Active Learning to

Promote Critical
Thinking Skills
Farmington Trust

Ravi Ramanujam

Strathclyde University, Glasgow

2010/11

Contents
Introduction..
The Research.
The Results.
The Activities...

1.
2.
3.
4.
5.
6.
7.
8.
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11.
12.
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14.
15.
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21.
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23.

p. 3
p. 4
p. 5
p. 6

Discussion Bingo.............
Thinking Hats...................
Fishbone Causes................
PMI................
Zone of Relevance..............
Answers for Questions...............
Collage..............
Community of Enquiry................
Consequence Wheel..............
Conversion...............
Creativity Matrix...............
Exchanging Viewpoints..............
Freeze Frame..............
Hot Potato................
Odd One Out................
Points of View..............
Priority Pyramid...............
Pupils Questions................
Revolving Circles................
Story for a Photograph...............
What If? ..............................................................................................
Where Do You Stand? ........................................................................
The Forced Relationship Strategy................

p. 7
p. 9
p. 11
p. 13
p. 15
p. 17
p. 18
p. 19
p. 20
p. 21
p. 22
p. 23
p. 24
p. 25
p. 26
p. 27
p. 28
p. 29
p. 30
p. 31
p. 32
p. 33
p. 34

Thinking Hats Wall Display..

Bibliography

p. 35
p. 41

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

most people can easily recognise a pupil who has highly developed critical
thinking skills. Rather than getting bogged down in the issue of exactly what
critical thinking is and is not, I have focused on a set of abilities whose
inclusion in critical thinking is uncontroverted. These are:
1) Analysis Breaking down information or ideas in to its constituent
parts.
2) Synthesis Combining ideas to create something new.
3) Problem solving Using limited resources and logic to solve a
problem.
4) Creativity Representing information in different formats.
5) Evaluation Deciding between options and giving reasons for choices.
This is not supposed to be exhaustive and I readily accept that there may be
other aspects that I have overlooked. However, I wanted to focus on
developing resources rather than spending all my time considering the nature
of critical thinking.

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

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

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

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

Discussion Bingo
Overview
This activity encourages all pupils to engage in a discussion by giving them
specific roles. This means that pupils dont dominate or hide away. It also
focuses pupils on the types of contributions they can make, sharpening their
critical and analytical awareness.

How it Works
1.
2.
3.
4.

5.

6.
7.
8.
9.

Pupils work in small groups (3-5).

Each pupil is given a set of cards and their objective is to get rid of all
their cards.
Pupils are given 4 cards to begin with. Each card will say either
Propose, Support, Challenge or Question.
If there are remaining cards, they can be shuffled and randomly
distributed to the group, but all members should have an equal number
of cards.
Pupils should be told what each card means. Contributions must either:
Propose an argument or new point. Support, corroborate or back up
another persons point by developing it further. Challenge, disagree or
contradict another persons point. Question something said by another
person or identify another question which they have raised.
Each time a pupil makes a contribution, they must play the relevant card
(place it in the middle of the table).
It should be made clear to pupils that their contributions do not have to
be their own beliefs, but simply relevant to the card they are playing.
The discussion ends when all pupils have played all their cards.
The teacher gains views and responses from the different groups.

Resources

A set of cards: Each one should say one of four words, Propose,
Support, Challenge and Question. There should be at least 2 of each for
each pupil in the class. Each pupil should therefore have at least 8 cards.
These cards are available below.

Challenge

Support

Question

Propose

Challenge

Support

Question

Propose

Challenge

Support

Question

Propose

Challenge

Support

Question

Propose

Challenge

Support

Question

Propose

Challenge

Support

Question

Propose

Challenge

Support

Question

Propose

Challenge

Support

Question

Propose

Challenge

Support

Question

Propose

Challenge

Support

Question

Propose

Thinking Hats
Overview
There are six hats; each representing a different element of thinking. Pupils
are encouraged to use all 6 elements of thinking themselves in order to fully
analyse an issue or idea. Pupils may initially forget what each of the hats
represents, but this activity is intended to be used regularly to develop critical
thinking.

How it Works
1.
2.
3.

4.
5.
6.

Pupils are introduced to a topic, question or idea.

Pupils are given the Thinking Hats Ideas Sheet.
Pupils are directed to the Thinking Hats Wall Display which explains
what each of the different hats represents. Alternatively, pupils can be
given a sheet with the explanations.
In a set amount of time, pupils work individually or in pairs to fill in ideas
for each of the sections.
Pupils are encouraged to think of ideas that they do not necessarily hold
themselves and to include as many ideas as possible.
Pupils then report back to the class and discuss their ideas.

Resources

The Ideas Sheet and Wall Display and included below.

Variations
Pupils could work in groups and each be assigned a different hat. Pens or
Post-it notes (or even real hats) can be used to identify the different colours.
Turns can be taken as to who is each colour hat.

Thinking Hats Ideas Sheet

White
Hat

Yellow
Hat

Green
Hat

Black
Hat

Red Hat

Blue
Hat

10

Fishbone Causes
Overview
Using a particular effect as a starting point, this activity encourages pupils to
consider and generate a list of causes which may feed into the effect.

How it Works
1.
2.
3.
4.

Pupils in small groups receive a page with the outline of a fish skeleton.
Pupils place the effect at the tip, or nose, of the skeleton.
The four bold lines (or fish bones) represent possible main causes.
The smaller horizontal bones add further detail to the main bones.

Example

Resources

Fishbone skeleton template This is below

Pens

11

12

PMI (Plus Minus Interesting)

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

How it Works
1.

2.

3.
4.

The facilitator may need to discuss with pupils the meaning of PMI and
explain what each term means: Plus = a benefit, Minus = a downside,
Interesting = an interesting point stemming from the topic under
discussion.
Pupils use a Plus-Minus-Interesting template to note the plus points of
the issue as they see it, followed by the drawbacks and then any
interesting points.
Pupils might hopefully come to understand that ideas which they
perceive to be bad can also be interesting, if they lead on to other ideas.
A debrief afterwards could compare and contrast pupils PMIs, followed
by an exploration of any interesting points highlighted.

Resources

A PMI template This is contained within this folder.

Pens

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

13

Plus, Minus, and Interesting (PMI)

TOPIC:
Plus

Minus

Interesting

14

Zone of Relevance
Overview
This activity allows pupils to consider what points may be relevant or
irrelevant when considering a key question. It subsequently asks pupils to
prioritise ideas and information on the question and discuss justifications for
their choices.

How it Works
1.
2.
3.

4.
5.

6.

Pupils can work in pairs or groups.

Each group is given a set of cards with words, phrases or pictures which
relate to the key question.
Each group is also given the Zone of Relevance Template with the key
question in the centre. Alternatively, each group might draw their own
Zone of Relevance.
Pupils work through the cards, deciding whether each one is relevant or
irrelevant to the key question.
If they decide that a card is relevant, they must consider the degree of
relevance in relation to the question and place it at an appropriate place
within the Zone of Relevance.
Groups then give feedback on their decisions, justifying their choices if
they happen to contrast with the decisions of another group.

Resources

Cards with words, phrases or pictures on them

Zone of relevance template

15

16

Answers for Questions

Overview
This activity encourages pupils to think about the quality of questions which
may lead to a particular answer. It has the potential to stretch more able
pupils who may think creatively about possible alternative questions.

How it Works
1.

2.
3.

4.

Pupils are given the answer to a question which may be of relevance to

the topic being explored. Answers may range from purely factual, such
as a date, a name or place, to an emotion or abstract concept.
Pupils must think of the questions that match each answer.
Pupils are encouraged to think of as many questions as possible that
would match the answer (warn pupils that the question can not involve
the way words sound).
If the answer does not have a straightforward question, pupils compare
and contrast the questions they have come up with and justify how they
arrived at a particular question.

Resources

Show-Me Boards This activity works especially well with small whiteboards.
Pen
Paper

17

Collage
Overview
This activity asks pupils to represent their views on an issue or concept in a
visual, creative and engaging way. It encourages pupils not only to
communicate effectively, but also to develop their interpretation skills of other
peoples work.

How it Works
1.
2.

3.

4.
5.

6.

7.
8.

Pupils get into groups of between two to four.

Each group is given a relevant word, idea, issue or concept which they
must represent using a range of provided materials. Such materials
might include magazines, newspapers, sticky shapes, coloured card and
paper, marker pens, scissors, glue and felt-tips.
The facilitator may wish to establish certain criteria for the collages in
order to add an element of challenge to the activity (i.e. the collages
must contain a number of colours, images and words and be completed
within a certain deadline, etc).
Pupils are given a time limit to complete the task.
Once completed, pupils could move around the room carousel-fashion
and view the work of other groups. They could try to guess what word,
issue or concept each group in turn is trying to represent.
An allocated presenter from each group could then present their work to
the rest of the class, explaining why they chose certain magazine
clippings and words in their piece of work.
If time allows, pupils could then peer assess each groups work using the
Two Stars and a Wish method.
A debrief afterwards might concentrate on the nature of the group work.
Were roles allocated effectively? Who was the timekeeper, the resource
manager, the presenter, the quality checker? Did groups consider and
plan the overall design before starting? Did pupils choose all their
resources before starting? Or did the collage evolve as time
progressed? Who presented effectively and why?

Resources

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

18

Community of Enquiry
Overview
This activity gives pupils responsibility for creating the questions that will be
examined and discussed.

How it Works
1.
2.

3.
4.

5.
6.

A stimulus is presented to pupils. This usually takes the form of a short

story, extract, news story or photo.
Pupils are asked to think of any question about the story, and to
contribute these questions verbally. All pupils should be encouraged to
think of at least one question.
The teacher writes down the questions on a board or flip-chart so that all
pupils can see them.
This method is often used with groups of no more than 10, however it
can be done with much larger groups. An option is to divide a large class
into groups and nominate a facilitator who will lead the group.
Pupils decide which question they would like to discuss first.
There are a number of different ways to develop pupils thinking skills
during the discussion. This could involve:
a) Pupils have to give at least one reason for every view they have
b) Pupils have to say whether they agree or disagree with the last
person who spoke and say why
c) Pupils have to summarise the views of the last speaker
d) Pupils have to nominate the next speaker
(These can be used individually or be combined, depending on the
group)

Resources

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

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

19

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

How it Works
1.
2.

3.

4.
5.

Pupils write the main event or action in a centre circle in the middle of the
page.
Pupils write a direct consequence of the event in a circle which is linked
to the main circle with a single line. Pupils try to think of as many direct
consequences as possible.
Pupils then consider second order consequences. These are drawn once
again in circles and linked to the direct consequences with double lines.
Third order consequences have a triple line, etc.
Pupils could colour circles depending on whether the consequence is
positive or negative.
Feedback afterwards could compare and contrast pupils consequences
as well as lead into deeper exploration or arising issues regarding the
likelihood of certain consequences.

Resources

Paper
Pen

Variations
Example

20

Conversion
Overview
Being able to take information and convert it to another format demonstrates
understanding and also develops analytical skills. This activity also provides
pupils with an opportunity to make a choice about how they want to develop
their understanding.

How it Works
1.
2.

Pupils are presented with a story, theory or idea.

Ensure that the presented material is explained or have pupils discuss or
ask questions about it.
Pupils are then given options for how they would like to convert the
presented information. These can involve:

3.

a.
b.
c.
d.
e.
f.
g.
4.

A mind map
A storyboard
A creative story
A diary entry
A poem
A flow diagram
Ranked bullet points

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

Resources

A story, theory of idea that is to be converted

Variations
The activity can be done in reverse- so that a picture, video, diagram or chart
is turned in to text.

21

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

How it Works
1.

Pupils are presented with a matrix of possible scenarios based on a

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

2.

Pupils might be asked to identify, in their opinion, what the most likely
and least likely scenarios are, choosing one option from each of the rows
above and putting them together.
Pupils may be asked to justify their choices when comparing and
contrasting responses with other groups, and to explore whether there
are times when even their least likely scenario may possibly happen.
A debrief afterwards might ask pupils to consider their work within groups
were groups able to build on ideas? How did the groups structure their
discussions? Was there a facilitator? Was agreement reached, and if so,
how?

3.

4.

Resources

Scenario matrix
Pen
Paper

22

Exchanging Viewpoints
Overview
This activity can be used to develop pupils understanding of different points
of view regarding a debatable topic. Not only must they listen to others, but
they actually have to describe the views of other pupils.

How it Works
1.
2.

Each pupil is given a post-it note.

Pupils are instructed to write their names on their post-it and stick it on
themselves.
3. A question which provokes debate should be posed to the class. This
might be a new topic, or one that pupils have already studied.
4. Pupils are given a short amount of time to consider their answer to this
question and instructed that they will have to describe their view to
another pupil.
5. Pupils then find a partner.
6. A time-limit is set during which pupils must describe their views and at
least one reason why they have this view.
7. Once the time is up, pupils exchange their name-tags so that they are
wearing each others.
8. Pupils must then find a new partner and instead of describing their own
views, they describe the views of the person whose name tag they are
wearing.
9. Once the time is up, they again switch their name-tag and find a new
partner and describe the view of the person whose tag they are wearing.
10. How many times this is done will depend on the number of pupils in the
class.
11. Pupils can write down as many of the different views as they can
remember.

Resources

Post-it notes
Pens

23

Freeze Frame
Overview
This physical activity can be a useful tool for encouraging pupils to engage in
discussion about a particular issue. Pupils are asked to pose as a still image
representing a particular significant moment.

How it Works
1.
2.
3.
4.
5.

6.

Pupils get into small groups.

They are asked physically to pose in a snapshot representation of a
specific, significant moment.
Pupils could work together as a group to discuss what they are being
asked to depict and how it might look in a freeze frame.
Groups could take it in turns to move around and view other groups
freeze frames.
A debrief afterwards could focus on the nature of body language used in
the freeze frame, why pupils decided to depict the scene in the way they
did, and why others might have depicted the event in a different way.
As an extension, groups could enact different developments in a
particular issue and take photos, creating a photo-story.

Resources
A large space such as a classroom with chairs and tables moved to the side
of the room.

Variations
Pupils could act out a role and, on the facilitators command, freeze in scene.

24

Hot Potato
Overview
This strategy involves the use of a round robin format in developing and
sharing information within a group. Hot Potato encourages team members to
pass their work onto other people in their group.

How it Works
1.

Divide pupils into teams containing an equal number of members, if

possible.
2. Ask each of the teams to sit in a circle, so that sheets of paper can be
easily passed from one person to the next.
3. Provide each team member with a sheet of paper for recording their
ideas.
4. Assign a particular task to all teams.
5. Each team member then records as many ideas as possible in a set
time; e.g. two minutes.
6. On the appointed signal (e.g. a ringing bell), they pass their sheet to the
next person.
7. That person then reads the ideas in front of them, and proceeds to add
some more ideas to that sheet, again within two minutes.
8. This process of passing the Hot Potato continues until each team
member ends up with their original sheet.
9. All students should be reminded that once an idea has been recorded, or
an idea has been read on another sheet, it cannot be written down a
second time. No repeats are allowed.
10. Ideas are then read to the class and discussed.

Resources

Paper
Pens

Variations
1. Instead of allowing one piece of paper for each team member, give a
single sheet to the entire team. The first person then writes an idea
onto the sheet, and passes it onto the next person, who does the
same. This then continues all of the way around the group.
2. Ideas can also be rotated between different teams rather than the
individuals in each team. To establish this rotation: A) Appoint a
recorder for each team, who is responsible for writing down all of the
ideas given by their team. B) Each team can then brainstorm ideas on
a particular topic. This can be undertaken in a set period of time,
perhaps three minutes. C) At the end of this time, each team rotates
their ideas onto the next team. After reading out the ideas on that
sheet, the team then attempts to add some further ideas.

25

Odd One Out

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

How it Works
1.
2.

3.

4.

Pupils can work individually, in pairs or in groups

Pupils are given a set of key words/ideas/places/things or people,
depending on the learning area and topic. These may come, for
example, in the form of a list or grid, on an Interactive Whiteboard or
hand-out.
Pupils must decide on the odd one out on each grid or list. Often there
may be no right or wrong answers and any word might be the odd one
out. Pupils must, therefore, give a justified and valid response as to why
they chose a particular word and the nature of the relationship between
the other words on the list.
A discussion afterwards might concentrate on how pupils made the
connections between the words, the processes involved and whether the
group work has helped pupils to see different connections which they
otherwise might not have considered.

Resources
A list of words or pictures for pupils to choose from.

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

26

Points of View
Overview
This activity requires pupils to consider a scenario, situation or problem from
different perspectives without unfairly favouring some sides. It uses creative
writing as a way of developing a greater awareness and understanding of
difficult issues.

How it Works
1.

Pupils are given a situation scenario in which there are multiple

characters or people who are affected by the situation.
It should be made clear that different characters will have different views
regarding the issue.
Pupils identify who the characters are and what views they hold. It can
be agreed amongst the whole class what the view of each character is
so that comparisons can be made. Alternatively, pupils can create
characters themselves and the comparison can be based on the beliefs
they hold.
Pupils then write a personal, first person letter or diary entry for 2-4 of the
different characters.
The extracts do not have to long, but must explain the views of the
character and why they hold them.
Ideas can be shared, looking at the reasons that are given for the holding
of different views and then evaluated as to which are convincing.

2.
3.

4.
5.
6.

Resources

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

article

27

Priority Pyramid
Overview
This activity allows pupils to consider what points may be most relevant when
considering a key question. It subsequently asks pupils to prioritise ideas and
information on the question and discuss justifications for their choices.

How it Works
1.
2.

3.
4.
5.

6.

Pupils can work in pairs or groups.

Each group is given a set of cards with words, phrases or pictures which
relate to a key question. (There should be enough cards to allow pupils
to build a pyramid).
Alternatively, pupils might write down their own ideas on a piece of paper
or Post-Its and use them to build their pyramid.
It can be helpful for pupils to see a card pyramid so they know how to
organise their ideas. The picture below can be used.
Pupils work through the cards (or their own Post-Its), deciding as a group
how relevant or important each one is to the key question. Most
important factors form the top section of the pyramid, least important
factors the bottom, etc.
Groups then give feedback on their decisions, justifying their choices if
they happen to contrast with the decisions of another group.

Resources
Cards with words or phrases on them for each group.

Variations
Groups can then join up and try to agree on the top three.

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Pupils Questions
Overview
This activity can be used at the start of a topic or subject to develop curiosity
and to consider questions and start a discussion. It encourages pupils to
consider questions and to analyse the questions of others.

How it Works
1.
2.

3.
4.

5.

6.

7.

8.

Pupils are handed a blank card or piece of paper.

Each pupil is asked to write down any question that they have about the
subject matter (this can be any term that they do not understand or about
differences between topics).
Once the question has been written down, each question is passed
around the room in a clockwise direction.
As a pupil gets a card they are given a set time (e.g. 30 seconds) to read
the card. If this question is one they would also like an answer to, the
pupil should put a tick next to the question.
When pupils receive their own cards back, they should tally the number
of ticks that their question received (it may not be possible to pass each
card to all members of the class; this does not matter).
Make clear to pupils that the questions with the most ticks are not
necessarily the best questions, but are simply ones that most pupils
want answered.
The questions can then be written up in order of the number of ticks, or
pupils can organise themselves in to a line based on the number of ticks
and then read them out to the rest of the class.
A discussion can be started or questions can be answered.

Resources

Cards or paper
pens

29

Revolving Circles
Overview
This method builds up pupil confidence in communication techniques as they
engage in short discussions. It also allows pupils to sample a wide range of
views without holding a whole class discussion. Pupils may, as a result, refine
their ideas or opinions on a particular issue.

How it Works
1.
2.

3.
4.
5.
6.
7.
8.

Pupils are divided into two groups.

One group forms an inner circle and the other group forms an outer circle
Pupils face each other. I usually use chairs and arrange them into two
circles, but it is not always necessary and pupils can stand in circles.
Pupils are given a topic, question or task that they must answer or
discuss.
Pupils are given the chance to speak to the person facing them for a
limited time (approx 1 minute).
The inner circle then rotates clockwise and the outer circle rotates anticlockwise.
The new pair considers the question.
The rotation may continue until pupils have had the opportunity to
discuss the question with a wide range of partners.
Once the activity has finished, pupils can share their ideas with the class.

Resources
A space large enough for pupils to sit in two circles.

Variations
If pupils are seated at desks in groups of four, two pupils could change group
after the allocated time.
Pupils can summarise in writing the views of each pupil they speak to.

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Story From A Photograph

Overview
This activity requires pupils to think about how different people have different
views and beliefs and encourages them to develop stories about these people
and their beliefs. Pupils develop their ability to see issues from different viewpoints and to consider all angles.

How it Works
1.
2.

3.
4.

5.
6.

Pupils work individually or in groups.

Pupils are given a picture. It does not matter what the picture is of. It
should contain a number of different people. It helps if the scenario of the
picture is not overly restricting (e.g. cavemen).
This works best if the picture can be displayed on an interactive
whiteboard, but other options are possible.
Pupils then create a story, assigning a character and role to each of the
people represented in the picture. Pupils can also introduce other
characters if they need to.
Different characters in the picture should be ascribed the different views
relating to the topic being studied.
Afterwards, stories can be read to the class and the views of the different
characters can be discussed.

Resources

A picture
Pen
Paper

31

What If?
Overview
This activity encourages students to consider the consequences of various
actions. Contemplating a wide range of possibilities and canvassing different
opportunities develops a broad perspective in problem-solving. This strategy
uses the What if words to stimulate a large bank of interesting outcomes.

How it Works
1.

2.
3.
4.
5.

To implement the strategy, work out a what if? statement, such as

What if every person in the world was given one million pounds? What
if? statements can be either funny or serious. The former would involve
ones such as What if animals could talk?, while the latter might include
What if education was not free?
Present pupils (working independently or in small groups) with the
scenario.
Explain to pupils that there are no wrong answers, but they should
consider what they think the most likely consequences would be.
Pupils have a limited amount of time to write down what the
consequences of this scenario would be.
Once the time is up, pupils share their answers with the class.

Resources

Pen
Paper

32

Where Do You Stand?

Overview
This is an activity for exploring diverse opinions and emotions as regards a
particular issue. It might be used as a lead in to a particular topic and to
gauge pupil interest and base understanding of the issue in question. It
requires pupils to take a stance on an issue and allows everybody to have a
voice, even if they do not speak out.

How it Works
1.
2.
3.
4.
5.
6.

7.

An imaginary line or spectrum is set up across the room each end of

the room represents opposing viewpoints.
A range of statements are read out.
Pupils are allowed time to consider their opinion.
Pupils then position themselves along the spectrum between the two
viewpoints, depending on their opinion on the given issue.
Pupils are given the chance to justify their position on the line and
discuss their views with other pupils.
Pupils are given the opportunity to change their position in light of views
that they hear from others. If pupils switch their position then they should
explain why.
A debrief after the activity could discuss the issues upon which there was
consensus and issues that divided the class.

Resources

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

depend on the willingness of pupils to engage in debate and discussion.
It is advisable to have at least 10 questions to hand.
A room where tables and chairs can be moved to the side, or else a wide
open space.

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

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The Forced Relationships Strategy

Overview
This strategy attempts to solve problems by making use of unusual or
ridiculous objects. This encourages pupils to think creatively without fear of
making a mistake.

How it Works
1.
2.
3.

4.
5.
6.

Pupils are given a problem or scenario.

Pupils, either working independently or in small groups, must think about
ways to solve the problem.
Pupils are provided with a list of items that would not normally be used to
solve that type of problem. If the problem involved a giant shark that was
about to attack you, you would have to use items such as mousetraps,
bananas and old socks, rather than spears, nets and life-rafts.
A limited amount of time is allocated to use the object(s) to solve the
problem.
Emphasise that there are no wrong answers and the task involves being
creative and thinking of as many ideas as possible.
Once ideas have been developed, pupils share their ideas and discuss
benefits and limitations.

Resources

Paper
Pen

Variations
1.

Place two boxes of cards (i.e. Box A and Box B) in the corner of the
room. For Box A, construct a set of problem cards, where each card
outlines a distinct problem - e.g. your cat is stuck in the tree. For Box B,
each card will contain the name of an object - e.g. a tennis ball. The two
boxes can then be used in a wide variety of situations:
a. When students finish their work early, they walk over to the boxes,
and withdraw one card from each. They are then required to solve the
chosen problem with the chosen object.
b. The teacher can decide on a short story topic by asking someone to
draw a card from each box, and then assigning the problem to the
entire class.
2. Name three unrelated objects, and then try to determine a use for them if
they were used together. For example, try to use a paper clip, a
computer disk and a curtain for a particular purpose.

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Feelings
How do I feel about this?
What do I like about this?
What dont I like about this?
What are my likes, dislikes,
worries, concerns etc?
35

Information
What information do I have?
What are the facts?
What information do I need?
What do I want to know?

36

Strengths
What are the good points?
Why can this be done?
Why is this a good thing?
What are the strengths/
benefits?
37

Judgement
What is wrong with this?
Will this work?
Is it safe?
Can it be done?

38

Creativity & new ideas

What new ideas are possible?
What is my suggestion?
Can I create something new?
What are the weaknesses?

39

Thinking
What thinking is needed?
Where are we now?
What is the next step?
How far have we come?

40

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

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