Teaching Strategies Handout

Teaching Strategies Handout
Department of Education NSW. (n.d.).
Teaching strategies handout

for in-service teacher development
at Wagga Wagga High School.
DoE: Sydney.
Unless otherwise indicated all illustrations have been inserted via Clip Art within
Microsoft Word.
Table of Contents
NSW Quality Teaching Framework ................................................................................................. 1
Max your lesson ideas ...................................................................................................................... 2
Strategy 1: Judge Jury ...................................................................................................................... 3
Strategy 2: Tournament Prioritiser .................................................................................................... 4
Strategy 3: 3 : 2 : 1 : RIQ .................................................................................................................... 5
Strategy 4: Silent Card Shuffle .......................................................................................................... 6
Strategy 5: Decision-Making Matrix ................................................................................................. 7
Strategy 6: Extent Barometer ........................................................................................................... 8
Strategy 7: T-Charts............................................................................................................................ 9
Strategy 8: M A S C .......................................................................................................................... 10
Strategy 9: K W L .............................................................................................................................. 11
Strategy 10: So, What is the Problem? .......................................................................................... 12
Strategy 11: VENN Diagram ........................................................................................................... 14
Strategy 12: Pairs and RAS Alert..................................................................................................... 15
Strategy 13: Round Robin ............................................................................................................... 16
Strategy 14: Y-Chart ........................................................................................................................ 17
Strategy 15: 1 : 2 : 4 .......................................................................................................................... 18
Strategy 16: 1 : 4 : P : C : R .............................................................................................................. 19
Strategy 17: Metaphor .................................................................................................................... 20
Strategy 18: Hot Potato ................................................................................................................... 21
Strategy 19: Jigsaw .......................................................................................................................... 22
Strategy 20: SWOT Analysis ............................................................................................................. 23
Strategy 21: P C Q ........................................................................................................................... 24
Strategy 22: Brain Compatible Learning – Overview.................................................................. 25
Strategy 23: Brain Compatible Learning – Feedback ................................................................ 26
Strategy 24: Brain Compatible Learning – Emotional Rooms .................................................... 27

Strategy 25: Bloom’s Taxonomy – Overview ................................................................................ 28
Strategy 26: Bloom’s Taxonomy – Remember ............................................................................. 29
Strategy 27: Bloom’s Taxonomy – Understand ............................................................................ 30
Strategy 28: Bloom’s Taxonomy – Apply ...................................................................................... 31
Strategy 29: Bloom’s Taxonomy – Analyse ................................................................................... 32
Strategy 30: Bloom’s Taxonomy – Evaluate ................................................................................. 33
Strategy 31: Bloom’s Taxonomy – Design ..................................................................................... 34
Gardner’s Multiple Intelligences – General ................................................................................. 35
Strategy 32: Gardner’s Multiple Intelligences – Intrapersonal ................................................... 36
Strategy 33: Gardner’s Multiple Intelligences – Naturalistic....................................................... 37
Strategy 34: Gardner’s Multiple Intelligences – Picture/Spatial ................................................ 38
Strategy 35: Gardner’s Multiple Intelligences – Body/Kinaesthetic .......................................... 39
Strategy 36: Gardner’s Multiple Intelligences – Verbal/Linguistic ............................................. 40
Strategy 37: Gardner’s Multiple Intelligences – Logical/Mathematical .................................. 41
Strategy 38: Gardner’s Multiple Intelligences – Interpersonal ................................................... 42
Strategy 39: Gardner’s Multiple Intelligences – Musical/Rhythmic ........................................... 43
Productive Pedagogies – General................................................................................................ 44
Productive Pedagogies – Intellectual Quality ............................................................................. 45
Productive Pedagogies – Connectedness .................................................................................. 46
Productive Pedagogies – Recognition of Difference................................................................. 47
Productive Pedagogies – Supportive Classroom Environment ................................................. 48
Appendix 1 – Multiple Intelligence Quiz

NSW Quality Teaching Framework
What is it?
It is a model of best practise teaching (pedagogy).
It comprehensively presents all the factors that should be considered to produce the highest quality
educational experience for students in lessons taught by teachers.
How is it constructed?
It consists of three sections (called dimensions).
Each dimension consists of six parts (called elements).
DIMENSIONS
Quality Learning
Intellectual Quality Significance
Environment
Producing deep understanding in Creating a culture in your classroom
Making learning more meaningful,
your students about your subject that is focussed on learning, through
important and relevant to students.
content. positive relationships.
Elements Elements Elements
o Background knowledge -
o Deep knowledge - o High expectations -
Students can make
Involves teaching crucial, All students are encouraged to,
connections between their
central ideas linked in complex and try to, undertake
existing knowledge, skills and
ways. challenging work.
experiences and the lesson.
o Deep understanding - o Explicitquality criteria - o Cultural
knowledge -
Students show their grasp of Giving detailed information to Lessons incorporate
the content though complex students on how to complete references to the different
responses. work to the highest standard. groupings in society.
o Engagement -
o Problematic knowledge - o Knowledge integration -
Students show sustained
Recognising that knowledge Lessons make connections
interest, attention and
can be constructed and between different topics and
participation throughout the
interpreted in different ways. subject areas.
lesson.
o Higher-order thinking - o Inclusivity-
o Socialsupport -
Learning the concept or All students’ input is valued,
The teacher and all students
process thoroughly, but then and all students contribute
encourage each other to try
improving it or applying it in a regardless of their social
hard and take risks in learning.
new way. grouping.
o Connectedness -
o Metalanguage -
o Students’self-regulation - Lessons have meaning for
Discussing the meanings
All students are demonstrating students in the real world
conveyed by the language used
learning behaviours. beyond the classroom and
in the lesson.
school.
o Narrative -
o Substantivecommunication -
o Studentdirection - The use of stories from
Takes place between the
Students have some control personal experience, famous
teacher and students, and is o o
over what, when, how and why people, history, case studies,
focused in-depth on the lesson
they learn. literature, culture, etc. to
content.
portray knowledge.
Teaching Strategies Handout Page |1

Feeling drained? Week 8 - period 8? Here are some simple ideas to spice up your lesson
as generated at Monday's TPL session.
Hand out to students a bingo card with some words or phrases you will use in
BINGO that lesson (possibly from something you will read) when they have heard them
all they call bingo and receive a prize.
Put some categories related to your topic (5-10) on the board and pick a
SCATEGORIES random letter. In groups students must find an example of that topic beginning
with the letter. Furthermore they only get points if their answer Is unique.
Trivia game - students form two teams and you draw battleships on the board
BATTLESHIP for each team. Every time a team gets a question right they can destroy
someone else’s battleship
WHO WANTS
Trivia - choose a student and every time they get the right answer you double
TO BE A
their prize
MILLIONAIRE
Cut up a section of text into passages. Students divide into groups and
become an expert on one passage. They then reform Into groups with
JIGSAW someone from each original group and teach the others about their 'area of
expertise'. The result should be the students all get taught by their peers about
the whole text.
TREASURE Information is placed around the room. Students must solve one question
HUNT before gaining information on where the next piece of information is.
STAND UP
Students stand in a line delineating their point of view on a controversial idea.
FOR YOUR
They must then Justify their stance and try to attract others to their position.
BELIEFS
HUMAN An adaptable activity where you use students to be the actual pieces, but
CHESS could be used in many ways - for example as points on a graph
RUNNING Students run to the teacher who asks them a question when they have solved it
RELAY they run back to their team and the next person runs up. First team wins.
o Role Play
o Re-arrange the furniture o Integrate technology
SIMPLE o Quick quiz
o Mind maps
IDEAS o Make a poster
o Describe the task visually (like
o Use a post box for anonymous questions
the boat activity)

Strategy 1
JUDGE JURY
Background
This is a cooperative learning strategy that involves students arguing a case on a debatable
issue in the setting of a court. It requires two students to analyse the issue from opposite
perspectives and then prepare and present their opposing cases. A third student listens and
evaluates both viewpoints and delivers their verdict.
Process
The topic
Step 1 A debatable issue is chosen by the teacher, such as ‘drugs in sport is inevitable, so
should be allowed’.
The roles
Assign a number to each student, being 1, 2 or 3. If there is a shortage of numbers, the
teacher could either fill in the numbers, or assign the remaining students as number 3s.
Step 2 o The number 1s present a 90 second argument FOR the topic – The Defence.
o The number 2s present a 90 second argument AGAINST the topic – The Prosecution.
o The number 3s decide the outcome of the case and present their verdict – The
Judge and Jury.
Research & Planning

a. The students individually research/prepare their case.
b. The number 1s ('defence counsellors) meet in groups of 3 - 5 to prepare their case.
Step 3
c. The number 2s (the prosecution) meet in groups of 3 - 5 to prepare their case.
d. The ‘Judges’ meet to discuss the main points of the case, to anticipate the points of
the defence and the prosecution and to develop criteria for deciding the case.
The court hearing

a. The number 1s are allowed 90 seconds to present the defence’s case to the Judge.
After allowing time for the judges to make some notes, a 90 second argument is
presented by the prosecution.
Note: to foster a courtroom atmosphere, ask both parties to refer to the Judge as
‘your honour’.
Step 4 b. Again, after allowing time the judges to make some notes, the number 1s are
allowed a 30 second right of reply.
c. The judges are allowed 1 minute to complete their judgement and present their
findings one by one to the class. The judges may begin their address with - “After
considering the views of the defence and the prosecution, I find in favour of . . .”.
d. A master of the arguments for and against may be recorded on the whiteboard
during the judgements for students to record in their notebooks.
Observation
Students tend to respond well to the courtroom context and being allowed the time to
prepare their speech in a group before delivering their speech individually, which some would
otherwise fond threatening. This strategy tends to generate a lot of energy as there is a lot of
movement and activity occurring. Therefore, it is a great afternoon activity.

Strategy 2
TOURNAMENT PRIORITISER
Background
Often in our classrooms, lists are generated. This strategy assists students in establishing the core or
most important element, factor, value or item from a list under consideration with the aid of a
tournament draw.
Process
Step 1 A list is generated from the topic currently being studied.
Ask students what they consider to be the most important value / element / item or factor.
Step 2
Too often they are unable to articulate their choice.
Students transfer the list to the first round of their ‘Tournament Prioritiser’ sheet. This is done is
exactly the same way as any sporting knockout tournament is organised. The first idea (the
number 1 seed) is transferred to the top of the list, the second idea to the bottom; the third
about a quarter of the way down and so on. The idea is to spread them around until all ideas
appear in the first column. If there is an uneven number, leave one position blank, and its
partner will have a ‘bye’, as in any tournament. The length of the list is up to you.
Eg Desert survival
Items on hand after a plane crash
Round One Round Two Final Winner
Step 3 Parachute
Parachute
Plane wreckage
Parachute
Water bottle
Water
Mobile phone
Mirror
Parcel of food
Food
Warm clothing
Mirror
Wallet
Mirror
Mirror
Students can now start the tournament, either on their own, or in pairs, threes or fours.
Starting the game with the first two entries, debate which one is more important, in this case
the parachute or the plane wreckage. Since the parachute is light, more visible and can
provide warmth, it goes through to the second round. Then debate the relative values of the
Step 4 other items, advancing the ‘winner’ to the next round. Continue until all ‘winners’ have gone
through to Round Two. Repeat the process until there is a clear ‘winner’. This is then the
CORE value / element / item or factor. In this tournament, the ‘number 2 seed’, the mirror, is
the winner as it can reflect the sun’s light vast distances and can therefore attract search
parties.
Observation
Students are now in a position to justify their decision. Note: it doesn’t really matter where you place
each item in Round One as the core factor should always win through, but it is useful to separate your
first few ideas as often some of the best ideas are mentioned early in one’s thinking.
Acknowledgement – From ‘The On-Purpose Person’ by Kevin W McCarthy, 1993. In Australia, contact Dr Edward Gifford, The
On-Purpose Life Academy. (www.on-purposepartners.com)

Strategy 3
3 : 2 : 1 RIQ
Background
Since senior students can only effectively process one-way lecture style information for 12 – 15
minutes, time should be regularly set aside for students to process and make sense of new
information. The 3 : 2 : 1 RIQ strategy is a structure that assists students to process new information.
Process
After the reading of a novel, poem or short story, or after watching a video or as a
review of coursework or a field trip, a 3 : 2 : 1 RIQ is completed individually by students.
3 Recalls: students state 3 facts they can recall from the coursework completed
to date, an article, a report, short story or video they have just
read or watched.
2 Insights: this can be such things as why the material is relevant, who it affects,
Step 1 the implications, how it relates to themselves/society/school, and
identifying correlations, connections and patterns.
1 Question: these may include: I do not understand why . . .?
How does this affect . . .?
In the future, what will . . .?
What is the relevance of . . .?
How does this relate to . . .?
The Interview
Students are allocated a partner and take turns at stating their 3 : 2 : 1 RIQ. Encourage
the student listening to ask questions such as:
Do you mean . . .?
Step 2
Are you saying that . . . ?
What do you mean by . . . ?
Also, encourage students to discuss and perhaps even answer the questions posed by
their partner.
Class Recall
The teacher may ask for some of the more interesting recalls, insights and questions as a
Step 3 class. This can be effective feedback for the teacher to ensure that students have
recalled the main concepts as well as to ascertain whether some concepts require
revisiting in order to facilitate better student understanding.
Observation
We all know that there is very little point progressing with course work if there are a
number of students who do not understand the work covered to date. In this context,
the 3 : 2 : 1 RIQ can act as a safety-valve for both students and the teacher to
ascertain the class’ understanding, and therefore could be employed at regular
intervals, such as every week or every fortnight.

Strategy 4
SILENT CARD SHUFFLE
Background
This is cooperative strategy is useful for any learning that involves sequencing, classifying,
matching, mapping or positioning. It employs most of the multiple intelligences and many parts
of cognitive taxonomy.
Process
Decide on the material to be addressed, eg Australian Prime Ministers, and
make a set of cards containing words, numbers, pictures or symbols. See
examples in adjacent illustration.
You will need to make one master copy, and then at least ten copies. Cut up each
copy and place in an envelope. Give one envelop to each group of three or four
students. Remember that this is either for sequencing, classifying, matching or positioning.
To increase the challenge, duplicate certain cards and insist that all cards be used in the
sequence, or in the classifications (note that the same card may not appear twice in the same
classification). With matching, as in concepts and definitions, one could always provide three
more definitions than concepts, otherwise the last three or four matches will be relatively easy.
Preparation
The teacher clearly explains the task ahead.
Silent Card Shuffle
Step 1 Each group opens the envelope and spreads out the cards and, without talking,
rearranges the cards to complete the task eg placing the Australian Prime Ministers in
chronological order.
Justify and refine
Step 2 As each group completes the task, the members may talk to each other and ask for
explanation or justification of the layout. Changes may be made.
Circle and observe

Step 3 The teacher arranges for each team to circulate, observe and discuss. They may not
touch the cards.
Return and refine

Step 4 Each group returns to their home table, and, based on what the y observed and
discussed they may decide whether or not to make any refinements.
Teacher debriefing
Step 5
This would be conducted according to the preferred style of the teacher.
Observation
For sequencing activities, students could create a team mnemonic in order to foster recall. For
example, the mnemonic ‘Chifley May Have Made Generations Merry, Whitlam Found Hong
Kong Hot’ is a mnemonic for the chronological sequence of Australian post-war Prime Ministers.

Strategy 5
DECISION-MAKING MATRIX
Background
This strategy is highly effective for comparing and contrasting (analysing) and then
selecting or deciding (evaluating) between two or more items, proposals, plans, texts,
ideas, characters or films. This strategy is excellent for critical analysis during a unit but
also for use as a culminating activity for assessment purposes.
Process
TOPIC: Which is the more interesting book?
Factors / Criteria
Total
Quality of score
Suspense Characterisation Setting Realism
Book language
Some Mainly school
suspense but Fairly believable setting. Some Relates well to
A fairly and appropriate relief with beach target audience
Easy and fast paced
predictable scenes
Ranking 3 3 2 4 4 16
Real-life situations. Some words used
High suspense Variety of
Two leading roles Easy to identify with were not generally
B with unusual
are well suited
locations, some
issues of trust and known to average
ending exotic
loyalty reader
Ranking 5 5 5 5 2 22
Step 1 Draw a simple matrix (as above), listing the items to be compared down the left.
Look for factors, criteria or measures by which to compare and decide ‘Which is the
more interesting book?’
Step 2 Once the criterion or factor has been mentioned, such as suspense, setting or sue of
language, encourage students to think of as many more as possible. The more factors
unearthed, the broader the analysis and the better the eventual decision-making.
Use research to find data for both books in relation to the criteria. For example, in the
Step 3 cases of ‘Suspense’, how does each of the books meet this criterion? Once you have
completed all of the research, it is decision-making time.
Use a ranking system of 5 for high and 1 for low. Rank each column in turn, comparing
each factor. In some cases, certain criteria may be considered more important and
therefore should be given a greater weighting. In these cases, students can double the
Step 4
rankings for those criteria. A clear decision emerges once the total is calculated. The
matrix now becomes the structure of the report, with each factor/criterion being the
subject of a separate paragraph.
Observation
It is important for students to realise that effective evaluation involves the use of criteria
students can submit this matrix as a draft of their assignment to demonstrate proof of
research and as a check that they have the necessary structure to complete the
assignment.

Strategy 6
EXTENT BAROMETER
Background
This is a simple tool to help students make sense of a question which they often
misunderstand. When asked, “To what extents was A responsible for the events at . . .?”
they often fail to realise that they have to act as a judge to make a decision as to the
amount that A responsible for the event. The simple thermometer below often supplies
them with the language (from None to Very High) and concepts from 0% to 100%.
Process
“To what extents was A responsible for the events at .
. .?”
The Extent Barometer is particularly useful in helping

students to focus on answering the question. This is
especially true of questions such as “To what extents
was . . . responsible for . . .”, or “How important was . .
. to the success of . . .”.
In each case, some Analysis is required before an

Evaluation can be made, and having a simple
device like the Extent Barometer will help the student
translate the analyses data into a decision. This
decision may vary form ‘Completely’ or ‘Very High’ or
‘To a large extent’ or ‘Not at all’ (or ‘slightly’ or
‘minimally’), and all points in between.
What this also highlights is the value of using the language of a cognitive taxonomy in the
classroom. If students know that this is ultimately an Evaluation-type question, they can
then use and Evaluation-type tool such as the Extent Barometer.
In order to suit the context of the learning experience, the teacher can change the
descriptions used in the Extent Barometer.
Observation
After students have completed the Extent Barometer task, a human continuum can be
undertaken.
This is where students line up on the wall between the two continua of ‘very High or
100%’ and ‘None at all or 0%’.

Strategy 7
T CHARTS
Background
This is a very simple structure which allows learners to extract and record information or data
from a text or any form of stimulus material offered in class, and present it visually on the board
or in note books.
Process
Topic: Analysing a newspaper article
Fact Opinion
 Red car  The driver was confused
 Two occupants  The driver was not concentrating
 Accident at 3:00pm  She was worried about a
 It was raining at the time disagreement that morning
 There was some music  The major witness was unreliable
The T-Chart can be applied to hundreds of learning situations. It is useful

when looking at something in detail and can be done individually or as
a team activity, especially in pairs. One powerful way of doing the
activity is for each member of the pair to complete the ideas for one
side of the T-Chart.
Here are some of the opposing characteristics that could be applied to a T-Chart:
 Fact / Opinion
 True / False
 Objective / Subjective
 Healthy / Unhealthy
 Safe / Unsafe
 Disadvantages / Advantages
After completing the initial T-Chart, students can rate in value those points raised in each
column. For example, ‘rate the top five ideas in each column’ or rate these ‘from most to
least’, for example, safe or dangerous or helpful or whatever the column happens to be.
Observation
A co-operative strategy such as the Pairs or R.A.S. Alert can be employed so that each person
takes it in turn to enter the data on the T-Chart. A Pairs or R.A.S. Alert is when the teacher organises
learners into pairs and asks them to observe a demonstration, video or read some text and then
take turns, as on a Pairs or R.A.S. Alert, to offer observations or ideas and record these. Refer
Strategy 12 (page 16).

Strategy 8
MASC
Background
MASC is a great creative tool that assists students with design tasks, such as redesigning
everyday products, familiar stories or pieces of music.
The acronym represents: M Modify
A Add
S Size
C Change
Process
This strategy can be used for students to undertake individually – but it is highly recommended as a
small group cooperative task, as students tend to generate more creative ideas in a shorter time
through team work.
The steps involved are:
Step 1 MODIFY: Modify a feature or replace one part with another.

Step 2 ADD: Add a new feature to the object.
Step 3 SIZE: Make one part or several parts of the object bigger and/or smaller.
CHANGE: This could involve changing the shape, texture, colour or
Step 4
ergonomics.
If students were required to redesign a product, such as a toothbrush, the MASC strategy
could be employed:
Modify The bristles are replaced with pads, for better cleaning and longevity.
Add The inside of the handle stores the toothpaste. This allows a free-flow system;
where the toothbrush automatically flows down the inside handle onto the
brush, ready for cleaning the teeth.
Size Make the handle longer so that it fits comfortably in the hand.
Change Change the shape of the handle so that it is concave. This enables the user
to establish a better grip.
MASC can be applied to stories as well as objects:
M Replace a character or an event with another. (Modify)
A Add another character into the story. (Add)
S Rewrite the story so that one character becomes more important. (Size)
C Change the ending or the setting. (Change)
Observation
Creating a new product or an original story can be very difficult for some students. The concept
of redesigning an everyday product or rewriting a familiar story using the MASC strategy is far
less threatening and could be an end task in itself, or as a means of moving students towards
original design work.
Teaching Strategies Handout P a g e | 10

Strategy 9
K.W.L.
For Thinking a Bit Deeper
Background
This is undoubtedly one of the most effective strategies for engaging and motivating the learner,
especially at the star of a unit. The acronym KWL stands for: What I Know (K), What I Want to
Know (W) and What I Have Learnt (L).
Process
‘What I Know’
Starting with what students already know (data and skills) makes good sense. It shows respect,
accesses prior knowledge, reveals 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 a learner to see the
bigger picture, related concepts and metaphors. (See below.) Learners are making sense of new
topics in terms of what they already know, making more sense of their learning (and thus avoiding
the danger of information being ‘nonsense’).
Topic: Bullying
What I Know (K) What I Want to Know (W) What I Have Learnt (L)
 This is not new  Are bullies respected?  Ego plays a large part in all
types of relationships
 There are many types of  What does bullying cost?  Bullying is not restricted to
bullying, such as . . . the human species. Plants
and animals can terrorise
 How can weaker people
others.
 Bullying is not restricted to discourage the bullies?
 Just as facades in buildings
schools, but it is also found in can cover up what lies
... behind, so a bully creates
facades
Observation
After completing the KWL, the facilitator can ask the learners to rank the data in each column in
order of importance. The facilitator then enters this in the appropriate columns, starts a
discussion and adds any points deemed to be appropriate. An excellent strategy for structuring
an investigative assignment task.

Strategy 10
SO, WHAT IS THE PROBLEM?
Background
Often, what we think is the problem is in fact the manifestation of several other underlying
problems. This strategy is excellent for firstly analysing the underlying causes of a problem or issue,
then generating solutions and then determining the best solution/s. It is a great framework for an
investigative assignment.
Process
State the problem, eg litter in the school grounds (poverty, bullying). This is not really the
Step A
problem but the effects of the problem.
Are you sure this is the problem? List 10 or more sub-problems. These are the real
Step B
problems.
Step C Select five of these sub-problems.
Step D Generate two solutions per sub-problem.
Instead of selecting a solution, generate criteria by which to evaluate the solutions. This
Step E
can be done through class discussion.
In order to prioritise selection of the best solutions, transfer columns D and E to the
Step F Decision-Making Matrix. Record how the solutions respond to the different criteria, then
assign a ranking from 0 – 5 (0 = Poor, 5 = Strongly supports the criteria).
So, What Is The Problem? Part 1

Step A. The Problem - Litter in School Grounds
Step B. Step C. Step D. Step E.
List Sub-Problems Choose 5 Generate 2 Solutions per Generate Criteria for
Sub-Problems Sub-Problem Evaluating the Solutions
1. Not enough bins
o Poster
campaign
2. Bins not visible 5 o Teachersexplain at o Supports cultural values
3. Tuckshop wrapping assembly
4. Kids don’t care

o Only two eating areas o Fair to all
5. Kids don’t understand 7
o Eat before play
6. No school pride
7. Not enough o Reward with ice
supervision lollies/Minties o Noextra teacher
9 supervision
8. Not enough negative o Special environment
consequences half-day
9. No positive o Promotes good

consequences o Scare crows relations within the
11
o Clear litter before play school
10. Parent’s don’t care
11. Wind and crows
o Fix bins o Cost
12. Bins don’t work, lousy 12
o Paint them, characters
lids

Strategy 10
SO, WHAT IS THE PROBLEM?
So, What Is The Problem? Part 2

Step F. Prioritising the Action Plan - Decision-Making Matrix
Criteria No extra Promotes good
Supports Fair to
teacher relations within Cost Total Rank
cultural values all
Solutions supervision the school
5 5 5 5 1
Poster
campaign Strong Yes Yes United front $2.00 21 4th
opportunity pp
5 5 5 5 5
Teachers
Strong Yes Yes Yes - honesty $0
explain at
opportunity
25 1st
assembly 2-way
street
Only two 4 3 5 4 5
eating Sharing and Less Less Could strain $0 21 4th
areas talking choice supervision
4 4 5 4 5
Eat before
play Respect for 95% Yes No problem $0 22 3rd
food
1 5 3 5 0
Scare crows Could upset a Yes Maybe Fun $0600 14 10th
totem pp
5 5 5 5 5
Clear litter
before play Respect for Yes Yes United front $0 25 1st
earth
1 4 3 3 4
Ice lollies /
Minties Mercenary? Not No Yes $0.40 15 9th
sure pp
Special 5 5 2 5 2
environment Yes, promotes Yes No Unity $1.00 19 7th
half-day values pp
2 5 5 5 3
Fix broken Poor – others Yes No Neatness $0.60
bins
20 6th
fix your pp
problem
3 5 3 5 2
Paint bins -
attractive Promotes Yes Maybe Fun $1.00 18 8th
symbols pp
Adapted from Parnes’s Creative Problem Solving Process
Observation
The Decision-Making matrix has revealed that teachers explaining the problem of litter at assembly
and clearing areas before playing are the two best solutions. Students are now in a position to
support the solution using their criteria.

Strategy 11
VENN DIAGRAMS
Background
This is a simple strategy for fostering the skills of comparing and contrasting. It allows
learners to be very observant and more objective than usual.
Process
Two intersecting circles become a visual organiser for determining similarities (compare)
and differences (contrast) in the subjects under review. The outer segments are the
differences, whilst the inner or common segments are the similarities.
Compare & Contrast

Sydney & London
Sydney  Most populous London

 Host of 2000 city in its  Extensive
Olympic nation subway
Games  Predominantly system
 Sydney Opera English-  Big Ben
House speaking  Occasional
 Magnificent  Major tourist snow in
harbour destination winter
Observation
Venn Diagrams are a great graphic organiser for finding difference and similarity.
A great variation is to draw three interlocking circles, and then to compare three
different concepts or objects eg Earth, Mars, and Jupiter.

Strategy 12
PAIRS & RAS ALERT
Background
This RETICULAR ACTIVATING SYSTEM (RAS), is part of the human fight or flight mechanism and is
charged with keeping us safe. It recognises stimulus, which we program into our minds. For
example, if someone is being bullied, they will spot that person, even at a great distance. If
someone has a special friend or partner, they will notice that person, even in a crowd.
Teachers often show a video, a demonstration or organise a guest speaker and afterwards
attempt to engage students in discussion relating to the stimulus input. Often the dialogue can
be superficial and disappointing, as the students may not have paid sufficient attention. The
use of the RAS can assist in ensuring that students remain more focused in these activities.
Process
Organise the class into pairs.
Step 1:
One is A and the other is B. They will take turns in responding to the stimulus.
Alert the students to the PURPOSE of the video or demonstration.
For example, if students were to watch a video on The Destructive Effects of Cane Toads
in The Kakadu Reserve, explain that the students will notice the following five features of
the video:
1. 12 characteristics of the cane toad,
Step 2: 2. 7 effects on Kakadu,
3. 5 possible explanations on how cane toads have arrived in Kakadu,
4. The roles of federal and state governments and
5. 5 possible solutions.
These five features will be noted by the RAS. The use of string language such as
‘destructive’ and ‘devastation’ will gain greater student attention.
Create a retrieval chart.
The teacher and students enter each category on the whiteboard within a retrieval
chart.
Step 3: It is also explained to students that they will watch the video/dem and then take turns in
pairs to record the data. When A says something, both A and B record this. If one
cannot remember they say “pass” and the other member continues. The pairs take
turns until all data is entered.
Cane Toads in the Kakadu Reserve
Characteristics (12) of the cane toad:
 …
 …
Effects (7) of the cane toad on Kakadu: Explanations (5) how cane toads arrived in Kakadu:
 …  …
 … 
The roles of federal and state governments: Possible solutions (5):
 …  …
 
Watching the video or demonstration.
Step 4: Pens must be down. It is a good idea to break up longer videos/demonstrations by
pausing every 8 mins or so in order to start the PAIRS and continue with the video/dem.
Step 5: PAIRS: Students A and B taking turns to record the data in the relevant chart.
Debriefing.
The teacher then completes a quick ‘whip around’, collecting the top ideas from
Step 6:
students, ensuring that the major points have been noticed and adding anything that
has been missed.
Observation
The PAIRS with RAS Alert encourages a sense of teamwork, improves focus, encourages listening
and concentration and engages students in successful behaviours.

Strategy 13
ROUND ROBIN
Background
A most effective collaborative strategy to encourage students to generate a
list of data or new ideas in a short period of time. It involves students working
on the same topic.
Process
Group students in 4s at a table. One piece of paper and a scribe per table.
All groups respond to the same topic eg ‘list all the components of . . .’ or ‘what
Step 1: are the major needs of . . .’At the given signal, each group begins their
brainstorming while the scribe records their ideas.
After 90 seconds or so, at a signal from the teacher,

the pieces of paper move one desk to the left.
One member in each team reads the responses
Step 2: from the previous table and then continues to
generate and record more ideas in the new piece
of paper. They may not repeat what they have
recorded previously.
Step 3: After 2 minutes, move the papers to the left again and repeat the process.
After three or four rotations, the process enters a new phase. The teacher can
ask each group to rank the best three or four ideas. Another approach is to ask
them to identify the various answers in terms of classifications designed by the
teacher (or students) such as ‘the most creative ideas’, ‘the most practical
ideas’, ‘ideas which meet criteria A’, then ‘B’ (all examples of ‘higher order
thinking’). These can be recorded and discussed or further developed into
strategies already covered, such as the Y Chart (Strategy 14, pg 17), PCQ
Step 4:
(Strategy 21, pg 24) or Tournament Prioritiser (Strategy 2, pg 4). There are many
ways in which teachers can add value to the preliminary Round Robin.
Value Add: Students could select four or more categories and classify the
responses to fit the categories. By adding this extra step, students will have the
raw material to create a structured report, essay, poem or PowerPoint
presentation.
Observation
This activity generates a large amount of energy, as new ideas are
generated with each rotation through piggy-backing. There is also a tacit
understanding that each student needs to contribute to avoid letting down
the group. Even shy students respond well to this activity.

Strategy 14
Y CHART
Background
A powerful strategy to encourage learners to see beyond the obvious and to create a greater
depth of understanding about a topic.
Process
Example: Gallipoli – create a poem based on the last 10 minutes of the film.
Looks Like
trenches friends dying blood machine guns
dead bodies bayonets dirt
diseases death dust
tears fears
kill or be killed
kill others
Sounds Like Feels Like
gun shots racing heart scared
cries for help sense of stupidity fear
“Please don’t blow the whistle” depressed bravery
prayers patriotic futile
voices of family anxiety senseless
silence useless
sombre
In the Looks Like segment, students initially list the actual things that they can see and at this stage
are working at the concrete level. A descriptive term such as ‘diseases’ can be explained in
relation to all the water in the trenches and doubt human waste resulting in the high likelihood that
soldiers would suffer from related diseases. This is a great example of inferential thinking which can
spur other students to think at a more abstract and conceptual level.
In the Sounds Like segment, students are encouraged to display empathy for the soldiers in the
trenches which can give rise to some powerful responses. Amongst these are “Please don’t blow
the whistle”, ‘sombre’ and ‘voices of family’, which the y could imagine hearing in the moment
before the attack took place.
In the Feels Like segment, which is aimed at the tactile, emotional and spiritual responses, students
can produce some very sensitive and intelligent perspectives. Amongst these are ‘sense of
stupidity’, ‘insane’ and ‘senseless’.
Value Add: The teacher can suggest certain categories such as ‘PV’ for personal Valour, ‘MT’ for
Military Tactics, ‘F’ for Feelings and ‘C’ for Consequences. Students could then classify the various
responses and possibly write a 4 verse poem based on these categories or simply weave these
categories throughout their poem. The Y-Chart can be used in a more conventional manner with
categorisation and classification in order to produce a report, brochure, PowerPoint presentation
or dramatic pieces after brainstorming with the use of the Y-Chart.
Observation
The real value of the Y-Chart lies in providing a preparatory exercise in which a rich tapestry of
adjectival responses will lead to a better grasp of any topic under discussion. Its great strength is
that it enables an abstract quality to be perceived in concrete terms. It is important not to end
this activity too soon as persistence leads to the rise of more insightful thinking.

Strategy 15
1:2:4
Background
This is a useful strategy for an activity that involves refining or developing a particular
task. [Also known as: Think : Pair : Share.]
Process
To implement this strategy:
1. Each class member works individually on a particular activity, for example, to write down as
many adjectives and possible that could be used to describe ‘people’ (allow between 1 to 2
minutes).
2. Students then find a partner, and form a combined list of their adjectives (another 1 to 2
minutes).
3. The pairings then are asked to join together to form a team of

four, and to collate both of their lists into a single final list.
The four students have then formed a collective total of their

knowledge of the adjectives that could be used to ‘describe
people’. They have moved from 1, to 2 and then to 4. The
basic format described above can be undertaken in less than
five minutes, or for an entire lesson lasting more than an hour.
If there is an ‘extra student’, ask him/her to link with a pair,

and create a team of three in the second stage. These three can then compile their three
different lists, and move on later to form a final team of five.
Variations:
1. Complete a 1 : 2 : 4 by combining concepts rather than a mere list of ideas. This particular
version encourages some innovative thinking and often leads to some hilarious results.
As an example of this variation:

a. Ask each individual to outline a business venture that he/she would like to undertake. Allow
a few minutes for clarification and recording of ideas.
b. When the pairings have been formed, the two business ideas must then be combined into a
single business idea. This new business must contain elements of both previous ideas.
c. Then form into teams or four, and again combine the ideas from both pairs into a single new
business.
Other possibilities for this variation could include: ideas or fund-raising, beautifying an ugly old
building or developing self-esteem in students.
2. Instead of using the 1 : 2 : 4 format, extend it slightly by introducing a 1 : 3 : 6. Thus, in Stage 2,

the members would form into two groups each containing three members, while the final
stage would involve all six team members collating their ideas.
Observation
1 : 2 : 4 is an excellent example of the strategy unleashed through co-operative activity.
It encourages the individuals in a team to contribute fully towards the final product.

Strategy 16
1:4:P:C:R
Background
This is an extremely effective cooperative process which calls for creative thinking,
critical reflection risk-taking, editing and drafting a sense of humility.
Process
Task: What is professionalism? OR Create a design for . . .
In groups of four:
Step 1: Create your first draft in silence ~ 3 to 10 minutes. (1)
Share your idea with the other three in your group and discuss the different
Step 2:
definitions/designs ~ 5 to 15 minutes. (4)
Create a combined definition/design and write this clearly onto an A3 sheet

using a thicker pen ~ 5 to 10 minutes (Publish)
Step 3: As an added opinion, explain how the team managed this. Write this at the
foot of the page. This is useful in terms of seeing how different groups co-
operate.
Post the A3 sheet on the wall and leave one member of the group behind as
the ‘Explainer’ or ‘defender’. There will now be 7 – 8 such combined
definitions/designs around the classroom wall, each one with an ‘Explainer’. The
Step 4:
groups of three now move around the room, reading and discussing the
contents of the sheets and challenging the ‘Explainers’. It is important to make
notes as they progress around the room. (Circle)
Return to home group, discuss the notes made and the new understandings
generated from circling the room, and discuss ways to improve the published
Step 5 definitions/designs. (Refine)
Now refine the product and share with the whole class.
Observation
This can be used from Middle Primary to tertiary and beyond. It is perfect as a draft and
edit process and the delay gratification. Use it to explore all the ‘isms’ (eg
professionalism) and concepts (eg ‘what is democracy?’) After observing a film or
production, ask the question ‘What is this REALLY about?’, and
then apply this strategy. Students probe far deeper and are
often surprised at the depth of their own thinking.
This leads to far deeper understanding and encourages learners
to listen and to have a sense of the organic nature of learning.
It involves all learners and resulting hybrid product can be
extremely motivating buy giving a sense of ownership to many
students.

Strategy 17
METAPHOR
Background
Too often, as teachers, we make assumptions that students easily understand the
concepts we are using. But the truth is that instead of the AHA!, we often get the HUH!
The use of a metaphor, not in Humanities but in the Sciences and Technology subjects
as well, can make a great difference. Be aware that you will be using more than the
verbal / linguistic intelligence.
Process
A word, idea, concept A thing, object or experience

foreign to the learner. is from the learner’s world.
 Beautiful!
 Needs nurturing
e.g. LOVE is a ROSE  Prickly
 Can die
 Blocks out sadness
If the metaphor of a rose is used for the concept of love, and we are able to find at least
five or six appropriate attributes (see example above), then we can say it is a valid
metaphor. The same goes for Greed. For instance, what about trying concepts such as
an electrical resistor – ‘ball and chain’? What about the concept of democracy? Here
we can use the metaphor of a ‘smorgasbord’. A smorgasbord offers us choice and
variety. We can compliment or criticise the chef; we can return to the restaurant, or refuse
to do so. We can make suggestions for change, we can even write to the newspaper
about it; we can keep the chef and staff in employment or possibly even cause their
dismissal.
Observation
Attempt to find metaphors for some of the more difficult concepts and then validate
them by determining appropriate attributes. What is happening is that the teacher is
offering learners the opportunity to link new information in terms of their personal
experiences and language. When the teacher establishes a link between the abstract
and the concrete in terms of learning new concepts, understanding become possible.
Educators can forget about learners using ‘higher order thinking’ if comprehension or
understanding does not take place.

Strategy 18
HOT POTATO
Background
This is another excellent cooperative Brainstorming tool. Essentially,
each group deals with a different sub-topic, then swaps.
Note that a ‘hot potato’ – the sheet of paper – can only be held for
a short time.
Process
1. Groups of 3 or 4 students. Each group has a sheet of paper and one pen.
2. Each group is given a different problem to solve, which can be sub-topics of one
problem. The problem is written clearly on the sheet. At a given signal, each group
discusses and records ideas.
3. After a short time, the sheets move one table to the left.
4. Each group now reads and clarifies the new problem or topic, reads the responses
on the sheet, and continues to discuss the problem, and adds ideas to this sheet.
5. Repeat the rotation until each group has dealt with the problem.
6. The results can be posted on the wall and a general discussion follows. A more
structured approach may be to give all sheets to a smaller group which is given the
brief to put together a final report containing a solution or a series of solutions.
Observation
 The benefits are that most/all students are on task for most/all of the process, and
there is a great sense of being valued and trusted.
 The Hot Potato described above is the noisy version because each group is talking
and recording ideas.
 The Silent Hot Potato (no talking) is when sheets are passed around within the group.
If there are four sub-topics (see example below), form groups of four. Each student
will be given the sub-topics and will deal with that one until the signal is given to pass
the sheet to the left. Complete process.
For example, for the topic – ‘How to Create the Thinking School’, sub-topics could
include:
o Role of the Principal and Senior Administration
o Role of Heads of Faculty (High Schools)
o What does the Staff Room / Common Room look like? What happens here?
o Physical make-up of the School (School Environment) – buildings, signs, noticeboards,
newsletters, etc.
This is different from a Round Robin where the topic remains the same with each
swap. However, in the Hot Potato, the topic changes with each swap. For the
Round Robin strategy, refer Strategy 13 (pg 16).

Strategy 19
JIGSAW
Background
This is a most effective strategy to allow learners to take control of research, discussion and
solution-finding, or simply to report their deliberations. It employs most of the Multiple
Intelligences and usually all levels of a cognitive taxonomy.
Process
In Expert Jigsaw, students in each team are given specific responsibilities. 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, e.g. ‘Design a future home’.
3. The Home Teams are then re-formed into Expert Teams are then re-formed into Expert Teams,
which means that all of the Home Team No. 1s move to Expert Team No 1, Home Team No. 2s
into Expert Team No. 2, and so on.
The specific functions of the Expert Teams are outlined as follows:

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 Expert Teams then research their specialised area, and then develop an range of ideas.
It is a good idea to organise a range of research material at each of the Expert centres or
desks which reflect that area of Expert deliberation. Discussion and research could take
anything from 5 minutes to one or two lessons. Students should be encouraged to record their
findings.
5. Expert Teams then split up, with all members returning 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. Each ‘Expert’ will then reveal what he/she has learnt and contribute to the
final product of the ‘Home Tram’. This product can then be presented to the rest of the class
at an appropriate stage.
Observation
As an extension exercise, students can then subject each of the products to the scrutiny of the
Decision-Making Matrix, attempting to determine which is the ’best’ solution. Refer to the
Decision –Making Matrix (Strategy 5, pg 7). This final step offers real purpose and an excellent
example of ‘higher order thinking’.

Strategy 20
SWOT ANALYSIS
Background
This thinking strategy is excellent for ‘higher order thinking’ skills and
can be applied to considering any proposal, practice or
organisation. Too often, people make up their minds in a
nanosecond (prejudice is alive and well in all of us!) and fail to do
more than simply respond. Good thinking depends on considering a
proposal for an extended period of time and applying real structure.
For this reasons, the SWOT Analysis should be used frequently.
Process
Topic: My Classroom Practice
Strengths Weaknesses
 Thorough subject knowledge  Poor computer skills
 Good relationship with students  A bit impatient
 Use outcomes in planning  Need to know more about assessment
 Interesting friends and experiences
Opportunities Threats
 Computer courses  Failing to see big picture
 Course on assessment  Getting stale
 Learning assessment from HOD /HT  Being with negative people
Action 1: Apply for a computer course

Action 2: Take up an outside-of-school interest
Strengths: Look for all the Strengths of the proposal, idea or topic discussion. Think as
widely as possible. Think of all related factors.
Weaknesses: Then look for Weaknesses, and obvious problems or mismatches.
Opportunities: Then search for Opportunities existing around you that could overcome
some or all of the Weaknesses.
Threats: List the Threats that may arise out of the proposal or as a result of not
taking any action. Some Threats may be negated by existing
opportunities and others may be met or negated through some of the
Strengths, such as meeting interesting people.
Observation
Traditionally, Strengths and Weaknesses are regarded as factors internal to the topic of
consideration while Opportunities and Threats are seen as existing outside your practice or
organisation. The teacher may decide to challenge the traditional manner in which the SWOT
Analysis is applied and broaden the way it is used. This tool could be organised for an
assignment, giving the learner a useful structure for a report, especially if he/she is encouraged
to submit the SWOT Analysis with the final submission.
http://www.whatmakesagoodleader.com/image-files/swot-analysis-1.jpg

Strategy 21
PCQ
(Pros, Cons, Questions)
Background
This is one of the best ways to involve learners in the higher order thinking skills of analysis
and evaluation.
Process
Topic: All teachers should work outside education for 1 year in 10
In the Pros column, list all the advantages and benefits, immediate and long term, for all
people and factors involved in the proposal.
Pros Cons Questions
 Acquire new transferable  Administration and
 Would results improve?
skills consistency problems
 Would teachers want to
 Broaden their thinking  Disruptive to schools
come back?
In the Cons column, list all the disadvantages and drawbacks, immediate and long term,
for all people and factors involved in the proposal. Poor decisions often result when these
are neglected or rushed.
The first two columns invite more convergent thinking whereas the third column, Questions,
can lead to wonderfully divergent thinking. Brighter students and lateral thinkers will find
this to be an open invitation to explore all possibilities, both obvious and obscure. Offer
learners these sentence starters to help them generate ideas . . .
o What if . . .
o I wonder . . .
o It would be interesting to know . . .
PCQ can also be used as a simple organiser or as a structure for an assignment. The
structure generated in the third column will become the subjects for further research.
There also will be ample opportunities to formulate an hypothesis which can be validated
or rejected as a result of the research.
Observation
Allow learners time to complete this organiser so that they concentrate not only on the
obvious and the concrete, but also on the implied and abstract. The PCQ offers
learners an opportunity to develop some deeper insights and ownership over the
investigation. Remember that motivation is unlikely without ownership. Thinking can be
intensely private and motivational.
Students can submit this PCQ table with the completed assignment as evidence of
planning.

Strategy 22
BRAIN COMPATIBLE LEARNING
OVERVIEW
Background
In recent years, there has been an information explosion on the brain. This has arisen mainly as a
result of the development of more powerful brain scanners, in particular from the Functional
Magnetic Resonance Imaging (FMRI). For the first time, neuroscientists have been able literally
to watch while the brain works, all in real time.
Functional imaging highlights which areas of the brain will be activated by different types of
stimulus or activity. The imaging is very precise, detecting activity in different parts of the brain
depending, for example, on whether a person is reading aloud or silently. Similarly, a novice
chess player’s brain will be activated in different areas to that of a grandmaster’s brain, as the
thought process of the two persons will be different. Functional imaging allows neuroscientists to
observe the neural processes behind and action as well as obtaining a more detailed
knowledge of the structure of the brain.
Process
The brain processes information through brain cells called neurons. Each
neuron consists of dendrites, a cell body and an axon. The information
flows in a one way direction from the dendrite where the information is
received, through the cell body and along the axon. Once the data
reaches the axon, it leaves the neuron via an axon terminal. From this point
it is carried across an area called the synapse by neurotransmitters, where it
enters the next neuron via its dendrites.
The neurons form a chain or pathway, carrying information very rapidly form the point
where the data is received, such as the eyes, to the point of processing. The human brain
has approximately 100 billion neurons which for an information network.
This information is important to educators because the concept of plasticity. The brain
changes and adapts depending on the functions it is being asked to perform. Taxi drivers,
for example, have an increased size of the areas of the brain related to map reading.
Similarly, music students have an increased size of the area of the brain that controls hand
function. When we stimulate and challenge our students, we are promoting brain growth
or, in particular we are growing dendrites.
Observation
The concept of being smart or intelligent is not so much associated
with the size of the brain or the number of neurons but the amount of
dendrites, which in turn affects the capacity, speed and ability to
process information, solve puzzles, do tasks and design and create
things. A classroom that is engaging with novel situations and free of
threat is one that is compatible with the way the brain functions.
For further information: www.focuseducation.com.au
http://users.tamuk.edu/kfjab02/Biology/AnimalPhysiology/B3408%20Documents/Fig.%2012.1%20neuron.jpg
https://s-media-cache-ak0.pinimg.com/736x/9c/f7/27/9cf727aff18d970e7f40a8d8f26f8d42--vitamin-b-brain-anatomy.jpg

Strategy 23
FEEDBACK
Background
Since we are all subject to literally millions of pieces of data every day, how does the
brain know specifically what to pay attention to in any given moment? Feedback is
the mechanism that influences our attention so that we focus on one particular thing.
Somehow, the brain is capable of eliminating competing data so its attentional states
are within our conscious control. The amount and type of feedback available to
leaners is a major variable in learning outcomes. Feedback can be from the teacher,
from oneself or from peers.
Process
There is a vast variety of teacher feedback, such as through class discussions, assessment
items, written or oral feedback of student in progress and detailed criteria sheets to
students describing the different level or performance.
Self-reflection provides valuable feedback for the learner.
Some self-reflection strategies include:
o Self-evaluation prompts
o Checklists and ‘You Are here’ maps
o Graphic organisers
o Door passes
o Sharing ideas wall
Peer feedback can also be a valuable source of feedback for students. Developing a
School Yellow Pages on the intranet can provide an excellent structure for students who
achieve strongly in a particular endeavour, to list their abilities in a directory so that the
class or school can access them to coach or give feedback on their area of expertise.
Those who have achieved a consistently high level may even have an advertisement
placed in the school’s intranet recognising their talents. The school may list specific time
slots so that students may organise peer-coaching sessions. Other peer feedback
strategies include peer imitation and peer reaction.
Feedback through revision tasks include oral or written cloze activities where students are
requires to ‘fill in the gaps’ in text or conversation. Quizzes and puzzles can be an
entertaining way for learners to find out what they know and how well they can apply
what they know.
Observation
If providing constructive criticism, it is a good idea to always begin with a positive
statement, even if just to acknowledge the level of effort put into the task. The idea
here is to strengthen the learner first so that he/she is not forced into a defensive
position. Avoid using words such as ‘but’ and ‘however’ – rather, couch your criticism
as a new sentence. Finish off the feedback with a further positive reinforcer.
This material has been reproduced with the permission of John Joseph of Focus Education Australia.

Strategy 24
EMOTIONAL ROOMS
Background
The Emotional Rooms concept is based upon the idea that different types of
thinking generate action in various localised areas of the brain and this action
impacts on the way we feel at any point in time. For example, when
activated by thought, the amygdala generates the production of fear,
anger, or excitement chemicals and subsequent reactions, whereas when
certain areas of the pre-frontal cortex are active, we are more likely to feel
relaxed, creative and engaged in higher-order thinking. The Emotional Rooms model is an
attempt to simplify these ideas so students gain better control over their own lives.
Process
The purpose of this knowledge is for students to analyse different types of thought and feelings,
describe a model for explaining thought, emotion and action, and demonstrate greater levels of
self-management by planning how to use the emotional rooms.
Is ideal for imagining and creating the future. It can be a very enjoyable place to
The Blue
meditate because there are no right and wrong answers there, only ideas, dreams
Room - the and motivation. Blue Room activities encourage the production in the brain of a
room of chemical called serotonin. It helps us relax, remain calm, and puts the brakes on
imagination aggression. Blue Room thoughts include imagining a holiday destination, choosing
a dream car and even imagining how our favourite team will win.
Is where our logical thinking primarily resides. This covers an enormous range of skills
and abilities – explaining, analysing, making, planning and solving problems to
The Green name but a few. The Green Room is also part of our brain we use when we
Room – the socialise with others. It allows us to talk and to listen, to empathise and to share our
room of logic feelings. Two brain chemicals that help our Green Room function well are
dopamine, one of the body’s reward-system chemicals, and noradrenaline, one of
the body’s alertness chemicals. They help the brain focus and learn.
Represents the feelings/emotional system. This room is where we experience two

The Orange kids of emotion: associative emotion – the state we reach when we are reminded
Room – the of something from our past; and body-mind moods – states influenced by our
room of thinking and by our immediate environment. Thinking influences body-mind moods
and the moods subsequently influence behaviour. Orange Room emotions are
moods &
critical to our learning because, in the right quantities, they help to fix our memories,
feelings attribute importance to what we are learning and help us recognise the relevance
of the learning.
The Red Represents the mixing of emotion with behaviour. Past experiences impose a
room – reactionary landscape on the present and future. Reactions can be intense but
the room of usually brief, often involving strong physiological responses. These responses tend to
impulse be action-oriented and stimulated or enhanced during times of stress,
Observation
When classroom learning has a strong emotional association, through novelty, controversy,
rituals and celebrations, personalisation, and the modelling of enthusiasm by adults in school,
students blend their Orange Room with their Green and Blue Rooms and the ideal learning
situation exists.
This material has been reproduced with the permission of John Joseph of Focus Education Australia.

Strategy 25
BLOOM’S TAXONOMY
OVERVIEW
Background
One of the most important aspects of setting tasks and asking questions is to know what level of
thinking you are requiring from your students. It is good practice for students to know also the
level of the task or question. Benjamin Bloom (1956) created this taxonomy for categorising the
level of abstraction of questions that commonly occur in schools.
There can be a tendency to have too much class time spent on the lower level of Bloom’s
taxonomy. Being always mindful of this, Bloom’s taxonomy may be of assistance in pitching
more tasks and questions at the higher level of this taxonomy.
Revised Bloom’s Taxonomy

During the 1990s, Lorin Anderson, a former student of Benjamin Bloom, led a team of cognitive
psychologists in revisiting the original 1956 taxonomy. As a result of the investigation significant
changes were made to the existing structure.
o Thenames of the six major categories were changed from nouns to verb to reflect thinking as an
active process.
Bloom’s Original Taxonomy Anderson’s Revised Taxonomy
Knowledge Remember Analyse
Comprehension
Application Understand Evaluate
Analysis
Synthesis Apply Design
Evaluation
o Knowledge was renamed as it was considered that knowledge is an outcome of thinking, not a
form of thinking.
o Comprehension and Synthesis were retitled to Understanding and Design respectively to better
reflect the nature of the thinking in each category.
o Design and Evaluate were interchanged, reflecting the notion that creative thinking (design) is
more complex that critical thinking (evaluate). The pre-cursor to creative production often
requires critical thinking; the accepting or rejecting of ideas. Once an idea has been accepted
or rejected, a new design may be created.
Observation
The levels of Bloom’s Taxonomy can be described within the contexts of Gardner’s Multiple
Intelligence’s (M.I.) matrix. This combination of Bloom’s taxonomy and Gardner’s M.I. ensures a
range of thinking levels (Bloom’s) with a variety of delivery methods for our students (Gardner’s
M.I.).

Strategy 26
BLOOM’S TAXONOMY
REMEMBER – Memory Systems
Background
Memory and retrieval is a process that occurs in different areas of our brain. There is
no single location or one single process in our brains for the storage and retrieval of
information. This explains why some people may be good at recalling dates and
statistics but not faces and events.
Furthermore memories are not retrieved like a file from an archive or recorded like a video of an
event. Rather, it is the retrieval of information that has been reconstructed by the learner.
Process
The process of memory storage can be likened to that of a
computer.
1. Sensory register: We are subject to millions of bits of
information per second, which our brains must filter. Our brains Design
must filter. Our brains are continually vetting the information;
deciding what is really important and what is unimportant.
Using the computer analogy, this is the stage where data is Evaluate
fed into the computer.
2. Short-term memory: This is the information that is recorded
onto the brain’s ‘desktop’. The short-term memory only lasts 5
– 20 seconds and only a small amount of information is stored
Analyse
in this way.
3. Active Processing: this is where the brain processes the Apply
information in a place to be ‘saved’. In computer terms, ‘files’
are being created and named and are being stored in
‘folders’. The brain will only store the information if it is
processed actively, such as through discussion, mapping, Understand
thinking, debating or drawing.
4. Long term memory: the data has been stored to the ’hard-
drive’.
Remember
The main memory systems are:

Semantic Memory System (used for storing names, facts, figures
and other textbook information).
It is initially part of the short-term memory and it is usually good for 20 seconds unless rehearsed or
reactivated. NOTE: it is the weakest memory system.
Episodic System (prompted by location and circumstance)
It is the learning that is associated with corresponding sights, sounds, smells, taste, emotions and
touch.
Motor Memory (activated by physical activity such as sports, role-plays, games and gestures).
It is a very powerful memory system, with such things and science experiments, performances in a
role play and making a model project all being activities that are very likely to be recalled.
Reflexive Memory Pathway (instant associations)
This deals with what we recall automatically. It is full of instant associations. If you listed all the
things that are wet, you would be using your reflexive retrieval system.
Observation
Using the wrong retrieval process for a particular task will lead to forgetting. For this reason,
students should know which memory system they are using as there are many strategies which
are effective for each of the different memory systems.

Strategy 27
BLOOM’S TAXONOMY
UNDERSTAND
Can the student EXPLAIN ideas or concepts?
Background
Understanding is when the students know what is being communicated
and can make use of the materials or the idea being communicated
without necessarily relating to other material or seeing its full implications.
Understanding involves:
 Seeing patterns
 Organising parts
 Recognising hidden meanings
 Identifying components
Process
The following are examples of ‘understand’ cues: Design
associate describe extend paraphrase
catalogue differentiate generalise predict Evaluate

give
clarify discuss rank
examples
Analyse
compile distinguish infer regroups
conclude estimate interpret rewrite Apply
contrast explain outline summarise

Understand
Sample sentence starters include:
Write in your own words . . . Remember
Explain how . . .
Write a brief outline . . .
Clarify why . . .
Who do you think . . .
Illustrate . . .
What was the idea behind . . .
Observation
Some thinking strategies that can be employed at the ‘understand’ level include the
Silent Card Shuffle (Strategy 4, pg 6), PCQ (Strategy 21, pg 224), Venn Diagrams
(Strategy 11, pg 14) and the Metaphor (Strategy 17, pg 20). Other strategies include
mind maps, graphic organisers and word summaries.

Strategy 28
BLOOM’S TAXONOMY
APPLY
Can the student USE the information in another situation?
Background
Applying is when the students use abstractions in particular situations. It may
include general ideas, rules of procedure, technical principles and theories that
must be remembered and applied
Applying involves:
 Using inforamtion
 Using methods, concepts, theories in a new situation
 Solving problems using skills or knowledge
Process
The following are examples of ‘apply’ cues:
Design
advise classify decipher measure
anticipate collect demonstrate modify Evaluate
apply compare discover operate

Analyse
arrange complete examine organise
calculate compute experiment relate Apply

campaign contrast illustrate show how
Understand
change convert manipulate solve
Remember
Write in your own words . . .
Draw a concept map to . . .
Construct a model to demonstrate . . .
Calculate the amount . . .
Observation
Some useful strategies at the ‘apply level’ could include: flow charts, graphic
organisers, Venn Diagrams (Strategy 11, pg 14) and Silent Card Shuffle (Strategy 4, pg
6).

Strategy 29
BLOOM’S TAXONOMY
ANALYSE
Can the student DIFFERENTIATE between the items that form the whole?
Background
Analysing is when students break down the material and detect the
relationships of the parts and the way they are organised.
Analysing involves:
 Seeing patterns
 Organising parts
 Recognising hidden meanings
 Identifying components
Process
The following are examples of ‘analyse’ cues:
Design
analyse differentiate illustrate sequence
break down discriminate interpret speculate Evaluate

compare distinguish relate subdivide
Analyse
contrast examine schedule
deduce identify separate Apply

Understand
If . . . happened, what would have eventuated?
What are the problems of . . .?
Remember
What was the turning point . . .?
What was the problem with . . .?
What were the motivations for . . .?
Distinguish between . . .
Observation
Some thinking strategies that could be used to assist students to analyse include: SWOT
Analysis (Strategy 20, pg 23), PCQ (Strategy 21, pg 24), Decision-Making Matrix
(Strategy 5, pg 7), T Charts (Strategy 7, pg 9), MASC (Strategy 8, pg 10) and So, What is
the Problem? (Strategy 10, pg 12).

Strategy 30
BLOOM’S TAXONOMY
EVALUATE
Can the student JUSTIFY a decision or a course of action?
Background
Evaluating is when students make judgements about the value of ideas,
works, solutions, policies, methods and materials. It involves the use of
criteria and standards for appraising the item.
Evaluating involves:
 Comparing and discriminating between ideas
 Assessing the value of theories and policies
 Making choices based on reasonable argument
 Verifying, based on evidence
 Recognising subjectivity
Process
The following are examples of ‘evaluate’ cues:
Design
agree disagree measure
assess dispute rank

Evaluate
criticise evaluate recommend
conclude grade test Analyse

convince judge verify
Apply
decide justify
Sample sentence starters include: Understand

Suggest a better solution for . . .
Judge the value of . . . Remember
Defend a position on . . .
How effective are . . .?
What changes do you recommend . . .
Justify a decision on . . .
Observation
Thinking strategies that could assist students evaluate include: Y-Chart (Strategy 14, pg
17), PCQ (Strategy 11, pg 14), Decision-Making Matrix (Strategy 5, pg 7) and the Extent
Barometer (Strategy 6, pg 8).

Strategy 31
BLOOM’S TAXONOMY
DESIGN
Can the student GENERATE new products, ideas or ways of viewong things?
Background
Designing is the putting together of ideas, elements and parts to form
a new theory, matter or creation. This is the most challenging of all
levels as it requires students to create their own new and original ideas
and thoughts.
Designing involves:
 Making sketches
 Formulating patterns
 Devising plans
 Using old ideas to create new ones
 Predicting and drawing conclusions
Process
The following are examples of ‘evaluate’ cues:
build prepare rearrange Design
compose prepare reconstruct

Evaluate
create prepare reorganise
design prepare rewrite

Analyse
devise prepare substitute
formulate prepare Apply

Design a . . . to . . . Understand
Suggest a possible solution for . . .
Devise a new method for . . . Remember
How many different ways . . .?
Create new and unusual uses for . . .
Observation
Thinking strategies that could assist students through the design process include: MASC
(Strategy 8, pg 10), and Y-Chart (Strategy 14, pg 17). The collaborative strategies of
Round Robin (Strategy 13, pg 16), Hot Potato (Strategy 18, pg 21) and 1:4:P:C:R (Strategy
16, pg 19) could also assist in generating ideas at the beginning of the designing
process.

GARDNER’S MULTIPLE INTELLIGENCES
GENERAL
Howard Gardner, Harvard Graduate School of Education, introduced the theory of

multiple intelligences in 1983. He claims that all humans are born with eight different
intelligences:
 Intrapersonal Self –smart

 Naturalistic Nature-smart
 Picture / Spatial Picture-smart
 Body / Kinaesthetic Body-smart
 Verbal / Linguistic Word-smart
 Logical / Mathematics Number / reasoning-smart
 Interpersonal People-smart
 Music / Rhythmic Music-smart
The different intelligences that we all possess are believed to be independent of one
another and to develop at different rates. The theory, therefore, has many implications for
the classroom. It is almost certain that within the classes we teach there are a variety of
preferred learning styles.
In order to reach as many of our

students as possible, it is essential to
use a variety of learning methods that
will use the different intelligences. You
do not have to use every intelligence
for every topic, but it is certainly useful
to be aware that there a number of
different approaches that can be
taken for every topic. If you use a
variety of learning styles, then you
have more chance of reaching all the
students.
It is also argued by Gardner that a

range of learning styles will result in a
greater depth of learning. One thing
is sure; using a variety of teaching
methods will certainly result in more
fun for your students!
Test the multiple intelligences of your students by using the Multiple Intelligence Quiz (see
Appendix 1). A self-calculating version is available from www.businessballs.com).
Results can give you and your students a better understanding of how each individual
learns best.

Strategy 32
Gardner’s Multiple Intelligences
INTRAPERSONAL
Background
Intrapersonal intelligence is about self-awareness and self-reflection.
Process
This intelligence is highly effective as it focuses on the individual –
o What can YOU do to improve the environment?
o What are YOUR religious beliefs?
o What are YOUR views on immigration?
o In what ways are YOU like the character in the book?
Observation
By giving students the opportunity to use this MI, there is a greater chance of deeper
understanding and reflection occurring, as students can possess information and link it
to their own knowledge, experiences and viewpoints. For this reason, it should be used
frequently.

Strategy 33
NATURALISTIC
Background
“Our Schools and culture focus most of their attention on linguistic and logical /
mathematical intelligence. We esteem the highly articulate or logical people. We
should also place equal attention on individuals who show gifts in the other
intelligences; the artists, architects, musicians, naturalists . . .”
Howard Gardner 1983
The Naturalistic Intelligence involves our recognition, appreciation and understanding

of the natural world of plants and animals, noticing their characteristics and observing
them closely. It involves such capacities as species, discernment and discrimination,
the ability to recognise and classify flora and fauna.
Process
Naturalistic intelligence can be developed through exploring nature, making collections

of objects, studying them and grouping them.
Observation
You will notice students who are strong in this area, as they are fascinated by animals
and their behaviour and can notice subtle changes in flora and fauna. They can draw
distinctions in the natural world and may use this ability productively, such as farming or
biological science.

Strategy 34
PICTURE / SPATIAL
Background
“I’m not in favour of tests that are designed to measure people’s intelligence because
frankly I don’t care what intelligences people have.
I care whether they can do things which we value in our culture. What good is it to
know if you have an IQ of 90 or 110 . . . if, in the end, you can’t do anything”
Howard Gardner 1999
Picture Intelligence is about everything we see – shapes, patterns, designs, images,

colour and textures. It is not limited to objects that we can only physically see – but also
images that we can visualise in our minds. The spatial side is about the relationship and
placement of these objects in space and time.
Process
Spatial intelligence can be developed through the use of visual metaphors, graphic arts,
observation, solving mazes and exercises in imagery.
Observation
You will notice students who are strong in this area, as they are often creative children.
They are great visualisers, they process information by the use of images and they are
good at activities like jigsaws.

Strategy 35
BODY / KINAESTHETIC
Background
“There is a no point doing anything with MI if you think you are doing a great job. You
just keep doing what you are doing.
It’s when things aren’t going as well as you want, when there are certain kids whom you
are not reaching, or you have kids who are excited but they are not able to
demonstrate their understanding, then you’ve got a problem.
That’s when I think you should look at ideas like MI and see if they are useful.”
Howard Gardner 1999
Body / Kinaesthetic is about learning or expressing oneself through physical activities. It

involves physical co-ordination, using one’s motor skills such as facial expressions,
posture and body language.
Process
This type of learning can be developed through role-plays, enactments, frozen frames,
dance and constructing materials.
It can be a very effective alternative to the other types of learning as it involves physical
activity and can readily generate energy in the classroom.
You will notice students who are strong in this area as they are athletic sporting types, who
are well coordinated and good at plays, dance or perhaps crafts.
Observation
You will notice students who are strong in this area, as they are fascinated by animals
and their behaviour and can notice subtle changes in flora and fauna. They can draw
distinctions in the natural world and may use this ability productively, such as farming or
biological science.

Strategy 36
VERBAL / LINGUISTIC
Background
“if anyone doesn’t believe in multiple intelligences, they should go on an automobile

ride with three other people and get totally lost and see how each person gets home.
People do not think in the same way.”
Howard Gardner 1999
Verbal / Linguistic intelligence is about working with language. It involves reading,

writing and speaking. It is exercised whether one is conversing in one’s own language
or a foreign language.
Process
It may be exercised through reading, word / board games, debating, participation in

discussions and conversations and in most applications.
Observation
This is the most familiar intelligence used in schools. You will notice students who are
strong in this area, as they are good at language. They enjoy reading, writing and
telling stories. They are also good at remembering facts and trivia.

Strategy 37
LOGICAL / MATHEMATICAL
Background
“I believe that the purpose of later education – middle school, high school and beyond
- is to master the disciplines.
So the question that I confront . . . is, how can our knowledge, given the intelligences
help us to think like a historian, like a scientist, and so on?”
Howard Gardner 1999
Logical / Mathematical intelligence is about number skills, recognising patterns and

relationships, timeliness and order, and the ability to solve different kinds of problems
through logic.
As logical / mathematical intelligence develops it becomes more and more abstract.

Indeed, ‘pure maths’ or ‘symbolic logic’ at high school and university require no
resemblance to the outside world to make sense.
Process
This intelligence may be developed through classifying and sequencing activities, playing
number and logic games and solving various puzzles.
Observation
You will notice students who are strong in this area, as they are good at solving puzzles.
They are logical thinkers who are interested in patterns, relationships and strategy
games.

Strategy 38
INTERPERSONAL
Background
“if we all have different kinds of minds, we have a choice.
We can either ignore those differences and teach everybody the same stuff in the
same way and assess everybody in the same way. Or we can say; look, people learn in
different kinds of ways, and they have different intellectual strengths and weaknesses.
Let’s take that into account in how we teach and how we assess.”
Howard Gardner 1999
Interpersonal intelligence is about human relationships. It involves communicating with

and understanding other people.
Developing skills to understand other people is paramount to a student’s education.

How many occupations are there that require a person to work in complete isolation?
How much richer is a person’s life if he or she has developed ‘people skills’?
Process
This form of intelligence can be practised through group activities – Round Robins, Jigsaws
and Hot Potatoes. Group projects, discussions, role-playing and dramatic activities are
also highly effective in developing this intelligence.
Observation
You will notice students who are strong in this area, as they are good organisers,
communicators and are often natural leaders.

Strategy 39
MUSICAL / RHYTHMIC
Background
“Multiple Intelligences is a tool. It is not a goal. That means you have to decide what
you want to teach, and that should be based on what you think is important. Once
those decisions are made, that’s when MI can come into action.”
Howard Gardner 1999
Musical / Rhythmic intelligence is about sound, rhythm and vibration. It is probably the
most powerful intelligence – think of the power and the influence of music in our
culture.
Music alters our emotions. It inspires religious devotion, evokes national and club pride
and can symbolise highly emotive events such as love, grief and tragedy.
Process
This intelligence can be exercised through listening to music, engaging in rhythmic games
and through singing, dancing and playing musical instruments. It is an area that is used
effectively in learning foreign languages, but can readily be used in all disciplines – even
as a way of creating an effective mood in the classroom.
Observation
Students who are strong in this area are sensitive to pitch and are discriminating
listeners. You will notice these students as they do not just remember music easily, but
they often cannot get it out of their minds.

PRODUCTIVE PEDAGOGIES
General
Productive Pedagogies form part of the Education Queensland Department’s New

Basics Project, which has three elements:
1. New Basics – refers to categories for organising curriculum.
There are four (4) curriculum organisers:

o Life Pathways and Social Features
o Multi-literacies and Communications Media
o Active Citizenship
o Environments and Technology
2. Rich Tasks – refers to interdisciplinary activities that have real-world value and use.
3. Productive Pedagogies – focus on the learning process. There are 20 productive

pedagogies which are recognised in four dimensions:
1. Intellectual Quality 2. Connectedness

 Higher Order Thinking  Connectedness to the World
 Deep Knowledge  Problem-based Curriculum
 Deep Understanding  Knowledge Integration
 Substantive Conversation  Background Knowledge
 Knowledge as Problematic
 Metalanguage
3. Recognition of Differences 4. Supportive Classroom Environment

 Cultural Knowledges  Student Direction
 Inclusivity  Social Support
 Narrative  Academic Engagement
 Group Identity  Self-Regulation
 Active Citizenship  Explicit Quality Performance
Criteria
** At time of publishing the information for the ‘Productive Pedagogies’ section was
supported through – http://education.qld.gov.au
A summary of this framework -

www.focuseducation.com.au/Products/ITC/Primary_Pedagogies.pdf
Additional information -
www.acsa.edu.au/pages/images/2001_new_basics_qld_trials_a_curriculum.rtf.doc

1 Intellectual Quality
Background
Intellectual Quality seeks to ensure that students can understand bodies of knowledge,
manipulate information and ideas and progress to the higher order thinking levels of
application, evaluation, analysis and design.
Process
The six elements of Intellectual Quality include:
a) Higher Order Thinking
b) Substantive Conversation
c) Deep Knowledge
d) Knowledge as Problematic
e) Deep Understanding
f) Metalanguage
Observation
All of the Thinking Strategies used in this companion (Strategies 1 – 24) are most
effective with this Intellectual Quality dimension.
You may also find Bloom’s Taxonomy (Strategies 25 – 31) a useful background to this
dimension.

2 Connectedness
Background
There is a good deal of research to support the notion that student learning will be far
more effective if the material has real-life application.
Connectedness refers to students engaging in real, practical or hypothetical problems

which connect to the real world.
This notion of real-world experiences is far wider than the more vocational-based
subjects as Business Studies and Design & Technology. The complexity of human
relationships in novels and plays (English) can have very real life application for us all.
How can one possibly begin to understand the Aboriginal Land Rights issue without a
proper understanding of the history of Australian land division and Aboriginal-European
relationships (History)? The forces of gravity and bio-genetics (Science) have very
obvious real world applications.
Process
The dimension, ‘Connectedness’ includes the following four elements:
a) Connectedness to the World
b) Problem-Based Curriculum
c) Knowledge Integration
d) Background Knowledge
Observation
The teaching strategy KWL (Strategy 9, pg 11) is most useful in applying this dimension.
The ‘K’ – What students KNOW about the topic, provides the opportunity for students to
reflect on their own experiences and past knowledge for sharing with the class. The ‘W’
– What does the student WANT to know, ensure the material will connect to their world.

3 Recognition of Difference
Background
All of us are subject to forces of cultural diversity. The internet, email, travel, the
globalisation of the commercial world, foreign films and television are just some of the
factors that have brought cultural diversity close to our everyday lives. The strand,
‘Recognition of Difference’ highlights the importance of the concept of ‘the worldly
citizen’.
Similarly, all of us are from different backgrounds. Our family lives, burdens, strengths,
weaknesses and past experiences all shape us and leave their mark. ‘Recognition of
Difference’ highlights the importance of allowing time for student anecdotes and
appreciating the human dimension in our disciplines.
Process
The ‘Recognition of Difference’ dimension has five
elements:
a) Cultural Knowledges
b) Inclusivity
c) Narrative
d) Group Identity
e) Active Citizenship
There is ‘Recognition of Difference’ when:

o Different cultures are acknowledged and discussed
o All students are involved and participating in class activities
o Personal stories are shared and discussed
o Cultural and group identities are recognised
o Biographies and historical accounts are discussed
Observation
The use of Gardner’s Multiple Intelligence, Intrapersonal (Strategy 32, pg36) is very
effective in the ‘Recognition of Difference’ strand. The use of collaborative teaching
strategies will also foster this area.
The acknowledgement and celebration of certain events, such as NAIDOC Week, are
also ways of promoting cultural knowledge and, therefore, ‘Recognition of Difference’.
Apart from recognising these events in our lessons – perhaps the school library can
promote appropriate reading material for these events. Indigenous art and music can
be highlighted too.
Of course, these are on-off events. The goal is to immerse the ‘Recognition of
Difference’ dimension in our everyday teaching and learning.

4 Supportive Classroom Environment
Background
To enable ‘Intellectual Quality’, ‘Connectedness’ and ‘Recognition of Difference’ to

occur, there must be a classroom environment that is socially supportive. This includes
such features as mutual respect and trust between students, mutual respect and trust
between the teacher and the student, and students being engaged on task.
All these characteristics are, of course, interrelated and support on another. Students,
for example, who can see that the material being learned is connected to their world,
are more likely to accept the challenge of the material being of a more challenging
intellectual level. This in turn builds respect between the learners as well as the teacher
and the learners. This foundation of mutual respect gives opportunities for the class to
discuss the matters of ‘Recognition of Difference’.
‘Supportive Classroom Environment’ refers to students being seriously engaged in their

study, having a say in the pace and direction of lessons and being fully aware of the
high expectations of their work.
Process
The elements of the ‘Supportive Classroom
Environment’ dimension include:
a) Student Direction
b) Social Support
c) Academic Engagement
d) Self-Regulation
e) Explicit Quality Performance Criteria
Observation
The collaborative thinking strategies, such as Round Robins (Strategy 13, pg 16), 1 : 2 : 4
(Strategy 15, pg 18), 1 : 4 : P : C : R (Strategy 16, pg 19) and Hot Potatoes (Strategy 18,
pg 21) assist the elements of this dimension. These strategies encourage students to
take risks, to respect the views of other class members and to feel valued.

APPENDIX 1
MULTIPLE INTELLIGENCE QUIZ
Sourced from:
http://www.businessballs.com
Multiple Intelligences Test - based on Howard Gardner's MI Model more info at
businessballs.com
(manual version - see businessballs.com for self-calculating version)
Score the statements: 1 = Mostly Disagree, 2 = Slightly Disagree, 3 = Slightly Agree, 4 = Mostly Agree
Alternatively for speed, and if easier for young people - tick the box if the statement is more true for you than not.
Adults over 16 complete all questions. Young people between 8-16 answer red questions only. This is page 1 of 2.
A short version featuring the young people's questions only is available free from the businessballs website.
Score or tick the statements in the white-out boxes only Score
I like to learn more about myself 1
I can play a musical instrument 2
I find it easiest to solve problems when I am doing something physical 3
I often have a song or piece of music in my head 4
I find budgeting and managing my money easy 5
I find it easy to make up stories 6
I have always been physically well co-ordinated 7
When talking to someone, I tend to listen to the words they use not just what they mean 8
I enjoy crosswords, word searches or other word puzzles 9
I don’t like ambiguity, I like things to be clear 10
I enjoy logic puzzles such as 'sudoku' 11
I like to meditate 12
Music is very important to me 13
I am a convincing liar 14
I play a sport or dance 15
I am very interested in psychometrics (personality testing) and IQ tests 16
People behaving irrationally annoy me 17
I find that the music that appeals to me is often based on how I feel emotionally 18
I am a very social person and like being with other people 19
I like to be systematic and thorough 20
I find graphs and charts easy to understand 21
I can throw things well - darts, skimming pebbles, frisbees, etc 22
I find it easy to remember quotes or phrases 23
I can always recognise places that I have been before, even when I was very young 24
I enjoy a wide variety of musical styles 25
When I am concentrating I tend to doodle 26
I could manipulate people if I choose to 27
I can predict my feelings and behaviours in certain situations fairly accurately 28
I find mental arithmetic easy 29
I can identify most sounds without seeing what causes them 30
At school one of my favourite subjects is / was English 31
I like to think through a problem carefully, considering all the consequences 32
I enjoy debates and discussions 33
I love adrenaline sports and scary rides 34
I enjoy individual sports best 35
I care about how those around me feel 36
My house is full of pictures and photographs 37
I enjoy and am good at making things - I'm good with my hands 38
I like having music on in the background 39
I find it easy to remember telephone numbers 40
I set myself goals and plans for the future 41
I am a very tactile person 42
I can tell easily whether someone likes me or dislikes me 43
I can easily imagine how an object would look from another perspective 44
I never use instructions for flat-pack furniture 45

I find it easy to talk to new people 46
To learn something new, I need to just get on and try it 47
I often see clear images when I close my eyes 48
I don’t use my fingers when I count 49
I often talk to myself – out loud or in my head 50
At school I loved / love music lessons 51
When I am abroad, I find it easy to pick up the basics of another language 52
I find ball games easy and enjoyable 53
My favourite subject at school is / was maths 54
I always know how I am feeling 55
I am realistic about my strengths and weaknesses 56
I keep a diary 57
I am very aware of other people’s body language 58
My favourite subject at school was / is art 59
I find pleasure in reading 60
I can read a map easily 61
It upsets me to see someone cry and not be able to help 62
I am good at solving disputes between others 63
I have always dreamed of being a musician or singer 64
I prefer team sports 65
Singing makes me feel happy 66
I never get lost when I am on my own in a new place 67
If I am learning how to do something, I like to see drawings and diagrams of how it works 68
I am happy spending time alone 69
My friends always come to me for emotional support and advice 70
Add the scores or ticks in each column and write the total for
each column in the boxes on the right. Intelligence type your totals
Linguistic
Your highest scores indicate your natural strengths and
Logical-Mathematical
potential - your natural intelligences.
Musical
There are no right or wrong answers. Bodily-Kinesthetic
My strongest intelligences are (write them here): Spatial-Visual

Interpersonal
Intrapersonal
We are happiest and most successful when we learn, develop, and work in ways that make best use of our
natural intelligences (our strengths and style and brain-type in other words).
As such this indicator helps you to focus on the sorts of learning and work that will be most fulfilling and rewarding for
you.
See the multiple intelligence types definitions on sheet 2 of this file - or if you have only hard-copy, go to
www.businessballs.com for details about multiple intelligences and/or a free file version of this tool.
© V Chislett MSc and A Chapman 2005-06, based on Gardner's Multiple Intelligences Model. Available free from more info at
www.businessballs.com. Not to be sold or published. The authors accept no liability. businessballs.com

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Teaching Strategies Handout

Department of Education NSW. (n.d.).

Teaching strategies handout

at Wagga Wagga High School.

NSW Quality Teaching Framework ................................................................................................. 1

Max your lesson ideas ...................................................................................................................... 2

Strategy 1: Judge Jury ...................................................................................................................... 3

Strategy 2: Tournament Prioritiser .................................................................................................... 4

Strategy 3: 3 : 2 : 1 : RIQ .................................................................................................................... 5

Strategy 4: Silent Card Shuffle .......................................................................................................... 6

Strategy 5: Decision-Making Matrix ................................................................................................. 7

Strategy 6: Extent Barometer ........................................................................................................... 8

Strategy 10: So, What is the Problem? .......................................................................................... 12

Strategy 11: VENN Diagram ........................................................................................................... 14

Strategy 12: Pairs and RAS Alert..................................................................................................... 15

Strategy 13: Round Robin ............................................................................................................... 16

Strategy 14: Y-Chart ........................................................................................................................ 17

Strategy 15: 1 : 2 : 4 .......................................................................................................................... 18

Strategy 16: 1 : 4 : P : C : R .............................................................................................................. 19

Strategy 17: Metaphor .................................................................................................................... 20

Strategy 18: Hot Potato ................................................................................................................... 21

Strategy 19: Jigsaw .......................................................................................................................... 22

Strategy 20: SWOT Analysis ............................................................................................................. 23

Strategy 21: P C Q ........................................................................................................................... 24

Strategy 22: Brain Compatible Learning – Overview.................................................................. 25

Strategy 23: Brain Compatible Learning – Feedback ................................................................ 26

Strategy 24: Brain Compatible Learning – Emotional Rooms .................................................... 27

Strategy 26: Bloom’s Taxonomy – Remember ............................................................................. 29

Strategy 27: Bloom’s Taxonomy – Understand ............................................................................ 30

Strategy 28: Bloom’s Taxonomy – Apply ...................................................................................... 31

Strategy 29: Bloom’s Taxonomy – Analyse ................................................................................... 32

Strategy 30: Bloom’s Taxonomy – Evaluate ................................................................................. 33

Strategy 31: Bloom’s Taxonomy – Design ..................................................................................... 34

Gardner’s Multiple Intelligences – General ................................................................................. 35

Strategy 32: Gardner’s Multiple Intelligences – Intrapersonal ................................................... 36

Strategy 33: Gardner’s Multiple Intelligences – Naturalistic....................................................... 37

Strategy 34: Gardner’s Multiple Intelligences – Picture/Spatial ................................................ 38

Strategy 35: Gardner’s Multiple Intelligences – Body/Kinaesthetic .......................................... 39

Strategy 36: Gardner’s Multiple Intelligences – Verbal/Linguistic ............................................. 40

Strategy 37: Gardner’s Multiple Intelligences – Logical/Mathematical .................................. 41

Strategy 38: Gardner’s Multiple Intelligences – Interpersonal ................................................... 42

Strategy 39: Gardner’s Multiple Intelligences – Musical/Rhythmic ........................................... 43

Productive Pedagogies – General................................................................................................ 44

Productive Pedagogies – Intellectual Quality ............................................................................. 45

Productive Pedagogies – Connectedness .................................................................................. 46

Productive Pedagogies – Recognition of Difference................................................................. 47

Productive Pedagogies – Supportive Classroom Environment ................................................. 48

Appendix 1 – Multiple Intelligence Quiz

Teaching Strategies Handout Page |1

Teaching Strategies Handout Page |2

Research & Planning

The court hearing

Teaching Strategies Handout Page |3

Teaching Strategies Handout Page |4

Teaching Strategies Handout Page |5

Circle and observe

Return and refine

Teaching Strategies Handout Page |6

Teaching Strategies Handout Page |7

The Extent Barometer is particularly useful in helping

In each case, some Analysis is required before an

Teaching Strategies Handout Page |8

The T-Chart can be applied to hundreds of learning situations. It is useful