ALAT PEMIKIRAN DALAM PENDIDIKAN MORALKU.VELUSAMYBAHAGIAN PEMBANGUNAN KURIKULUMKEMENTERIAN PELAJARAN MALAYSIA

Apa dia? Mengapa ia perlu?Bagaimana cara menggunakannya?Apa itu Alat pemikiran?

Alat pemikiran merupakan instrumen yang boleh membantu kita menggunakan minda kita secara sistematik dan berkesan.

Thinking Tools

Guru perlukan ilmu pengetahuan tentang alat pemikiran bagi mengatur strategi terbaik untuk menjalakankan p&p yang berkesan. Alat Pemikiran

Alat Pemikiran/Thinking ToolsTaxanomy BloomThinking maps6 thinking hatsThinkers keysMind mapsMultiple intelligencesVenn diagramSWOTCort1PMI (plus,minus, interesting chart)ScamperQuestion matrixKWHLT-chartY-chartGraphic organisersLotus diagramFlow chartBone diagramFishbone diagram

I THINK

APA ITU I THINK?Lapan peta pemikiran (Proses pemikiran) adalah alat berfikir visual yang memudahkan murid-murid dalam memahami konsep, menganalisis masalah dan mencari penyelesaian.

PETA MINDA I THINKPeta minda mengandungi 8 proses pemikiran, setiap satu diwakili oleh satu alat pembelajaran visual-verbal dan kedua-duanya bergabung sebagai satu set alatan yang menunjukkan hubungan.

I THINK

8 Peta pemikiran

8 Proses minda

8 KUNCI KEMAHIRAN/PROSES PEMIKIRAN:Sumbang saran / mendefinisi Menerangkan membanding beza membuat pengelasan Hubungan seluruh-bahagian Urutan Sebab dan akibat Analogi (hubungan yang sama)

Mendefinisi mengikut konteksPETA BULATAN

Membantu aktiviti sumbang saran dan menyenaraikan semua yang diketahui tentang perkara atau idea tertentu supaya perkara tersebut boleh diteroka.

Peta BulatanCircle Map

Adapted from Thinking Maps - Tools for Learning 1995

mendefinisi mengikut konteksPeta Bulatan

Adapted from Thinking Maps - Tools for Learning 1995Topik utama

mendefinisi mengikut konteksPeta Bulatan

Adapted from Thinking Maps - Tools for Learning 199514 Nilai Universal

Menerangkan PETA BUIH:

Membantu menerangkan sesuatu perkara atau idea dengan menyenaraikan kata adjektif supaya boleh menerang dan memahami sesuatu dengan lebih baik.

PETA BUIHBUBBLE MAPAdapted from Thinking Maps - Tools for Learning 1995

Untuk menerangkan (adjektif)Peta BuihAdapted from Thinking Maps - Tools for Learning 1995 KonseputamaAdjektif1 Adjektif4 Adjektif2 Adjektif3 Adjektif5 Adjektif6

Peta BuihUntuk menerangkan, guna adjektifAdapted from Thinking Maps - Tools for Learning 1995

jujur

rajin

Amanah baik hati

ikhlas budi bahasa

Krishnan

PETA BUIH BERGANDA:

Membantu menyenaraikan persamaan dan perbezaan antara dua perkara atau idea supaya dapat membezakan kedua-duanya dengan membanding & membeza

Membanding beza

PETA BUIH BERGANDADOUBLE BUBBLE MAPAdapted from Thinking Maps - Tools for Learning 1995

Untuk banding bezaPETA BUIH BERGANDAAdapted from Thinking Maps - Tools for Learning 1995 konsep 1 konsep 2 sama beza sama beza beza bezabeza beza sama

Untuk banding bezaPETA BUIH BERGANDA

Adapted from Thinking Maps - Tools for Learning 1995

BPK THAN

VELU IndiaUPMThn BaruCinaBuddha CinaDeepavali Hindu SAINS SOSIAL

Membuat Pengelasan PETA POKOK: Membantu menyusun maklumat supaya berada dalam kumpulan yang berbeza agar boleh memahami maklumat tersebut dalam gambaran besar secara menyeluruh.

Membuat PengelasanPETA POKOKAdapted from Thinking Maps - Tools for Learning 1995

Membuat PengelasanPETA POKOKAdapted from Thinking Maps - Tools for Learning 1995Reading Skills: Main Ideas & Details; TaxonomyPendidikan Moral

Hubungan Seluruh- bahagian PETA DAKAP:

Membantu memecahkan sesuatu kepada ciri-ciri selanjutnya supaya dapat memahami cara sesuatu benda berfungsi.

PETA DAKAPBRACE MAPAdapted from Thinking Maps - Tools for Learning 1995

Hubungan seluruh & bahagianPETA DAKAPAdapted from Thinking Maps - Tools for Learning 1995Fokus PM Sek RenPerasaan PenaakulanTindakantanggungjawabakauntabilitiPerlakuanmental menaakulperlakuan baik/jahatsalah/benar

PETA ALIR:

Membantu menyenaraikan langkah-langkah yang terlibat dalam sesuatu proses supaya dapat memahami apa yang perlu dilakukan untuk mencapai sesuatu.

Urutan

PETA ALIRFLOW MAPAdapted from Thinking Maps - Tools for Learning 1995

URUTANPETA ALIRAdapted from Thinking Maps - Tools for Learning 1995

UrutanPETA ALIR

Adapted from Thinking Maps - Tools for Learning 1995

Sebab dan Akibat PETA PELBAGAI ALIR:

Membantu melakarkan sebab dan akibat sesuatu peristiwa agar boleh memahami akibat tindakan-tindakan yang diambil dan cara untuk mengubahnya.

PETA PELBAGAI ALIRMULTI FLOW MAPAdapted from Thinking Maps - Tools for Learning 1995

Sebab dan akibatPETA PELBAGAI ALIRAdapted from Thinking Maps - Tools for Learning 1995Masalah/isuSebab 2Sebab 1Akibat 1Akibat 2

suka bantu keluargaRajin belajarSuka tolong kawanHock SengDisayangi rakan-rakanCemerlang dalam pelajaranDisayangikeluarga SEBAB AKIBAT

Analogi (hubungan yang sama, mencari faktor penghubungan) PETA TITI: Membantu menyenaraikan beberapa pasangan butiran yang berkaitan antara satu sama lain supaya dapat memahami perkara-perkara di dunia yang mempunyai hubungan yang serupa (analogi).

PETA TITIBRIDGE MAPAdapted from Thinking Maps - Tools for Learning 1995Sama seperti

AnalogiPETA TITIAdapted from Thinking Maps - Tools for Learning 1995 Sama seperti

tokong kuil gereja vihara Taoist as Hindu as Kristian as Buddhist

Faktor Penghubungan: tempat ibadat dengan penganutnya

THINKING TOOLPMI (Plus, Minus, Interesting/Tambah, Tolak, Menarik)

LATIHANMENGHADIRI KURSUS JU DI PARK AVENUE HOTEL, SG.PETANI

**

TAJUK PERBINCANGAN : MENGHADIRI KURSUS JU PLUS (+ve)MINUS (-ve)InterestingTambah ilmuMakan percumaRamai kawan baruTingggal di hotelMembeli belahTekanan/peningBerat badan bertambahKerja di sekolah tertangguhJauh dari keluargaDuit habisTerdahulu mendapat maklumat tentang KSSRMenikmati pelbagai jenis makananBerkongsi idea dari pelbagai negeriKepuasanDapat berjumpa dgn Penulis bukuMenambah ilmuBerkongsi ilmuPenceramah yang peramahMakanan tak sedapTak ada wi-fiMabuk liftLift jammedLetih Jadual padatTak dapat mandi di kolamRamai kawanAda kolam renangBerdekatan dgn pusat membeli belahPemandangan yg cantik

**

TAJUK PERBINCANGAN : MENGHADIRI KURSUS JUPLUS (+ve)MINUS (-ve)InterestingDapat tambah pengetahuan baruTambah kenalanPengalaman baru sbg JUKongsi idea dan pngalamanPertambahan tugasanGangguan pdpMatlamat MMI terjejasTugasan sekolah tertunggakWifi berbayarPeluang melancongSeronok bersama kawanPenceramah yg hebatMakanan yang sedapBanyak pengalamnKawan baruKongsi ideaDapat maklumat awalJauh dari keluargaKeluar kosPdp tertangguhTambah tanggungjawabDapat rasai tempat baruDapat beli belahDapat duduk hotelMakanan percuma

**

TAJUK PERBINCANGAN : MENGHADIRI KURSUS JUPLUS (+ve)MINUS (-ve)Interesting Dapat memahami bidaya pelbagai bangsaMendapat motivasi dan latihan sebagai JUBilik hotel kurang selesa bilik perbincangan tidak kondusifTekananKursus sampai malamHujan tak henti-henti, tak boleh shoppingMasa terlalu suntukDi tengah pusat BandarEratkan perpaduanBercukup rehatBenda baru kenalan dgn pakar bidangKetahui pedagogi terkiniHOTSOverTimeMerapatkan hubungan sesama peserta tanpa mengira kaumInteraksi yang berkesan antara kawan-kawanBudaya 1 malaysia diwujudkanPenceramah yang berkaliber dan peramah

THINKING TOOL

6 THINKING HATS

six thinking hats

Published by Advanced Practical Thinking Training, Inc. 1998 The McQuaig GroupSix hatsSix colorsSix types of thinkingThe hats are directions, not descriptions of thinkersEach thinker should be able to use all of the hats

six thinking hats

Published by Advanced Practical Thinking Training, Inc. 1998 The McQuaig GroupWays to Use the HatsIndividually (i.e., thinking alone) In conversation In meetings Reports and presentations

six thinking hats

Published by Advanced Practical Thinking Training, Inc. 1998 The McQuaig Groupwhite hat What information is available? What information do we need? How are we going to get the missing information?

six thinking hats

Published by Advanced Practical Thinking Training, Inc. 1998 The McQuaig Groupred hat What are my feelings right now? What does my intuition tell me? What is my gut reaction?

six thinking hats

Published by Advanced Practical Thinking Training, Inc. 1998 The McQuaig Groupblack hat What are some possible problems? What difficulties could we encounter? What are points for caution? What are the risks?

six thinking hats

Published by Advanced Practical Thinking Training, Inc. 1998 The McQuaig Groupyellow hat What are the benefits? What are the positives? What are the values? Can this be made to work?

six thinking hats

Published by Advanced Practical Thinking Training, Inc. 1998 The McQuaig Groupgreen hatWhat creative ideas do we have?What are the alternatives?How can we overcome the black hat difficulties?

six thinking hats

Published by Advanced Practical Thinking Training, Inc. 1998 The McQuaig Groupblue hat Where should we start? What is the agenda? What are the objectives? Which hats should we use? How can we summarize? What should we do next?

THINKING HATS

WHITEHATREDHATYELLOW HATBLUEHATBLACKHATGREENHATIdentify the fact and details of a topicLooks at a topic from the point of view of emotions and feelingsFocuses on the positive aspects of a topicFocuses on reflection, metacognition (thinking about thinking that is required) and the need to understand the big pictureExamines the problems associated with a topicRequires creativeness, imagination and lateral thinking about a topic

THINKING TOOL

BLOOM-REVISED VERSION

FOUNDATIONHIGHER

ORDERTHINKINGTHINKINGBloomsTaxonomyBloomsTaxonomy

Taxonomy = Klasifikasi

mengkelaskan aras pemikiran 6 aras pemikiran kognitif

Mengapa Taksonomi Bloom perlu? Merangka dan mengkaji objektif pembelajaranMembina kurikulumMengenali kemahiran mudah dan kemahiran sukarMenyepadukan objektif pembelajaran dengan teknik penilaian secara efektif

MenciptaMenilaiMenganalisismengaplikasiMemahamiMengetahui

Questioning . . .Higher level questions require complex application, analysis, evaluation or creation skillsHigher level questionsEncourage students to think more deeply and criticallyFacilitate problem solvingEncourage discussionsStimulate students to seek information on their own

University of Illinois (2006)Handout #

MengetahuiMurid dapat mengingati & menyatakan apa yang telah dipelajari

DescribingFindingIdentifyingListing

RetrievingNamingLocatingRecognizing

Can students recall information?

Remembering stemsWhat happened after...?How many...?What is...?Who was it that...?Name ...Find the definition ofDescribe what happened afterWho spoke to...?Which is true or false...?

(Pohl, 2000)

Memahami Murid dapat menginterpretasi maksud /apa yang telah dipelajariClassifyingComparingExemplifyingExplainingInferringInterpretingParaphrasingSummarizingCan students explain ideas or concepts?

Understanding stemsExplain whyWrite in your own wordsHow would you explain?Write a brief outline...What do you think could have happened next...?Who do you think...?What was the main idea...?ClarifyIllustrate(Pohl, 2000)

Mengaplikasi Murid dapat menggunakan informasi yang dipelajari dalam satu konteks yang berlainan daripada yang dipelajari.ImplementingCarrying outUsingExecutingCan students use the information in another familiar situation?c=

Applying stemsExplain another instance whereGroup by characteristics such asWhich factors would you change if?What questions would you ask of?From the information given, develop a set of instructions about

(Pohl, 2000)

Menganalisis Murid dapat menghuraikan/ menganalisis maklumat yang dipelajari untuk memahaminya dengan lebih detail.Attributing ComparingDeconstructingFindingIntegrating OrganizingOutliningStructuring

Can students break information into parts to explore understandings and relationships?

Analyzing stemsWhich events could not have happened?If. ..happened, what might the ending have been?How is...similar to...?What do you see as other possible outcomes?Why did...changes occur?Explain what must have happened when...What are some or the problems of...?Distinguish between...What were some of the motives behind..?What was the turning point?What was the problem with...?

(Pohl, 2000)

AnalyzingVerbsDistinguishQuestionAppraiseExperimentInspectExamineProbeSeparateInquireArrangeInvestigateSiftResearchCalculateCriticizeDiscriminate

CompareContrastSurveyDetectGroupOrderSequenceTestDebateAnalyzeDiagramRelateDissectCategorize

ProductsQuestionnaire DatabaseAbstractReport GraphSpreadsheetChecklistChartOutline ComparisonGraphic organizer

(Tarlinton, 2003)

AnalyzingProject Ideas

Use a Venn Diagram to show how two topics are the same and differentDesign a questionnaire to gather information and analyze the resultsMake a flow chart to show the critical stages of an event or story plotClassify the actions of the characters in the bookConstruct a graph to illustrate selected informationMake a family tree showing relationshipsConduct an investigation to produce information to support a point of viewReview a work of art in terms of form, color and textureCreate a Decision Making Matrix to help you decide which breakfast cereal to purchase(Tarlinton, 2003)

*

MenilaiMurid dapat membuat keputusan berdasarkan kritikan/ penilaian/rekfleksi yang mendalamCheckingCritiquingDetecting ExperimentingHypothesisingJudgingMonitoringTesting

Can students justify a decision or a course of action?

Evaluating stemsJudge the value of... What do you think about...?Defend your position about...Do you think...is a good or bad thing?How would you have handled...?What changes to would you recommend?Do you believe...? How would you feel if...?How effective are...?What are the consequences...?What influence will....have on our lives?What are the pros and cons of....?Why is....of value? What are the alternatives?Who will gain & who will loose?

(Pohl, 2000)

EvaluatingVerbsJudgeRateValidatePredictAssessScoreReviseInferDeterminePrioritizeTell whyCompareEvaluateDefendSelectMeasure Choose Conclude Deduce Debate Justify Recommend Discriminate Appraise Value Probe Argue Decide Criticize Rank Reject

Products

DebatePanelReportEvaluationInvestigationVerdictConclusionPersuasive speech

(Tarlinton, 2003)

EvaluatingProject Ideas

Persuasive presentation for a new school rule/suggesting changes neededPrepare and conduct a debatePrepare a list of criteria to judgePresentation about five rules you see as important and convinces others of their importanceWrite a half-yearly report evaluating personal progressEvaluate the characters actions in the story(Tarlinton, 2003)

EvaluatingQuestions

Is there a better solution to...?Judge the value of... What do you think about...?Can you defend your position about...?Do you think...is a good or bad thing?How would you have handled...?What changes to.. would you recommend?Do you believe...? How would you feel if. ..?How effective are. ..?What are the consequences..?What influence will....have on our lives?What are the pros and cons of....?Why is ....of value? What are the alternatives?Who will gain & who will loose?(Pohl, Learning to Think, Thinking to Learn, p. 14)

MenciptaMurid mencipta idea baru atau maklumat dengan menggunakan apa yang telah dipelajari ConstructingDesigningDevisingInventing

-Making PlanningProducing

Can students generate new products, ideas, or ways of viewing things?

Creating stemsDesign a...to...Devise a possible solution toIf you had access to all resources, how would you deal with...?Devise your own way to...What would happen if ...?How many ways can you...?Create new and unusual uses for...Develop a proposal which would... (Pohl, 2000)

CreatingQuestions

Can you design a...to...?Can you see a possible solution to...?If you had access to all resources, how would you deal with...?Why don't you devise your own way to...?What would happen if ...?How many ways can you...?Can you create new and unusual uses for...?Can you develop a proposal which would...? (Pohl, Learning to Think, Thinking to Learn, p. 14)

CreatingVerbsComposeAssembleOrganizeInventCompileForecastDeviseProposeConstructPlanPrepareDevelopOriginate

FormulateImproveActPredictProduceBlendSet upDeviseConcoctCompileImagineGenerateProductsDebatePanelReportEvaluationInvestigationVerdictConclusionPersuasive speech

(Tarlinton, 2003)

CreatingProject Ideas

Invent a machine to do a specific taskDesign a robot to do your homeworkCreate a new product. Give it a name and plan a marketing campaign.Write about your feelings in relation to...Write a TV show play, puppet show, role play, song or pantomime about..Design a new monetary system Develop a menu for a new restaurant using a variety of healthy foodsDesign a record, book or magazine cover for...Sell an ideaDevise a way to...Make up a new language and use it in an exampleWrite a jingle to advertise a new product(Tarlinton, 2003)

The New Blooms

LATIHANDILEMA HEIZ- GUBAH SOALAN BERDASARKAN VERSI BARU BLOOM

"Di Eropah, seorang wanita sedang menghadapi maut kerana sakit tenat. Para doktor mengesahkan bahawa hanya terdapat satu ubat sahaja yang dapat menyembuhkan penyakitnya itu. Ubat itu ditemui oleh seorang lelaki yang tinggal dalam bandar yang sama. Kos untuk membuat ubat tersebut ialah $200 tetapi lelaki tersebut menjual hanya sedikit sahaja ubat itu dengan harga $2 000 Heinz, suami wanita yang sakit itu cuba meminjam wang yang secukupnya untuk membeli ubat berkenaan. Beliau berjumpa dengan semua orang yang dikenalinya untuk meminjam wang. Tetapi, beliau hanya dapat setengah daripada jumlah yang diperlukan. Beliau kemudian berjumpa dengan lelaki yang membuat ubat itu dan mengatakan bahawa isterinya sedang sakit tenat lalu meminta supaya ubat itu dijual dengan harga murah sedikit ataupun membenarkannya membayar harga ubat itu kemudian. Tetapi lelaki tersebut mengatakan tidak, saya telah membuat ubat ini dan saya akan mendapatkan wang daripadanya. Oleh itu, Heinz memecah masuk ke dalam kedai lelaki tersebut dan mencuri ubat itu". (Sumber: Atkinson et. al., 1983, hlm 81)

HEINZIsteri sakit tenatUbat mahal10 kali ganda kos asalHeinz tak mampuPinjam duit tapi xcukup duitRayu pada sipenjual Sipenjual tidak berganjakHeinz terdesakPecah masuk kedaiCuri ubat untuk mengubati isterinya

THINKING TOOL

SWOT ANALYSIS

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LATIHANMENJADI JURULATIH UTAMA PENDIDIKAN MORAL BAHAGIAN / DAERAH

THINKING TOOL

FISH BONE

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**

Sekian

TERIMA KASIHXIE XIENANDRI

Circle maps are used for defining in contextIf you want to find out what kids know about cells put cells in the inner circle.Putting a box around the circle focuses the thinking e.g. the box says eukaryote so the thinking about cells is limited to eukaryotes. Replaces KWL charts*Circle maps are used for defining in contextIf you want to find out what kids know about cells put cells in the inner circle.Putting a box around the circle focuses the thinking e.g. the box says eukaryote so the thinking about cells is limited to eukaryotes. Replaces KWL charts*Circle maps are used for defining in contextIf you want to find out what kids know about cells put cells in the inner circle.Putting a box around the circle focuses the thinking e.g. the box says eukaryote so the thinking about cells is limited to eukaryotes. Replaces KWL charts*Bubble maps build the adjective associated with somethingThe circles are NOT supposed to be characteristics rather, they should be the adjectives that would help students write about the subject in the middle circle.The number of circles varies with the topic.*Bubble maps build the adjective associated with somethingThe circles are NOT supposed to be characteristics rather, they should be the adjectives that would help students write about the subject in the middle circle.The number of circles varies with the topic.*Bubble maps build the adjective associated with somethingThe circles are NOT supposed to be characteristics rather, they should be the adjectives that would help students write about the subject in the middle circle.The number of circles varies with the topic.*Double bubble synonymous to a Venn diagram

*Double bubble synonymous to a Venn diagram

*Double bubble synonymous to a Venn diagram

*Tree Map for classifying *Tree Map for classifying *Brace Map 0 a tree map on its side that is used for going from macro tro micro, or micro to macro / parts to whole or whole to parts*Brace Map 0 a tree map on its side that is used for going from macro tro micro, or micro to macro / parts to whole or whole to parts*Flow maps are for sequencing Good for proceduresThe 1a & 1b are called sub-flow maps. e.g. If you ask students to sequence out the steps of a lab.If step 1 says pour 25 ml into a beaker Step 1 a would say get a source of waterStep 1 b get a graduated cylinder etcThis allows for differentiation and more details*Flow maps are for sequencing Good for proceduresThe 1a & 1b are called sub-flow maps. e.g. If you ask students to sequence out the steps of a lab.If step 1 says pour 25 ml into a beaker Step 1 a would say get a source of waterStep 1 b get a graduated cylinder etcThis allows for differentiation and more details*Flow maps are for sequencing Good for proceduresThe 1a & 1b are called sub-flow maps. e.g. If you ask students to sequence out the steps of a lab.If step 1 says pour 25 ml into a beaker Step 1 a would say get a source of waterStep 1 b get a graduated cylinder etcThis allows for differentiation and more details*Multi-flow cause ad effect OR stimulus response mechanisms *Multi-flow cause ad effect OR stimulus response mechanisms *Bridge map analogies / metaphors probably the most difficult Electricity is to a machine as sunlight is to chloroplastInvolves higher order thinkingVery useful for explaining complex concepts*Bridge map analogies / metaphors probably the most difficult Electricity is to a machine as sunlight is to chloroplastInvolves higher order thinkingVery useful for explaining complex concepts***Taxonomy of Cognitive Objectives1950s- developed by Benjamin BloomMeans of expressing qualitatively different kinds of thinkingAdapted for classroom use as a planning toolContinues to be one of the most universally applied models Provides a way to organize thinking skills into six levels, from the most basic to the higher order levels of thinking1990s- Lorin Anderson (former student of Bloom) revisited the taxonomyAs a result, a number of changes were made

**LEVELS OR PRE-REQUISITES

SUGGESTED THAT A STUDENT CANNOT EFFECTIVELY OR OUGHT NOT TRY TO ADDRESS HIGHER LEVELS UNTIL THOSE BELOW THEM HAVE BEEN COVERED

EACH LEVEL IS SUBSUMED BY THE HIGHER LEVEL

LEVELS OF LEARNING CREATE AN EXPECTED CEILING FOR A GIVEN PROGRAM OR CURRICULUM

PROGRESSIVE CONTEXTUALIZATION

LOWER LEVELS PERHAPS JUST ENOUGH FOR A TECHNICIANS LEVEL OF COMPETENCE AND NOT BEYOND (FOR A MORE ADVANCED POSITION)*LEVELS OR PRE-REQUISITES

SUGGESTED THAT A STUDENT CANNOT EFFECTIVELY OR OUGHT NOT TRY TO ADDRESS HIGHER LEVELS UNTIL THOSE BELOW THEM HAVE BEEN COVERED

EACH LEVEL IS SUBSUMED BY THE HIGHER LEVEL

LEVELS OF LEARNING CREATE AN EXPECTED CEILING FOR A GIVEN PROGRAM OR CURRICULUM

PROGRESSIVE CONTEXTUALIZATION

LOWER LEVELS PERHAPS JUST ENOUGH FOR A TECHNICIANS LEVEL OF COMPETENCE AND NOT BEYOND (FOR A MORE ADVANCED POSITION)**Make a story map showing the main events of the story.Make a time line of your typical day.Make a concept map of the topic.Write a list of keywords you know about.What characters were in the story?Make a chart showingMake an acrostic poem aboutRecite a poem you have learned.

**Write in your own wordsCut out, or draw pictures to illustrate a particular event in the story.Report to the classIllustrate what you think the main idea may have been.Make a cartoon strip showing the sequence of events in the story.Write and perform a play based on the story.Write a brief outline to explain this story to someone elseExplain why the character solved the problem in this particular wayWrite a summary report of the event.Prepare a flow chart to illustrate the sequence of events.Make a coloring book.Paraphrase this chapter in the book.Retell in your own words.Outline the main points.

**Construct a model to demonstrate how it looks or worksPractice a play and perform it for the classMake a diorama to illustrate an eventWrite a diary entryMake a scrapbook about the area of study.Prepare invitations for a characters birthday partyMake a topographic mapTake and display a collection of photographs on a particular topic.Make up a puzzle or a game about the topic.Write an explanation about this topic for others.Dress a doll in national costume.Make a clay modelPaint a mural using the same materials.Continue the story

**Use a Venn Diagram to show how two topics are the same and differentDesign a questionnaire to gather information.Survey classmates to find out what they think about a particular topic. Analyse the results.Make a flow chart to show the critical stages.Classify the actions of the characters in the bookCreate a sociogram from the narrativeConstruct a graph to illustrate selected information.Make a family tree showing relationships.Devise a roleplay about the study area.Write a biography of a person studied.Prepare a report about the area of study.Conduct an investigation to produce information to support a view.Review a work of art in terms of form, color and texture.Draw a graphComplete a Decision Making Matrix to help you decide which breakfast cereal to purchase

**Write a letter to the editorPrepare and conduct a debatePrepare a list of criteria to judgeWrite a persuasive speech arguing for/againstMake a booklet about five rules you see as important. Convince others.Form a panel to discuss viewpoints on.Write a letter to. ..advising on changes needed.Write a half-yearly report.Prepare a case to present your view about...Complete a PMI onEvaluate the characters actions in the story

**Use the . . . strategy to invent a new type of sports shoe.Invent a machine to do a specific task.Design a robot to do your homework.Create a new product. Give it a name and plan a marketing campaign.Write about your feelings in relation to...Write a TV show play, puppet show, role play, song or pantomime about..Design a new monetary system Develop a menu for a new restaurant using a variety of healthy foodsDesign a CD, book or magazine cover for...Sell an ideaDevise a way to...Make up a new language and use it in an exampleWrite a jingle to advertise a new product.(Adapted from Dalton, 1986)*