Planning Models

Problem-based learning

Problem-based learning (PBL) is an active learning approach that involves students in solving problems similar to those they may find in life. In a PBL environment, teachers act as facilitators and coaches, enabling students to take responsibility for learning and developing higher order thinking skills.

Further information can be found at: Central Queensland's Problem-Based Learning Web Portal

Inquiry-based learning

Inquiry-based learning is a student centred or active learning approach that takes as its starting point the natural process of inquiry, building on this to develop information processing and problem-solving skills. The focus is on 'how we know' rather than 'what we know', with students actively involved in the construction of their own knowledge. 

More information on the inquiry-based learning can be found at: Inquiry-based Learning: Explanation

Bloom's taxonomy

Bloom's taxonomy is a useful model for ensuring that higher order thinking tasks are included in curriculum planning. It was revised by Anderson in 1999 and is based on a six-level classification of cognitive development:

• remembering
• understanding
• applying
• analysing
• evaluating
• creating.

Further information can be found at:

• oz-TeacherNet-Teacher helping teachers
• Taxonomy of Educational Objectives

Gardners theory of multiple intelligences

Gardner's theory of multiple intelligences describes learning styles in terms of different kinds of intelligences. Teachers can refer to these to support them in constructing units which cater for a range of learning styles:

• verbal-linguistic
• logical-mathematical
• visual-spatial
• body-kinaesthetic
• musical-rhythmical
• interpersonal
• intrapersonal
• naturalistic.

Further information can be found at: Multiple Intelligences

Thinker's keys

The thinker's keys are a range of question starters developed by Tony Ryan in 1990. They are designed to engage and motivate students in divergent thinking activities and provide a framework for teachers when developing units of work. The thinkers keys include:

• the reverse – name 10 things you cannot eat
• the what if? – what if the sun stopped shining?
• the alphabet – compile a list of words on a topic from A to Z
• the BAR – make an item bigger, add something to it, replace something on it
• the combination – list the attributes of two dissimilar objects. Combine all the attributes to make a single object
• the disadvantages – choose an item and list all of its disadvantages
• the different uses – find 10 uses for empty plastic yoghurt containers
• the prediction – predict what children will be like in 10 years
• the picture – draw a simple diagram and students work out how to link it to the topic
• the ridiculous – make a ridiculous comment that would be impossible to implement and then attempt to substantiate it.

Further information on this framework can be found at: http://www.tonyryan.com.au/

Six thinking hats

The six thinking hats and the Cognitive Research Trust technique (CoRT) programs were developed by Edward de Bono.

The six thinking hats are a model for the direct teaching and practising of parallel thinking. Each hat represents a different type of thinking and students are initially formally taught the meaning of each hat and the rules for their use.

The six hats are:

• white hat – information
• red hat – feelings
• black hat – caution/problem
• yellow hat – benefits/value
• green hat – ideas/creativity
• blue hat – facilitating/organising.

The six hats are used widely to assist students' thinking and learning, and support the strategies embedded in the collaborative and personal learning sections.

Cognitive Research Trust Technique is a technique which is developed in six parts. The focus is placed directly on different types of thinking and tools which are used deliberately. Each of the parts includes 10 lessons. The first part focuses on the broadening of perception. Further information on the de Bono models and programs can be found at: Edward de Bono's Authorised Website.

Making a planning matrix

Taking into account the various theories of learning and the students' stages of development, Bloom's taxonomy and Gardner's theory of multiple intelligence can be combined in a grid to help plan selection or modification of activities, or to record what was done. It is unlikely that any one unit or section of work will offer a full range of activities addressing all learning styles, student attributes and competencies.

The sample matrix planning document, however, provides a useful reference for checking the range of different learning styles, key ideas and concepts covered over, say, a term or semester.

Sample matrix planning document

Unit: ___________________________________________
Level: _____________

Further information on developing matrices for curriculum planning can be found in Infusing thinking into the Middle years by M. Pohl 2002 Hawker Brownlow.