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This simple tool is the easiest way to remove a background from an image ever. Paste or import the image and then save or copy the result. Remember to always give attribution where it is due!

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Remove Background from Image for Free - remove.bg

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Remove image backgrounds automatically in 5 seconds with just one click. Don't spend hours manually picking pixels. Upload your photo now & see the magic.

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Speaking of making beautiful presentations and seamless handouts, I use this colour picker program to match colours. For example, my assessment tasks look so much more professional when the headers and text colours match the logo or embedded image.

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👍 Color Picker online | HEX Color Picker | HTML Color Picker

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Color Picker:Color Picker: With this online tool you can upload an image or provide a website URL and get the RGB Color, HEX Color and HSL Color code. 👍

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How to create custom maps - Google My Maps

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How to create custom maps - Google My Maps

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Follow this guide to teach your students how to set up their own maps. What a great way to profile cities or identify competitors in a region!

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Prerequisites

No programming skills needed!

You will need a Google Account to log in to Google My Maps. Don't have one? Sign up here.

Let's Get Started!

In this exercise, we'll teach you how to import your data, customize the style of your map, and share your map. We'll be using datasets courtesy of The MAPA Project and Shark Spotters, featuring the locations of Shark Spotters - trained observers watching the water for sharks - along the False Bay coastline in South Africa, as well as all reported white shark sightings between September 8, 2012, and February 22, 2013. Your finished map will look like the example above.

Download the two files below, which you will use as sample datasets during this tutorial, and save the files to your desktop:

sharksightings.csv: This file contains reported white shark sightings between September 8, 2012, and February 22, 2013. Includes beach site, date, time and location.

sharkspotter-beaches.csv: This file contains the beach locations where Shark Spotters are stationed, whether it's a permanent or temporary Shark Spotter location, and a short description.

Import your data

1. Log in to your Google account

2. Go to Google My Maps: https://www.google.com/mymaps

3. Click the text Untitled map to edit the map title and description. In this case, we've supplied some text below for you to copy and paste into the Map title dialog box:
Shark Spotter Sites & Sightings

4. Now copy and paste the text below into the Description dialog box:
This map shows the location of Shark Spotters along the False Bay coastline in South Africa, as well as all reported white shark sightings between September 8, 2012, and February 22, 2013. Shark Spotters are positioned at strategic points along the Cape Peninsula. A spotter is placed on the mountain with polarised sunglasses and binoculars. This spotter is in radio contact with another spotter on the beach. If a shark is seen along the beach, the spotter sounds a siren and raises a specific color-coded flag, upon which swimmers are requested to leave the water.

5. Select the sharksightings.csv from your desktop. This will be the first data layer we upload.

Tip: You can also import a XLSX file or a Google Sheet. You may upload a table containing up to 2,000 rows (see supported data formats and limits here).

6. After uploading your data, you'll be asked to select the column(s) with location information, so that your data will be correctly placed on the map (e.g. columns with latitude and longitude information). For this example, select the Lat and _ Long columns_, and hit Continue. You can hover over the question marks to see sample data from that column.

Tip: If you don't have latitude and longitude information, you can use addresses in your columns instead.

7. Now let's upload the second data layer. Click Add layer.

Repeat steps 6 through 9 using the sharkspotter-beaches.csv from your desktop. Select the Lat and Long columns for your location column, and select the Beach Name column to title your markers.

Next, you'll learn how to style the points on your map.

Style your map

Customize the points on your map

Start by customizing the Sightings layer, changing the default blue pin to a shark fin icon.

1. Go to the Sightings map layer in the menu.

2. Selecting the paint can will pull up a menu of icon choices, including colors and shapes.

3. Under More icons, select the shark fin icon . Now your blue pins should be shark fin placemarks on the map.

Next, customize the points in the Shark Spotter Beaches data layer. Here you'll bucket the points into two categories, Permanent Shark Spotter beaches and Temporary Shark Spotter Beaches - information that is already associated with each location in the CSV - and use two different map icons.

1. Click the Shark Spotter Beaches layer in the menu and select Individual styles.

2. Hover your cursor over the text Permanent, and select the gray paint can icon that pops up.

Under More icons, select the man icon . You should now see those icons on your map.

3. Hover your cursor over the text Temporary, and select the gray paint can icon that pops up. Under More icons, select the walking man icon . You should now see those icons on your map:

Tip: You can create and add your own icons to the map. Learn more in the Help Center.

Change the style of your base map

1. In the map menu, go to the Base map layer.

2. Select the carat icon to open a menu of base map styles.

3. Click anywhere on the map to collapse the base map menu.

Edit your map data

You can easily make changes to your map data at any point in the map-making process. You may want to do this if you notice a typo or want to add extra information to your info windows. Below you'll learn how to edit your map data.

You've noticed a typo in the Muizenberg data in the Shark Spotter Beaches layer. Shark Spotters is misspelled as "Shakspotters".

To edit the data:

1. Click the pencil icon in the info window. You can edit the data directly from the info window.

2. You can make changes to your data by clicking on any field in the table view:

The table and infowindows for your map locations are synchronized, so any changes you make will be reflected in both places. You can also add rows to your table if you want to display additional information, or delete an existing row.

Tip: If you change the content within a location column, it will automatically attempt to correct the location according to your changes on the map.

Label your data

You can make labels or "titles" appear next to the features on your map using the Label feature. The label of your feature will be taken from a column in your data that you specify.

Share and embed your map

You have many options when you want to share your map with others. All maps are private by default - only you as the creator of the map can view or edit it. Below you'll learn how to make the map public and embed it on your website, as well as how to collaborate on your map with colleagues.

To share a link to the map:

1. Click the Share button in the map menu.

2. Under "Who has access", select Change and you'll be given options to either leave the map "Specific people" (or private), "Anyone with the link" or "Public on the web".

If you choose to make your map Public on the web, you'll be able to further refine your share settings to make your map either just viewable or editable by the public.

Tip: Sharing your map with a person who has a non-Google account? Copy the map URL and change the word "edit" in the URL to "view" before sending -- then no login will be required.

Collaborate with colleagues:

1. Click the Share button in the map menu.

2. Under "Add people" at the bottom of the menu, type in the e-mail addresses of the people you'd like to share your map with directly, or choose from your contacts. You can select whether the people you invite can edit the map or just view it.

Tip: You can quickly add multiple collaborators to your map by sharing your map with a Google Group. Each member of group will have access to your map, and if you add new people to the group, they'll have access too.

Embed your map:

1. First, make sure your map is Public on the web. Share button > Who has access > Change > Public on the web > Save.

2. Go back to your map and select the map menu pulldown, indicated by three dots next to the Share button.

3. Select Embed on my site.

4. Copy the HTML and paste it into the source code of your website. Note that you can customize the height and width of your map.

Tip: You can set a default view for the map. This gives you extra control over what portion of the map will be on display when a viewer first visits your map. To set this feature, position the map in your browser. Then go to the map menu pulldown, indicated by three dots next to the Share button, and select Set default view.

Congratulations! You have learned how to import data, customize styles and share your map using Google My Maps.

More with Google My Maps

Search and filter your data

In the Sightings layer, go the layer menu pulldown, indicated by three dots, and select Open data table:

Use the search box to search and filter through this data:

Add points, lines, polygons and directions to your map

Hand-draw points, lines and polygons on your map with the drawing tools. Click the hand icon to stop drawing. You can also save driving, bicycling or walking directions to the map. Use the ruler icon to measure distances and areas.

Use My Maps on mobile

To access and edit My Maps on the go, you can view and edit maps on your mobile browser; or just view them in Google Maps for mobile.

Discussion and Feedback

Have questions about this tutorial? Want to give us some feedback? Visit the Google Earth Help Community to discuss it with others.

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Visualize your data on a custom map using Google My Maps

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How to quickly map data from a spreadsheet, style points and shapes, and give your map a beautiful base map. Then share your map with friends or embed on your website.

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This online quiz is very popular and easy to customise. You can add in your own questions and students compete to get the answers correct as quickly as possible.

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Kahoot!'s new student passes are a one-way ticket to take students from players to creators! Empower your students to engage in active learning with the tools they need to create and host kahoots that demonstrate their learning to the whole class.

With student passes your class will have access to:

The full functionality of the Kahoot! creator to make fun and engaging kahoots for their peers

Award-winning learning apps from Poio and DragonBox to master everything from the basics of reading and numeracy to algebra, geometry, and even chess

Premium Kahoot! features including exclusive question types like brainstorm, type answer, and puzzles, plus creation tools to create advanced slide layouts with our premium image library

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Make your students the hosts of their own learning experiences

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A student-centered learning platform and content hub designed to help students to take an active role in their education through powerful play

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Canva is my favourite graphic design platform ever. From lesson slides and handouts to lesson plans and posters, I seem to use Canva for everything! Although you can pay for a premium version, I promise you the free version has (almost) everything you'll ever need!

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Canva is a free-to-use online graphic design tool. Use it to create social media posts, presentations, posters, videos, logos and more.

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Blooket is like a quicker, more interactive, more inclusive version of Kahoot. While you can customise the quizzes, you need more questions to keep up with the fast-paced environment, but students LOVE IT!!

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This resource is a great tool for drawing comparisons of economic data between countries. For example, it shows average salaries, living conditions and populations of every country listed alongside each other.

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Rid yourself of the most common global misconceptions and get your Upgraded Worldview Certiﬁcate

Get the proportions right and realize the macrotrends that will shape the future.

Watch everyday life in hundreds of homes on all income levels across the world, to counteract the media's skewed selection of images of other places.

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Rid yourself of the most common global misconceptions and get your Upgraded Worldview Certiﬁcate Get the proportions right and realize the macrotrends that will shape the future. Watch everyday life in hundreds of homes on all income levels across the world, to counteract the media's skewed selection of images of other places.

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Here is a list of Australian companies from Wikipedia. I love using real case studies in my lessons, so this link is a great source of inspiration for teachers and students.

I scooped this fantastic resource from https://padlet.com/maeghanannis/f2fbkc6vmu7al39h

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This is a list of notable companies based in Australia, a country in Oceania. For further information on the types of business entities in this country and their abbreviations, see " Business entities in Australia".

Australia is a wealthy country; it generates its income from various sources including energy and mining-related exports, telecommunications, banking and manufacturing. It has a market economy, a relatively high GDP per capita, and a relatively low rate of poverty. In terms of average wealth, Australia leads the world as of 2018, although the nation's poverty rate increased from 10.2% to 11.8%, from 2000/01 to 2013. It was identified by the Credit Suisse Research Institute as the nation with the highest median wealth in the world and the second-highest average wealth per adult in 2013.

This list shows firms in the Fortune Global 500, which ranks firms by total revenues reported before March 31, 2017. Only the top five firms (if available) are included as a sample.

Rank

Image

Name

2016 Revenues (USD $M)

Employees

Notes

350

BHP

$30,912

26,827

BHP has ranked in the Global 500 since the list's inception with a peak in 2012 at #108. The drop was attributed to a 22% decline in revenues alongside an 86% decrease in profits.[8]

This list includes notable companies with primary headquarters located in the country. The industry and sector follow the Industry Classification Benchmark taxonomy. Organisations which have ceased operations are included and noted as defunct.

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List of companies of Australia - Wikipedia

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This is a list of notable companies based in Australia, a country in Oceania. For further information on the types of business entities in this country and their abbreviations, see " Business entities in Australia". Australia is a wealthy country; it generates its income from various sources including energy and mining-related exports, telecommunications, banking and manufacturing.

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Word clouds are great for showing frequently recurring words in a set of data by differing the size of the words. I like to use them to show students how many people voted for certain outcomes to show them that I value their opinion and I'm not being biased in my teaching. For example, the year 10 students had to vote on which country they wanted to study for their economics reports. I typed up all of their responses and the larger words were the countries we are going to focus on.

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JavaScript required

Unfortunately, you cannot create a word cloud unless you enable JavaScript.

To find some recommended software (a web browser), see our community section on Problems.

A word cloud is an image made of words that together resemble a cloudy shape.
The size of a word shows how important it is e.g. how often it appears in a text - its frequency.

People typically use word clouds to easily produce a summary of large documents (reports, speeches), to create art on a topic (gifts, displays) or to visualise data (tables, surveys).

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Easy to make custom word art. Thousands enjoy every day. Fast & secure. WordItOut, the free word cloud generator online since 2010.

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This is by far my favourite mind mapping program. It is free to use (with limits), and I love to use it to plan units or breakdown concepts for my students.

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While you can't collaborate for free on this program, you can create fun and interactive timelines that can be embedded into your lessons, or that students can create as part of activities or assessment tasks.

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Tiki-Toki Timeline Maker: Beautiful web-based timeline software

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Create beautiful interactive timelines that you can share on the web. The perfect timeline maker for company history timelines and school projects.

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While this tool is set out as a vertical timeline, there are no dates included (unless you type them), which means you can really use it for a multitude of applications such as a flow chart, curation of information, narrative or timeline.

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To print the story please do so via the link in the story toolbar.

Present Share

...

Perceptions of people and events are very much dependent upon who you are and what your experience has been. Events in Ferguson and Baltimore, among others, highlight our misunderstandings of each other, and how the same facts can be interpreted entirely differently.Recent studies have proven that stories can change perceptions and even make people more tolerant. Rather than wait to be defined by others, it's important to learn to create understanding by sharing their story, their worldview, their concerns, and their triumphs with others.

It is your turn to share a story

It all started with a story....

The Technology of Storytelling

Did you know?

Our brains become more active when we tell stories

Our brains ARE WIRED for storytelling - how to make use of it.

Our brains learn to ignore certain overused words and phrases that used to make stories awesome.

Did you know?

T echnology has altered human physiology. It makes us think differently, feel differently, even dream differently. It affects our memory, attention spans and sleep cycles. This is attributed to a scientific phenomenon known as neuroplasticity, or the brain's ability to alter its behavior based on new experiences. In this case, that's the wealth of information offered by the Internet and interactive technologies.

How can we use technology as a tool to present cultural change?

2. Use the design cycle:
Investigate, plan, create and evaluate.

You can find the PMS here.

Brainstorm Ideas:

A) Think about topics you are passionate about and the ways in which it affects you, your lifestyle, and your generation.

It might be at a local or international level.

How does your topic affect you, your community, your nation and the world?

What are some issues related to your topic?

How can you promote this topic to others?

B) Narrow your ideas to one driving question you want answered or to one specific purpose.

3. Create a Shot List.
This is a list of the footage (setting) and interviews (characters) you'll need to make your movie. Think of it as your list of "ingredients".

Make sure you promote your documentary on CANVA.

4. Tools!
Make sure you use the following:

Audio documentaries are easy to do with services like Soundcloudand the new Story Corps app. Many of the same techniques apply to video documentaries, so it might be helpful to begin with audio and move to video.

Steps in the Process:

1. Conduct research and identify people (or someone) to interview.

2. Develop questions for these sources and practice interview skills.

3. Start with an interview-only project to learn which questions give the most interesting responses.

4. Shoot B-roll footage that illustrates what your interviewees are talking about as they lead their lives, work, or interact with others.

5. Through editing, combine the interviews with B-roll.

6. Repeat.

The Gnomist by the Great Big Story

Wait...How will I be assessed?

"It's like everyone tells a story about themselves inside their own head. Always. All the time. That story makes you what you are. We build ourselves out of that story."― ,Patrick Rothfuss The Name of the Wind

Chappell, B. 2014. People Wonder: 'If They Gunned Me Down,' What Photo Would Media Use?. The Two-Way. NPR. Retrieved from https://www.npr.org/sections/thetwo-way/2014/08/11/339592009/people-wonder-if-they-gunned-me-down-what-photo-would-media-use

The Technology of Storytelling

Did you know?

Our brains become more active when we tell stories

Our brains ARE WIRED for storytelling - how to make use of it.

Our brains learn to ignore certain overused words and phrases that used to make stories awesome.

Did you know?

T echnology has altered human physiology. It makes us think differently, feel differently, even dream differently. It affects our memory, attention spans and sleep cycles. This is attributed to a scientific phenomenon known as neuroplasticity, or the brain's ability to alter its behavior based on new experiences. In this case, that's the wealth of information offered by the Internet and interactive technologies.

How can we use technology as a tool to present cultural change?

2. Use the design cycle:
Investigate, plan, create and evaluate.

You can find the PMS here.

Brainstorm Ideas:

A) Think about topics you are passionate about and the ways in which it affects you, your lifestyle, and your generation.

It might be at a local or international level.

How does your topic affect you, your community, your nation and the world?

What are some issues related to your topic?

How can you promote this topic to others?

B) Narrow your ideas to one driving question you want answered or to one specific purpose.

3. Create a Shot List.
This is a list of the footage (setting) and interviews (characters) you'll need to make your movie. Think of it as your list of "ingredients".

Make sure you promote your documentary on CANVA.

4. Tools!
Make sure you use the following:

Audio documentaries are easy to do with services like Soundcloudand the new Story Corps app. Many of the same techniques apply to video documentaries, so it might be helpful to begin with audio and move to video.

Steps in the Process:

1. Conduct research and identify people (or someone) to interview.

2. Develop questions for these sources and practice interview skills.

3. Start with an interview-only project to learn which questions give the most interesting responses.

4. Shoot B-roll footage that illustrates what your interviewees are talking about as they lead their lives, work, or interact with others.

5. Through editing, combine the interviews with B-roll.

6. Repeat.

The Gnomist by the Great Big Story

Wait...How will I be assessed?

"It's like everyone tells a story about themselves inside their own head. Always. All the time. That story makes you what you are. We build ourselves out of that story."― ,Patrick Rothfuss The Name of the Wind

Chappell, B. 2014. People Wonder: 'If They Gunned Me Down,' What Photo Would Media Use?. The Two-Way. NPR. Retrieved from https://www.npr.org/sections/thetwo-way/2014/08/11/339592009/people-wonder-if-they-gunned-me-down-what-photo-would-media-use

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Perceptions of people and events are very much dependent upon who you are and what your experience has been. Events in Ferguson and Baltimore, among others, highlight our misunderstandings of each other, and how the same facts can be interpreted entirely differently. Recent studies have proven that stories can change perceptions and even make people more tolerant.

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This is a super cool tool! Look up past addresses or cities to find historical images from the same place way back then. It works best when looking up big cities!

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WhatWasThere - Put history in its place!

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WhatWasThere ties historical photos to Google Maps, allowing you to tour familiar streets to see how they appeared in the past.

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This guide includes 22 different visual activities and strategies that can be embedded into lesson plans.

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Sara Bell, Tim Power and Sarah Rich · 27 March 2019

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This is a practical guide to using thinking routines in the classroom, with quality ready-to-use activities for each type of routine. This guide begins with a short summary of the research that underpins the use of thinking routines and the purpose of making thinking visible.

Thinking Routines and Activities

What are Thinking Routines?

Thinking routines teach students to make their ideas visible and accessible. This is done through a variety of graphic organisers which help structure ideation and reasoning. They are simple to use, yet powerful in impact.

The purpose of thinking routines is to promote a deeper understanding of content, and help students understand how they think and learn. As Margaret Mead writes:

"Children must be taught how to think, not what to think."
Margaret Mead

A substantial body of research (Hattie, Murdoch, Ritchhard and others) underpins the development of thinking routines in the classroom. One of the benefits for teachers in using visible thinking routines, is being able to see learning through the eyes of students.

Why make thinking visible?

For many students the thinking behind answers and how other students and teachers reach conclusions is ' invisible'. By making thinking ' visible' students are let into the 'secret' of learning by seeing teachers and peers explain their thinking and reasoning.

"Learning is a consequence of thinking, not something extra we tack on for good measure but something in which we must actively engage to promote our own and others' learning."
Ron Ritchhart, Creating Cultures of Thinking (2015)

For learners to thrive in the 21 st century, they must be able to share their thinking in the most accessible way for ' active engagement ' with others.

What are some good Thinking Routines?

This guide includes 22 thinking routines which you can use in your classroom and school. Each thinking routine is linked to a lesson within inquisitive.com, showing how they come alive as visible thinking activities.

See Think Wonder

The curiosity of students is ignited by using a simple object, picture, video, artwork or artefact (stimulus). This is a great introductory thinking routine.

Inquisitive uses an enticing video to introduce the unit Great Journeys (History, Years 3-4). Students are prompted with the question, 'What was the age of exploration?' They dive into a See Think Wonder routine, as their inquiry unfolds.

Lesson: What was the Age of Exploration?

Compass Points

This thinking routine is used to assist students in thinking deeply about a proposition or idea from four perspectives (Compass Points).

Students are presented with an idea and immediate responses can be recorded. They are then asked to look at this idea using the compass point routine. Students record what excites 'E' them about the idea presented, and also consider the negative side of the idea by recording what worries 'W' them. They are then asked to think about what else they would need 'N' to know before accepting or denying the idea. Lastly, students are asked to record their suggestions 'S' for moving forward with the idea. Once complete, students can be asked to reflect on how their thinking has changed throughout the process.

In the Inquisitive unit, A Diverse and Connected World (Geography, Years 5-6), students are asked to think about global connections in the context of tourism. Students watch a short video advertisement for the Best Job in the World, being caretaker of Hamilton Island on the Great Barrier Reef. They then use the Compass Point thinking routine to help them assist in the evaluation of this job opportunity.

Lesson: I've Been to Bali Too

Peel the Fruit

In Peel the Fruit, students are asked to 'peel' back the layers of the issue.

In the Inquisitive unit, Democracy and Citizenship (History, Years 5-6), students are asked to investigate Aboriginal and Torres Strait Islander Rights throughout the 20 th Century. Students are posed the question 'How fairly do you think the Aboriginal people were treated in the early 20 th Century?' They are then asked to colour a square on an Opinion Meter demonstrating how important they believe this issue to be. A variety of statements, images and questions are then shared with the students throughout the unit. Students are consistently asked to return to the 'Peel the Fruit' image to assist them with showing their learning and understanding of this complex issue. Once complete, the students are then asked to graph their answer to the original question and reflect on any changes to their original opinion.

Lesson: Aboriginal and Torres Strait Islander People Rights

Question Organiser

This is a graphic information organiserwith spaces for questions which begin: when, why, who, where and how. It is designed as a visual guide to help students progressively delve deeper into a question or topic to reach a stronger understanding of the chosen area.

Celebrations and Commemorations (History, Years 3-4) is a unit that focuses on cultural celebrations and commemorations around the world. Students are asked to organise themselves into a small group. Each group member selects a different celebration or commemoration to research. Students use the Question Organiser to develop their thinking and assist in breaking down the research question into manageable parts. Students then use this information to create a chapter in a book or film documenting different celebrations and commemorations from around the world.

Lesson: A Celebration of Cultures

3-2-1 Bridge Organiser

This organiser is used to record initial thoughts, ideas, questions and understandings about a given topic. After reading an article or watching a video, students are then asked to rethink their initial opinions after learning more about the topic. The idea is for bridges to be built between ideas when new information is obtained. Students should be focussing on the idea of understanding and connecting their thinking and ideas.

The 3-2-1 Bridge thinking routine is used in the unit The Australian Colonies (History, Years 5-6). In this unit, students are asked to watch a video about the spread of European settlement across Australia during the 1800s. They are then asked to write down three facts, two questions and an interesting observation, from which students research the answer to the two questions they posed.

Lesson: A Story of Australian Settlements

Six Thinking Hats

This thinking routine assists students by looking at things from a number of different points of view ( hats). The Six Thinking Hats technique was created by Edward De Bono. It is good for developing decision making and creativity in thinking. Students are able to put on a hat to view things from a different point of view. The six hats are:

White Hat: Information. What are the facts?

Yellow Hat: Positives and advantages.

Black Hat: Difficulties and dangers.

Red Hat: Emotions and feelings.

Green Hat: New ideas and creativity.

Blue Hat: Managing the thinking process.

In the unit, Different Environments (Geography, Years 3-4), students are introduced to the natural features of Australia. In a differentiated activity, students are asked to use the thinking hats routine to do some research into traditional musical instruments made by Aboriginal and Torres Strait Islander Peoples using natural materials from their surrounds. They are asked to use known information and apply white, yellow, black and green hat thinking.

Lesson: The Great Southern Land

Think Puzzle Explore

The Think Puzzle Explore routine can be a useful way to complete a formative assessment before starting a new learning journey.

Inquisitive uses the Think Puzzle Explore routine to introduce the topic of the United Nations in the unit, The World's Cultural Diversity (History, Years 5-6). Student curiosity is sparked with a stimulus video: Kid President visits the UN. Following the video, they are invited to write down their thoughts on what they know about the UN, what still puzzles them, and which aspects of the United Nations they should further explore.

Lesson: Human Migration

Plus Minus Interesting

In the unit, Features of Places, (Geography, Years 1-2), students are asked to think about the way features of places have changed over time. They select a feature of their local area and examine how it has changed. They brainstorm ways this feature could be improved in the future and as a group, vote on the idea they liked best. Students then use a PMI chart to consider the positive (plus), negative (minus) and interesting aspects of the improvement that most people voted for.

Lesson: Change http://www.inquisitive.com/lesson/238

Inquisitive uses this thinking routine in many of its lessons. In Past and Present Family Life (History, Years 1-2), students are asked to think about how families have changed over time. Photos from the past are displayed showing large families with numerous children. Two questions are presented for discussion which follow the think, pair, share routine: What would be the good things about living in a big family? What would be the bad things about living in a big family?

Lesson: Families Then and Now

Venn Diagram

Venn Diagrams are used to compare two or more things and to show both their similarities and differences. A Venn Diagram is usually made up of two or more circles that overlap. In the outer circles students are able to record how things differ and within the overlapping section they record the similarities. By using this routine, students are able to compare and contrast ideas for a greater understanding. Venn Diagrams can be used for a variety of purposes in all subjects.

Within First Contacts (History, Years 3-4), students are presented with differing ideas and opinions of what has taken place in modern Australian History. This lesson is entitled Terra Nullius? and asks students to research this term. The class is then asked to think about the decision of the British to declare Australia as 'Terra Nullius' and form an opinion on this. Students then create their own Venn Diagram to show the similarities and differences between the views of European and Aboriginal and Torres Strait Islander Peoples towards land ownership. Students are then asked to reflect on how these opposing views would have impacted on the early relations between the European and Aboriginal Peoples.

I Used to Think... Now I Think

This routine captures a change of opinion or perspective from what a student ' used to think' to what they ' now think.'

It enables students to reflect on their learning, be willing to consider different ideas and to be able to acknowledge when their opinion has changed. It can be a useful routine to use for topical or emotive issues. It also gives students the opportunity to reflect on why their thinking may have changed and enhances reasoning skills.

In First Contacts (History, Years 3-4), students are asked to identify who they think discovered Australia. They research a range of explorers who made a significant contribution to the 'discovery' of Australia. Students are asked to think deeply about this question and justify their reasoning and response. They are given opportunities to change their mind, reflecting and analysing along the way. Students are then asked to consider Aboriginal and Torres Strait Islander Peoples' feelings about this question.

Lesson: Who Discovered Australia?

Mind Map

Mind maps are diagrams to visually organise information branching out from a central concept. The branches unpack the central concept into smaller categories. They become a map of a student's thinking.

There are two forms of mind maps: unstructured or structured. An unstructured mind map can be used to assist the recording of free-flowing ideas related to a singular concept. A structured mind map is an excellent way to guide students in their research to help them identify key areas related to a topic or concept. It helps order thoughts and divide concepts into categories.

In the unit, The Earth's Environment (Geography, Years 3-4), students are guided through a study of Brazil. They are provided with a quality eBook about Brazil, and asked to summarise the information of interest to them, using a mind map.

Lesson: South American Country Study

Connect Extend Challenge

This Connect Extend Challenge routine helps students make connections between new and prior knowledge, with an implicit guide as to how to develop their interest further. Recording students' ideas and using them at a later time can also be useful for reflecting on their understanding.

Students are then invited to write their questions on sticky notes and display them in the classroom. The class works together to write their own intergalactic address, starting with their classroom and expanding out until they identify their planet.

KWHL Chart

This chart helps students to organise their thinking before, during and after conducting research.

K stands for what you alreadyKNOW about the subject.

W stands for what you WANT to learn.

H stands for figuring out HOW you can learn more about the topic.

L stands for what you LEARN as you read.

Students structure their research by stepping through each part of the process and also recording what they learn as they go.

Whilst working through the unit, The Earth's Environment (Geography, Years 3-4), students are asked to consider the concept of sustainability. They are given the option of researching one of the most sustainable cities in the world, provided with guided research links to websites and then use the KWHL chart to record their thinking.

Lesson: Who's Looking after this Home of Ours

Colour, Symbol, Image

In the unit, A Diverse and Connected World (Geography, Year 5-6), students learn about global connections through the study of the Olympic Games. In one particular lesson, they are shown a moving video of athlete Derek Redmond running in the Olympic semi-finals in Barcelona in 1992. Students are encouraged to record anything they find interesting, important or meaningful. They are then asked to use the Colour, Symbol, Image routine in relation to one of these observations.

Lesson: Faster, Higher, Stronger

Jigsaw Strategy

The Jigsaw Strategy is achieved by forming groups with 5 or 6 students. Each student in a group has to investigate and learn about a different piece of the overall topic ( jigsaw). They become the expert of that piece. If you have multiple groups, the experts from each group focussing on the same piece, can join together in researching and attaining key insights, before returning to their group to share.

Use of this strategy ensures that all students contribute equally in a group that is inclusive of all. It gives individuals autonomy and responsibility as well as the opportunity to become an 'expert' whilst being supported and guided by those around them.

This routine is completed using the following steps:

1. Students are placed into a group of 5 or 6.

2. Individuals are each given an inquiry question (all groups are given the same set of questions).

3. Students then find others from different jigsaw groups who have the same question. This is their expert group.

4. In their expert group, students discuss the inquiry question. They should record prior knowledge and work together to research and record the information required.

5. When time is up, students are to return to their jigsaw group with the information collected and present their puzzle piece to their group.

When all the puzzle pieces are put together students then have the complete research project.

Inquisitive uses this routine to assist students in locating and analysing information relating to the development of the Australian Colonies after 1800. This lesson, from the unit The Australian Colonies (History, Years 5-6), starts off with a 3D animated presentation introducing the changes made during this time. Students then use the Jigsaw Strategy to investigate inquiry questions in Expert Groups before reporting back to their original Jigsaw Group.

Lesson: A Colonial Puzzle

3-2-1 Graphic Organiser

In the unit, The Earth's Environment (Geography, Years 3-4), the focus is on how Aboriginal and Torres Strait Islander Peoples live sustainable lives. During this research, students are provided with a link to a website about Kakadu, which teaches them about Bininj and Mungguy peoples. Students select an area to research. To assist in summarising this research, a 3-2-1 Graphic Organiser is provided requiring the following information:

Record three things you have learned about protecting the environment, using resources and/or sustainability.

Record two interesting facts you discovered.

Record one new word for your vocabulary.

Lesson: Aboriginal and Torres Strait Islander Peoples Sustainability

Tug of War

The Tug of War routine uses students' familiarity with this game (two teams pulling against each other on a rope) to demonstrate ways in which arguments can be put across to ' pull ' an audience to one side of a debate. Teachers can easily bring this routine into their classroom with a variety of issues and topics in different subjects. This can be completed in pairs, small groups or as a whole class.

In the unit, Australia as a Nation (History, Years 5-6), students are taught about human rights, and learn that privacy is one of those fundamental rights under the UN Declaration of Human Rights. Notwithstanding this, children and adolescents often use the Internet in ways which put their privacy at risk.

Students are posed the question: Does a parent's concern for the right to a safe environment interfere with a child's right to privacy?

An image of a Tug of War rope, with people on opposing sides, is placed in the classroom. Students are asked to think of reasons for both sides of the argument and justify them, recording this on a sticky note to display on each side of the image. Students are then asked to discuss each side. After the discussion, each student is asked to write a recommendation about how rights of safety and privacy for children using the Internet, could be managed.

Concept Map

A concept map is used to show how ideas are connected. Starting with a main idea or topic, arrows fan out to circles and boxes for associated ideas. It allows students to unpack and organise their thinking, and is a powerful way to enrich and deepen student comprehension.

Inquisitive guides students through the creation of a concept map whilst teaching students about traditional land ownership in the unit, Factors that Shape Places (Geography, Years 5-6). Students spend time researching an Aboriginal or Torres Strait Islander land management technique, and are required to present their findings in a concept map.

Lesson: Traditional Land Management

Infographic

An infographic is a way to present information as a diagram, using pictures, graphs, symbols and images. Text is also important on an infographic but should only be in small sections and be short and to the point. Presenting information this way can assist visual learners in understanding the information presented, being easier to read, and designed to be more memorable than paragraphs of words. By using this strategy in the classroom, students are asked to clearly summarise information that they have learned and share it with others.

In the unit, Community and Commemorations (History, Years 3-4), students are asked to research either the International Day of Peace or International Mother Earth Day. They are provided with links to assist in their research. Once they have learned about the significance and origin of their chosen international day, students are asked to create an infographic to share their knowledge.

Lesson: International Celebrations and Commemorations

Step Inside: Perceive, Know, Care About

The Step Inside routine, asks students to consider ( step inside) events or topics from the perspective of different people, or even the perspective of animals, objects or other phenomena. From this unique perspective, what do they perceive, know and care about?

Asking children to look at things from another point of view helps them understand our world and gain empathy and understanding of others. This routine can be used in many different subject areas in a variety of ways. For example, students could be asked to write about a bushfire, however they could be asked to write from the fire's perspective. Students may be shown a picture of the moon landing. Students could discuss the point of view of Neil Armstrong, Buzz Aldrin, the moon, the people watching at home, the Russian astronauts. All of these would have different ideas, opinions and feelings about the same event. Even the youngest students can benefit from this routine.

Inquisitive provides opportunities for Foundation students to place themselves inside a picture. In the unit People Live in Places (Geography, Foundation or Kindergarten Year), students are asked to think about places they belong. They are then asked to think about what it would be like to be in another place. Students are shown visual images of a roller coaster, a waterfall, a birthday party and a dental surgery. They are then asked to step inside each picture and describe what they might see, hear or smell whilst there.

Lesson: Places I Belong To

10 x 2 Visual Thinking Strategy

In the 10 x 2 Visual Thinking Strategy, students are shown an image of an artwork for 30 seconds and then asked to write down ten words or phrases that come to mind regarding the picture. Once students have completed their 10 words/phrases, they repeat the activity, with another 30 seconds to relook at the artwork, and then recording another ten words or phrases, different from the first.

By using the 10 x 2 Visual Thinking Strategy, students have the opportunity to look more deeply into a piece of artwork. It helps students to slow down and make detailed observations beyond a first impression.

Paintings can be used as an historical source to provide insight into the past. In the unit, The Australian Colonies (History, Years 5-6), students learn about the History of Australia beyond 1800. Students are provided an eBook of paintings created by Joseph Lycett, a convict sent to Australia after being sentenced for money forgery. Lycett's talent was discovered by the settlement's commander and he was given the task of recording and painting scenes of the new settlement and its surrounding environment.

Students select a painting to focus on. They use the graphic organiser provided to structure their thinking. In the centre circle, students write the name of their chosen painting. They are given 30 seconds to do nothing but look at the image they have chosen. They then record ten words or phrases about the image. Students repeat the activity, recording their next ten words in another colour.

Lesson: Two Worlds

About Inquisitive

Inquisitive is the Australian education company with a mission to simplify access to quality lessons, so that teachers can enjoy teaching and students can learn with purpose and depth.

This research into thinking routines and visible thinking, informs the ongoing development of inquisitive.com. From this base of research, Inquisitive lessons are then trialled, workshopped and refined in classrooms.

Contact us if you would like to write for Inquisitive.

Head of Education: Sarah Rich

Telephone: +61 2 9969 1885
Email: support@inquisitive.com

Further Research and Acknowledgements
http://www.pz.harvard.edu/resources/visible-thinking-tools https://www.mindtools.com/pages/main/newMN_ISS.htm www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03a_ThinkingRoutines.html

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A Teacher's Guide to Visible Thinking Activities

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Sara Bell, Tim Power and Sarah Rich · 27 March 2019 Share this post This is a practical guide to using thinking routines in the classroom, with quality ready-to-use activities for each type of routine. This guide begins with a short summary of the research that underpins the use of thinking routines and the purpose of making thinking visible.

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Not only does this site include a bunch of templates that you can use in your lessons, it also includes links that introduce you to even more activities and templates!

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Graphic Organizers & Choice Boards

This collection of ready-to-use graphic organizers will help children classify ideas and communicate more effectively. All of our printable graphic organizers are designed to facilitate understanding of key concepts by allowing students to visually identify key points and ideas. By using graphic organizers across all subject areas, you will be empowering your students to master subject-matter faster and more efficiently. We have graphic organizers for reading, science, writing, math, and for general classroom use. You'll also find blank printable templates like graph paper, dot arrays, and other useful tools.

Popular Graphic Organizer Collections

Self-assessment Graphic Organizers

Growth Mindset Graphic Organizers

Graphic Organizers (PreK-2)

Help students, grades pre-K-2, with their reading comprehension, main idea organization, and more using our graphic organizers.

Graphic Organizers (Grades 3-5)

Help your grade 3-5 students with their organization by using our graphic organizers and reading webs.

Graphic Organizers (Grades 9-12)

These graphic organizers for grades 9-12 will aid students in reading comprehension, writing abilities, and sequencing.

Writing Graphic Organizers

Help students organize their writing with these sequence charts, reading organizers, outlines, webs, and more!

Research Graphic Organizers

Support students to practice and develop essential research skills.

Science Graphic Organizers

Use our venn diagrams, graphic organizer worksheets, and instructions to help your students organize their scientific thought.

Timelines and Sequence Charts

Sequence stories and picture orders with these timeline and sequence charts.

Reading Comprehension

Enhance your student's reading comprehension with these webs, main idea charts, plot summaries and more with our reading comprehension graphic organizers!

Concept Maps and Idea Webs

These concept maps and idea webs will help students organize their thoughts, whether they are history, science, or language arts related.

Math Graphic Organizers

Help your students enhance their math skills and stay on track with these homework checklists, KWL charts, column charts and more.

Galleries

These galleries provide you the best graphic organizers for every occasion. Whether it be writing, science, literature, or animal related, we have a slideshow for it all!

Customizable Graphic Organizers

Use our customizable graphic organizers to tailor each one to the specific lesson of the day.

KWL Charts

Help students organize what they know, what they want to know, and what they have learned with these KWL charts relating to all subjects.

Venn Diagrams

Venn Diagrams are a great way for students to compare and contrast two (or three) concepts. Use our venn diagrams to accompany your lesson for any subject.

Cause and Effect

Each effect has a cause. Help students identify the two in their readings, writing, and more with our cause and effect printable worksheets.

Main Idea and Supporting Details

It is important for students to distinguish main ideas and supporting details in order to comprehend their readings. We have provided printable graphic organizers, such as a stair step organizer, to help students organize the main idea from the supporting details.

Choice Boards

Choice Boards are similar to graphic organizers because they can be downloaded, printed, and given to students. What sets Choice Boards apart is that they provide students with the opportunity for choice. Rather than a graphic organizer that has one assignment, a choice board provides multiple ways that students can explore a topic or skill and demonstrate their learning. Choice boards also help you differentiate your instruction, as you can support students to make a choice that best aligns with their learning needs and learning preferences. Access our library of choice boards below.

Holiday Choice Boards

Math Choice Boards

English Language Arts Choice Boards

Social Studies Choice Boards

Science Choice Boards

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Graphic organizers for teachers grades K-12.

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Printable graphic organisers - perfect for resources in schools where not all students have access to devices!

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Help your students classify ideas and communicate more effectively with these free graphic organizer templates, available for download. They can be used to structure writing projects and help in problem solving, decision making, studying, planning research, and brainstorming.

Printable Graphic Organizers

Select a blank graphic organizer from the following categories depending on your curriculum needs.

Sequence of Events

Main Topic and Key Details

Compare/Contrast

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Free Downloadable Graphic Organizer Templates

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Use these free graphic organizer templates to help your students communicate more effectively by classifying ideas, structuring writing projects, and more.

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I am a BIG FAN of starter activities, and here is a list of some to get your STARTED (get it?!).

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The traditional recap quiz is one of the most common starter activities within teaching. Simply have 5 questions written on the board which learners can read and write down their answers. Learners can work independently or even in pairs.

The questions should be relevant to the previous lesson and serves as a refresh exercise. Once 5 minutes has elapsed, you can ask both nominated and open questions to seek the feedback from the learners.

This can also be an important tool to check whether or not information has been attained, if not then it would be wise to visit some of the previous taught content.

Tip! Use miniature white boards to write on rather than paper as this will reduce your own preparation time.

Tip! After 2 mins, change over roles. At the end of the game get each pair to total up how many words they have described correctly

Tip! You can even get a confident learner to be the quiz master and read out the questions.

The anagram is a word or phrase formed by rearranging the letters of a different word or phrase, typically using all the original letters exactly once. The list of anagram words can be associated words with the unit or topic that you are teaching at the moment.

This activity is usually completed within silence and it is an activity which can help to relax learners from a busy day to focus upon the lesson ahead.
https://www.thewordfinder.com/anagram-solver/

When you ask your learners to complete a cross word or word search activity they may 'roll their eyes' at first. However by simply adding a timer and a competitive element to the activity- you will be able to hear a pin drop due to the concentration.

Tip! There are many cross word creators that can create your own activity without you having to make one yourself

One hallmark of every great teacher is to stay current and keep with the times. When your subject area is mentioned within the news, it is important to show these and developments to your learners.

Put pictures on your board and ask them to write down 'what's the story?' 'Why is this person in the news?' 'What's the impact of this issue on society?' 'What is your opinion about this topic?'

As important as it is to show your students updates about current affairs, it is more significant for learners to express their views and opinions. Opportunities to express own opinion in these activities will help to promote an 'openness' within your classroom and differences of thought can be shared.

Tip! Devise a plan where each learner will deliver their topic- you will have many lessons starters covered.

Tip! These quizzes are simple to create and can be shared with a team of teachers or department helping to reduce planning time.

A simple starter which focuses on key terminology being at the forefront of this activity. If you have learnt about complex ideas or terms, it is good for learners to attempt this exercise. With time, they will understand clearly the correct terms. Let learners experiment with this task and be at hand to explain to them the correct answers.

Photo by Hunter Newton on Unsplash

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The traditional recap quiz is one of the most common starter activities within teaching. Simply have 5 questions written on the board which learners can read and write down their answers. Learners can work independently or even in pairs. The questions should be relevant to the previous lesson and serves as a refresh exercise.

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This brilliant resource was sent to me by a teacher-friend and is a noise monitor for rowdy classrooms. Like her, I use it during Silent Ball to ensure the classroom noise stays at a minimum, and it is particularly effective during times when students are working on their assessment tasks. I draw a line on the board and expect that the balls don't bounce above that line.

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Bouncy Balls – Manage classroom noise with bouncing balls!

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A free classroom noise level meter, monitor and management tool. Perfect if your school kids are too noisy! Bouncing balls react to sounds from the microphone.

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I've been looking for a timer for a while and when I found this, I felt foolish to not have thought of YouTube! Rather than a boring countdown timer on Google's homepage, I'm excited to use this in my classroom - especially during activities like think/pair/share, etc.

Scooped from https://padlet.com/malissatapp/Bookmarks

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5 Minute Timer BOMB 💣 With Giant Bomb Explosion

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o   Slidesgo is a great resource for different themes and templates for incorporating into presentations. I personally use it for inspiration in designing my own templates, but my students use them for when they have to create presentations in class. Some templates you need to pay for, but others are free with proper attribution (which is also a great way to teach students are attribution and ethical responsibility).

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Free Google Slides themes and Powerpoint templates | Slidesgo

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Discover the best Google Slides themes and PowerPoint templates you can use in your presentations - 100% Free for any use.

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Bitmoji - animated, personalised cartoons

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Bitmoji - animated, personalised cartoons

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There is something very 'personal' about the idea of including a Bitmoji in classroom presentations. It reminds me of a stamp for the digital world. I think I will incorporate this into my presentations as reminders and don't forget. For example, including a slide with content and then my bitmoji in the corner that says "don't forget to email Mrs Oborn your presentation at...".

Scooped from https://padlet.com/malissatapp/Bookmarks

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Bitmoji is your own personal emoji. Create an expressive cartoon avatar, choose from a growing library of moods and stickers - featuring YOU! Put them into any text message, chat or status update.