Recently I used hexagonal thinking for the first time to plan for an essay. I found it very helpful to organise my thoughts here were a huge number of ideas and connections to be made. It resulted in a clear structure that I could use to then plan my essay. After doing this I then used it with a year 9 class in relation to 'Plate Tectonics & Continental Drift' Below is an outline of these processes. First my assignment, then my year 9 class.
I have never used such an approach for an assignment before having previously done very little ‘visible’ planning for my assignments except for putting markings and numbers on my readings in order to classify them. This approach has worked for me in my previous Master’s of Astronomy degree and the first 4 subjects of my current degree.
Below is an image of the first ‘iteration’ of my hexagons. I though I’d start with ‘design'; ‘learning’ and ‘spaces’
I have never used such an approach for an assignment before having previously done very little ‘visible’ planning for my assignments except for putting markings and numbers on my readings in order to classify them. This approach has worked for me in my previous Master’s of Astronomy degree and the first 4 subjects of my current degree.
Below is an image of the first ‘iteration’ of my hexagons. I though I’d start with ‘design'; ‘learning’ and ‘spaces’
I then added some detail around these the ‘spaces’ hexagon
Followed then by the other two areas: ‘Learning’ and ‘Design(ing)’
I then combined them together as shown below:
I then built hexagons around these. the green ones include examples of physical learning spaces and the white ones include theoretical links to mainly ‘design thinking’, which also include the names of some of the academics behind the various theories.
Now to my year 9 science class. We had done theory and a group based activity on the topic of plate tectonics and continental drift. It is the first time they had done hexagonal thinking and the first time I had used it with a class. To help them I put key words on the board for them to write on the hexagons, then they had to make links and put them together. There were 7 group, below are 4 pictures that show a snapshot of the process.
Below is an image of the shapes with words written but not sorted or linked
Below is an image of the shapes with words written but not sorted or linked
Students then started to make sense of the links
Eventually patterns began to emerge based upon the links made between concepts
After this process I got the groups to write down 5 examples of links they made between concepts and the reasons why they made those links. I then got them to walk around the room looking at other groups patterns. They had to write down 5 similarities and 5 differences, in terms of the links, between other groups.
The students enjoyed moving around the room rather than staying seated. Standing up and moving helps the thinking process. We need to, as teachers and me personally, to get students moving in the classroom more.
I have not yet surveyed my students as to what they thought of the activity but i am expecting they will have very positive things to say about it. Once I do survey them i will write a blog about it.
The students enjoyed moving around the room rather than staying seated. Standing up and moving helps the thinking process. We need to, as teachers and me personally, to get students moving in the classroom more.
I have not yet surveyed my students as to what they thought of the activity but i am expecting they will have very positive things to say about it. Once I do survey them i will write a blog about it.