenge or Question. 4. If there are remaining cards, they can be shuffled and randomly

distributed to the group, but all members should have an equal number of cards.

5. Pupils should be told what each card means. Contributions must either: Propose an argument or new point. Support, corroborate or back up another persons point by developing it further. Challenge, disagree or contradict another persons point. Question something said by another person or identify another question which they have raised.

6. Each time a pupil makes a contribution, they must play the relevant card (place it in the middle of the table).

7. It should be made clear to pupils that their contributions do not have to be their own beliefs, but simply relevant to the card they are playing.

8. The discussion ends when all pupils have played all their cards. 9. The teacher gains views and responses from the different groups. Resources A set of cards: Each one should say one of four words, Propose,

Support, Challenge and Question. There should be at least 2 of each for each pupil in the class. Each pupil should therefore have at least 8 cards. These cards are available below.

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Challenge Support Question Propose









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Thinking Hats Overview There are six hats; each representing a different element of thinking. Pupils are encouraged to use all 6 elements of thinking themselves in order to fully analyse an issue or idea. Pupils may initially forget what each of the hats represents, but this activity is intended to be used regularly to develop critical thinking. How it Works 1. Pupils are introduced to a topic, question or idea. 2. Pupils are given the Thinking Hats Ideas Sheet. 3. Pupils are directed to the Thinking Hats Wall Display which explains

what each of the different hats represents. Alternatively, pupils can be given a sheet with the explanations.

4. In a set amount of time, pupils work individually or in pairs to fill in ideas for each of the sections.

5. Pupils are encouraged to think of ideas that they do not necessarily hold themselves and to include as many ideas as possible.

6. Pupils then report back to the class and discuss their ideas. Resources The Ideas Sheet and Wall Display and included below. Variations Pupils could work in groups and each be assigned a different hat. Pens or Post-it notes (or even real hats) can be used to identify the different colours. Turns can be taken as to who is each colour hat.

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Thinking Hats Ideas Sheet

White Hat

Yellow Hat

Green Hat

Black Hat

Red Hat

Blue Hat

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Fishbone Causes Overview Using a particular effect as a starting point, this activity encourages pupils to consider and generate a list of causes which may feed into the effect. How it Works 1. Pupils in small groups receive a page with the outline of a fish skeleton. 2. Pupils place the effect at the tip, or nose, of the skeleton. 3. The four bold lines (or fish bones) represent possible main causes. 4. The smaller horizontal bones add further detail to the main bones. Example

Resources Fishbone skeleton template This is below Pens

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PMI (Plus Minus Interesting) Overview This method helps pupils to examine all sides of an idea, topic or argument. It steers pupils away from their initial emotive responses to an issue and encourages them to think about the disadvantages of an idea which they may like very much. A PMI obliges them to consider all ideas, even ones they might normally reject at first sight, and to decide their stance on an idea or issue after they have analysed it instead of before. How it Works 1. The facilitator may need to discuss with pupils the meaning of PMI and

explain what each term means: Plus = a benefit, Minus = a downside, Interesting = an interesting point stemming from the topic under discussion.

2. Pupils use a Plus-Minus-Interesting template to note the plus points of the issue as they see it, followed by the drawbacks and then any interesting points.

3. Pupils might hopefully come to understand that ideas which they perceive to be bad can also be interesting, if they lead on to other ideas.

4. A debrief afterwards could compare and contrast pupils PMIs, followed by an exploration of any interesting points highlighted.

Resources A PMI template This is contained within this folder. Pens Variations Once the activity has been completed pupils can identify which points they find the most important by labelling the points and then deriving a conclusion at the bottom of the template. This activity can also be used in preparation for debates and encourage pupils to argue positions that they do not actually agree with.

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Plus, Minus, and Interesting (PMI) TOPIC:

Plus Minus Interesting

Zone of Relevance Overview This activity allows pupils to consider what points may be relevant or irrelevant when considering a key question. It subsequently asks pupils to prioritise ideas and information on the question and discuss justifications for their choices. How it Works 1. Pupils can work in pairs or groups. 2. Each group is given a set of cards with words, phrases or pictures which

relate to the key question. 3. Each group is also given the Zone of Relevance Template with the key

question in the centre. Alternatively, each group might draw their own Zone of Relevance.

4. Pupils work through the cards, deciding whether each one is relevant or irrelevant to the key question.

5. If they decide that a card is relevant, they must consider the degree of relevance in relation to the question and place it at an appropriate place within the Zone of Relevance.

6. Groups then give feedback on their decisions, justifying their choices if they happen to contrast with the decisions of another group.

Resources Cards with words, phrases or pictures on them Zone of relevance template

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Answers for Questions Overview This activity encourages pupils to think about the quality of questions which may lead to a particular answer. It has the potential to stretch more able pupils who may think creatively about possible alternative questions. How it Works 1. Pupils are given the answer to a question which may be of relevance to

the topic being explored. Answers may range from purely factual, such as a date, a name or place, to an emotion or abstract concept.

2. Pupils must think of the questions that match each answer. 3. Pupils are encouraged to think of as many questions as possible that

would match the answer (warn pupils that the question can not involve the way words sound).

4. If the answer does not have a straightforward question, pupils compare and contrast the questions they have come up with and justify how they arrived at a particular question.

Resources Show-Me Boards This activity works especially well with small white-

boards. Pen Paper

Collage Overview This activity asks pupils to represent their views on an issue or concept in a visual, creative and engaging way. It encourages pupils not only to communicate effectively, but also to develop their interpretation skills of other peoples work. How it Works 1. Pupils get into groups of between two to four. 2. Each group is given a relevant word, idea, issue or concept which they

must represent using a range of provided materials. Such materials might include magazines, newspapers, sticky shapes, coloured card and paper, marker pens, scissors, glue and felt-tips.

3. The facilitator may wish to establish certain criteria for the collages in order to add an element of challenge to the activity (i.e. the collages must contain a number of colours, images and words and be completed within a certain deadline, etc).

4. Pupils are given a time limit to complete the task. 5. Once completed, pupils could move around the room carousel-fashion

and view the work of other groups. They could try to guess what word, issue or concept each group in turn is trying to represent.

6. An allocated presenter from each group could then present their work to the rest of the class, explaining why they chose certain magazine clippings and words in their piece of work.

7. If time allows, pupils could then peer assess each groups work using the Two Stars and a Wish method.

8. A debrief afterwards might concentrate on the nature of the group work. Were roles allocated effectively? Who was the timekeeper, the resource manager, the presenter, the quality checker? Did groups consider and plan the overall design before starting? Did pupils choose all their resources before starting? Or did the collage evolve as time progressed? Who presented effectively and why?

Resources Backing paper Glue Scissors Magazines, newspaper, pictures and other material to make the collage.

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Community of Enquiry Overview This activity gives pupils responsibility for creating the questions that will be examined and discussed. How it Works 1. A stimulus is presented to pupils. This usually takes the form of a short

story, extract, news story or photo. 2. Pupils are asked to think of any question about the story, and to

contribute these questions verbally. All pupils should be encouraged to think of at least one question.

3. The teacher writes down the questions on a board or flip-chart so that all pupils can see them.

4. This method is often used with groups of no more than 10, however it can be done with much larger groups. An option is to divide a large class into groups and nominate a facilitator who will lead the group.

5. Pupils decide which question they would like to discuss first. 6. There are a number of different ways to develop pupils thinking skills

during the discussion. This could involve: a) Pupils have to give at least one reason for every view they have b) Pupils have to say whether they agree or disagree with the last

person who spoke and say why c) Pupils have to summarise the views of the last speaker d) Pupils have to nominate the next speaker (These can be used individually or be combined, depending on the group)

Resources A stimulus such as a short story, extract from a longer story, a news

article or a photo A large board or flipchart A marker pen

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Consequence Wheel Overview This activity encourages pupils to think about the direct and second order consequences of a particular event or action. Pupils map these consequences in a visual manner and expand from the central idea. This activity helps pupils to understand the idea of indirect consequences. How it Works 1. Pupils write the main event or action in a centre circle in the middle of the

page. 2. Pupils write a direct consequence of the event in a circle which is linked

to the main circle with a single line. Pupils try to think of as many direct consequences as possible.

3. Pupils then consider second order consequences. These are drawn once again in circles and linked to the direct consequences with double lines. Third order consequences have a triple line, etc.

4. Pupils could colour circles depending on whether the consequence is positive or negative.

5. Feedback afterwards could compare and contrast pupils consequences as well as lead into deeper exploration or arising issues regarding the likelihood of certain consequences.

Resources Paper Pen Variations Example

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Conversion Overview Being able to take information and convert it to another format demonstrates understanding and also develops analytical skills. This activity also provides pupils with an opportunity to make a choice about how they want to develop their understanding. How it Works 1. Pupils are presented with a story, theory or idea. 2. Ensure that the presented material is explained or have pupils discuss or

ask questions about it. 3. Pupils are then given options for how they would like to convert the

presented information. These can involve:

a. A mind map b. A storyboard c. A creative story d. A diary entry e. A poem f. A flow diagram g. Ranked bullet points

4. A discussion after allows for the sharing of ideas and clearing up of any

misunderstandings Resources

A story, theory of idea that is to be converted Variations The activity can be done in reverse- so that a picture, video, diagram or chart is turned in to text.

Creativity Matrix Overview This activity encourages pupils to think creatively about a series of (hypothetical) scenarios, options, ideas and events. It stimulates thinking and problem-solving skills and may allow pupils to see issues from fresh perspectives. Pupils work in groups to explore alternatives and to build constructively and creatively on the ideas of others. How it Works 1. Pupils are presented with a matrix of possible scenarios based on a

particular Issue. An example relating to a local community might be:

2. Pupils might be asked to identify, in their opinion, what the most likely

and least likely scenarios are, choosing one option from each of the rows above and putting them together.

3. Pupils may be asked to justify their choices when comparing and contrasting responses with other groups, and to explore whether there are times when even their least likely scenario may possibly happen.

4. A debrief afterwards might ask pupils to consider their work within groups were groups able to build on ideas? How did the groups structure their discussions? Was there a facilitator? Was agreement reached, and if so, how?

Resources Scenario matrix Pen Paper

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Exchanging Viewpoints Overview This activity can be used to develop pupils understanding of different points of view regarding a debatable topic. Not only must they listen to others, but they actually have to describe the views of other pupils. How it Works 1. Each pupil is given a post-it note. 2. Pupils are instructed to write their names on their post-it and stick it on

themselves. 3. A question which provokes debate should be posed to the class. This

might be a new topic, or one that pupils have already studied. 4. Pupils are given a short amount of time to consider their answer to this

question and instructed that they will have to describe their view to another pupil.

5. Pupils then find a partner. 6. A time-limit is set during which pupils must describe their views and at

least one reason why they have this view. 7. Once the time is up, pupils exchange their name-tags so that they are

wearing each others. 8. Pupils must then find a new partner and instead of describing their own

views, they describe the views of the person whose name tag they are wearing.

9. Once the time is up, they again switch their name-tag and find a new partner and describe the view of the person whose tag they are wearing.

10. How many times this is done will depend on the number of pupils in the class.

11. Pupils can write down as many of the different views as they can remember.

Resources

Post-it notes Pens

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Freeze Frame Overview This physical activity can be a useful tool for encouraging pupils to engage in discussion about a particular issue. Pupils are asked to pose as a still image representing a particular significant moment. How it Works 1. Pupils get into small groups. 2. They are asked physically to pose in a snapshot representation of a

specific, significant moment. 3. Pupils could work together as a group to discuss what they are being

asked to depict and how it might look in a freeze frame. 4. Groups could take it in turns to move around and view other groups

freeze frames. 5. A debrief afterwards could focus on the nature of body language used in

the freeze frame, why pupils decided to depict the scene in the way they did, and why others might have depicted the event in a different way.

6. As an extension, groups could enact different developments in a particular issue and take photos, creating a photo-story.

Resources A large space such as a classroom with chairs and tables moved to the side of the room. Variations Pupils could act out a role and, on the facilitators command, freeze in scene.

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Hot Potato Overview This strategy involves the use of a round robin format in developing and sharing information within a group. Hot Potato encourages team members to pass their work onto other people in their group. How it Works 1. Divide pupils 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. 5. Each team member then records as many ideas as possible in a set

time; e.g. two minutes. 6. On the appointed signal (e.g. 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. 8. This process of passing the Hot Potato continues until each team

member ends up with their original sheet. 9. 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.

10. Ideas are then read to the class and discussed. Resources

Paper Pens

Variations

1. 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.

2. 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. 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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Odd One Out Overview Odd One Out is a useful activity which can be incorporated at any point of a topic as a springboard for initial exploration of the topic or as a tool to consolidate knowledge. It obliges pupils to think about the characteristics of words, sentences, ideas, places, people or things depending on the learning area in question. They are encouraged to explore for themselves the similarities and differences between these things, to foster an understanding of any other relationships between them, and to categorise accordingly. How it Works 1. Pupils can work individually, in pairs or in groups 2. Pupils are given a set of key words/ideas/places/things or people,

depending on the learning area and topic. These may come, for example, in the form of a list or grid, on an Interactive Whiteboard or hand-out.

3. Pupils must decide on the odd one out on each grid or list. Often there may be no right or wrong answers and any word might be the odd one out. Pupils must, therefore, give a justified and valid response as to why they chose a particular word and the nature of the relationship between the other words on the list.

4. A discussion afterwards might concentrate on how pupils made the connections between the words, the processes involved and whether the group work has helped pupils to see different connections which they otherwise might not have considered.

Resources A list of words or pictures for pupils to choose from. Variations As an extension activity, pupils could suggest another related word to add to those which are not odd ones out. Alternatively, pupils could think of their own odd one out list or grid.

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Points of View Overview This activity requires pupils to consider a scenario, situation or problem from different perspectives without unfairly favouring some sides. It uses creative writing as a way of developing a greater awareness and understanding of difficult issues. How it Works 1. Pupils are given a situation scenario in which there are multiple

characters or people who are affected by the situation. 2. It should be made clear that different characters will have different views

regarding the issue. 3. Pupils identify who the characters are and what views they hold. It can

be agreed amongst the whole class what the view of each character is so that comparisons can be made. Alternatively, pupils can create characters themselves and the comparison can be based on the beliefs they hold.

4. Pupils then write a personal, first person letter or diary entry for 2-4 of the different characters.

5. The extracts do not have to long, but must explain the views of the character and why they hold them.

6. Ideas can be shared, looking at the reasons that are given for the holding of different views and then evaluated as to which are convincing.

Resources

A scenario or situation This can be something as simple as a news article

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Priority Pyramid Overview This activity allows pupils to consider what points may be most relevant when considering a key question. It subsequently asks pupils to prioritise ideas and information on the question and discuss justifications for their choices. How it Works 1. Pupils can work in pairs or groups. 2. Each group is given a set of cards with words, phrases or pictures which

relate to a key question. (There should be enough cards to allow pupils to build a pyramid).

3. Alternatively, pupils might write down their own ideas on a piece of paper or Post-Its and use them to build their pyramid.

4. It can be helpful for pupils to see a card pyramid so they know how to organise their ideas. The picture below can be used.

5. Pupils work through the cards (or their own Post-Its), deciding as a group how relevant or important each one is to the key question. Most important factors form the top section of the pyramid, least important factors the bottom, etc.

6. Groups then give feedback on their decisions, justifying their choices if they happen to contrast with the decisions of another group.

Resources Cards with words or phrases on them for each group. Variations Groups can then join up and try to agree on the top three.

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Pupils Questions Overview This activity can be used at the start of a topic or subject to develop curiosity and to consider questions and start a discussion. It encourages pupils to consider questions and to analyse the questions of others. How it Works 1. Pupils are handed a blank card or piece of paper. 2. Each pupil is asked to write down any question that they have about the

subject matter (this can be any term that they do not understand or about differences between topics).

3. Once the question has been written down, each question is passed around the room in a clockwise direction.

4. As a pupil gets a card they are given a set time (e.g. 30 seconds) to read the card. If this question is one they would also like an answer to, the pupil should put a tick next to the question.

5. When pupils receive their own cards back, they should tally the number of ticks that their question received (it may not be possible to pass each card to all members of the class; this does not matter).

6. Make clear to pupils that the questions with the most ticks are not necessarily the best questions, but are simply ones that most pupils want answered.

7. The questions can then be written up in order of the number of ticks, or pupils can organise themselves in to a line based on the number of ticks and then read them out to the rest of the class.

8. A discussion can be started or questions can be answered. Resources Cards or paper pens

Revolving Circles Overview This method builds up pupil confidence in communication techniques as they engage in short discussions. It also allows pupils to sample a wide range of views without holding a whole class discussion. Pupils may, as a result, refine their ideas or opinions on a particular issue. How it Works 1. Pupils are divided into two groups. 2. One group forms an inner circle and the other group forms an outer circle

Pupils face each other. I usually use chairs and arrange them into two circles, but it is not always necessary and pupils can stand in circles.

3. Pupils are given a topic, question or task that they must answer or discuss.

4. Pupils are given the chance to speak to the person facing them for a limited time (approx 1 minute).

5. The inner circle then rotates clockwise and the outer circle rotates anti-clockwise.

6. The new pair considers the question. 7. The rotation may continue until pupils have had the opportunity to

discuss the question with a wide range of partners. 8. Once the activity has finished, pupils can share their ideas with the class. Resources A space large enough for pupils to sit in two circles. Variations If pupils are seated at desks in groups of four, two pupils could change group after the allocated time. Pupils can summarise in writing the views of each pupil they speak to.

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Story From A Photograph Overview This activity requires pupils to think about how different people have different views and beliefs and encourages them to develop stories about these people and their beliefs. Pupils develop their ability to see issues from different view-points and to consider all angles. How it Works 1. Pupils work individually or in groups. 2. Pupils are given a picture. It does not matter what the picture is of. It

should contain a number of different people. It helps if the scenario of the picture is not overly restricting (e.g. cavemen).

3. This works best if the picture can be displayed on an interactive whiteboard, but other options are possible.

4. Pupils then create a story, assigning a character and role to each of the people represented in the picture. Pupils can also introduce other characters if they need to.

5. Different characters in the picture should be ascribed the different views relating to the topic being studied.

6. Afterwards, stories can be read to the class and the views of the different characters can be discussed.

Resources A picture Pen Paper

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What If? Overview This activity encourages students to consider the consequences of various actions. Contemplating a wide range of possibilities and canvassing different opportunities develops a broad perspective in problem-solving. This strategy uses the What if words to stimulate a large bank of interesting outcomes. How it Works 1. To implement the strategy, work out a what if? statement, such as

What if every person in the world was given one million pounds? What if? statements can be either funny or serious. The former would involve ones such as What if animals could talk?, while the latter might include What if education was not free?

2. Present pupils (working independently or in small groups) with the scenario.

3. Explain to pupils that there are no wrong answers, but they should consider what they think the most likely consequences would be.

4. Pupils have a limited amount of time to write down what the consequences of this scenario would be.

5. Once the time is up, pupils share their answers with the class. Resources Pen Paper

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Where Do You Stand? Overview This is an activity for exploring diverse opinions and emotions as regards a particular issue. It might be used as a lead in to a particular topic and to gauge pupil interest and base understanding of the issue in question. It requires pupils to take a stance on an issue and allows everybody to have a voice, even if they do not speak out. How it Works 1. An imaginary line or spectrum is set up across the room each end of

the room represents opposing viewpoints. 2. A range of statements are read out. 3. Pupils are allowed time to consider their opinion. 4. Pupils then position themselves along the spectrum between the two

viewpoints, depending on their opinion on the given issue. 5. Pupils are given the chance to justify their position on the line and

discuss their views with other pupils. 6. Pupils are given the opportunity to change their position in light of views

that they hear from others. If pupils switch their position then they should explain why.

7. A debrief after the activity could discuss the issues upon which there was consensus and issues that divided the class.

Resources A pre-prepared set of questions on a topic. The number you need, will

depend on the willingness of pupils to engage in debate and discussion. It is advisable to have at least 10 questions to hand.

A room where tables and chairs can be moved to the side, or else a wide open space.

Variations The number of possible positions in the room can vary. Pupils can be given the choice of standing on one side of the room for agree and the other for disagree or in the middle for not sure. Or there can be choice such as strongly agree, agree, etc.

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The Forced Relationships Strategy Overview This strategy attempts to solve problems by making use of unusual or ridiculous objects. This encourages pupils to think creatively without fear of making a mistake. How it Works 1. Pupils are given a problem or scenario. 2. Pupils, either working independently or in small groups, must think about

ways to solve the problem. 3. Pupils are provided with a list of items that would not normally be used to

solve that type of problem. If the problem involved a giant shark that was about to attack you, you would have to use items such as mousetraps, bananas and old socks, rather than spears, nets and life-rafts.

4. A limited amount of time is allocated to use the object(s) to solve the problem.

5. Emphasise that there are no wrong answers and the task involves being creative and thinking of as many ideas as possible.

6. Once ideas have been developed, pupils share their ideas and discuss benefits and limitations.

Resources Paper Pen Variations 1. Place two boxes of cards (i.e. Box A and Box B) in the corner of the

room. For Box A, construct a set of problem cards, where each card outlines a distinct problem - e.g. your cat is stuck in the tree. For Box B, each card will contain the name of an object - e.g. a tennis ball. The two boxes can then be used in a wide variety of situations:

a. When students finish their work early, they walk over to the boxes, and withdraw one card from each. They are then required to solve the chosen problem with the chosen object.

b. The teacher can decide on a short story topic by asking someone to draw a card from each box, and then assigning the problem to the entire class.

2. Name three unrelated objects, and then try to determine a use for them if they were used together. For example, try to use a paper clip, a computer disk and a curtain for a particular purpose.

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FeelingsFeelings

How do I feel about this?

What do I like about this?

What dont I like about this?

What are my likes, dislikes,

worries, concerns etc?

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Information

What information do I have?

What are the facts?

What information do I need?

What do I want to know?

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Strengths

What are the good points?

Why can this be done?

Why is this a good thing?

What are the strengths/ benefits?

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Judgement

What is wrong with this?

Will this work?

Is it safe?

Can it be done?

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Creativity & new ideas

What new ideas are possible?

What is my suggestion?

Can I create something new?

What are the weaknesses?

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Thinking

What thinking is needed?

Where are we now?

What is the next step?

How far have we come?

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Bibliography Brian Best and Will Thomas, The Creative Teaching and Learning Toolkit (2007)

Robert Fisher, Teaching Thinking: Philosophical Enquiry in the Classroom (2008)

Mike Fleetham, How to Create and Develop a Thinking Classroom, (2003)

Paul Ginnis, Teacher's Toolkit: Raise Classroom Achievement with Strategies for Every Learner (2001)

Ron Nash, The Active Classroom: Practical Strategies for Involving Students in the Learning Process (2008)

Mel Silberman, Active Learning: 101 Strategies to Teach Any Subject (1996)

Donna Walker Tileston, Teaching Strategies for Active Learning: Five Essentials for Your Teaching Plan (2007)

Calvin Wood, 100 Ideas for Teaching Religious Education (2008)

Brian Best and Will Thomas, The Creative Teaching and Learning Toolkit (2007)Robert Fisher, Teaching Thinking: Philosophical Enquiry in the Classroom (2008)Mike Fleetham, How to Create and Develop a Thinking Classroom, (2003)Paul Ginnis, Teacher's Toolkit: Raise Classroom Achievement with Strategies for Every Learner (2001)Ron Nash, The Active Classroom: Practical Strategies for Involving Students in the Learning Process (2008)Mel Silberman, Active Learning: 101 Strategies to Teach Any Subject (1996)Donna Walker Tileston, Teaching Strategies for Active Learning: Five Essentials for Your Teaching Plan (2007)Calvin Wood, 100 Ideas for Teaching Religious Education (2008)

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