Affinity diagramsAlso known as: affinity mapping, KJ method, thematic analysis
Affinity diagrams help to organise and consolidate a large number of ideas from brainstorming sessions or research into meaningful categories or themes. They:
- assist educators to gain an insight into a student's ability to understand a topic and make connections
- challenge students to demonstrate higher levels of understanding through explaining the reasons for clustering ideas into a particular category
- are developed from the bottom up, unlike concept mapping which is top down, or brainstorming which is free form.
Google templates (recommended)
How to use with ICT
|Affinity Diagrams - Learn How to Cluster and Bundle Ideas and Facts by Rikke Dam and Teo Siang on the Interaction Design Foundation website||Article: Affinity Diagrams||Describes the affinity diagram method as a process that is great for grouping data gathered during research or ideas generated during brainstorms. Provides details on why, best practice, key takeaways and where to learn more.|
|Affinity map by Gamestorming methods on the Session Lab website||Affinity map activity||Details an engaging affinity diagram technique to help discover embedded and new patterns of thinking by sorting and clustering language-based information into relationships.|
|Affinity diagrams by Sue DeAngelis on the LEAPP Quality Classroom Tools website||Affinity diagram examples||Simple explanation for classroom practice, with useful photos illustrating what it can look like.|
|Affinity map diagram on the ASQ website||Affinity map diagram||Details an engaging affinity diagram technique to help discover embedded and new patterns of thinking by sorting and clustering language-based information into relationships.|
|Affinity mapping by Jessie Drumm||Affinity mapping video||A short video that introduces affinity mapping as an activity that follows a brainstorming session. Can be shown to students.|
Links to third-party websites:
The department accepts no responsibility for content on third-party websites.
Disability, Learning and Support
When planning to use technology in the classroom it is important to consider the diversity of your learners. Universal Design for Learning (UDL) is a framework to guide the design of learning environments that are accessible and effective for all. For UDL guidelines, information and additional materials, visit the CAST website.
Many students require technology as an adjustment to support their access to learning. Adjustments (NESA) are actions taken that enable a student with disability and additional learning needs to access syllabus outcomes and content on the same basis as their peers. Enrol in the Personalised learning with technology online course to help you make more informed decisions regarding technology.
For a range of simple, how-to videos visit the Assistive Technology page on the Disability, Learning and Support website. Resources are organised into four sections; Literacy and Learning, Vision, Hearing, Physical and Motor Skills.
High potential and gifted learning and support
When planning to use technology in the classroom it is important to consider the full range of abilities of all learners. High potential and gifted learners may require additional adjustments and deliberate talent development. These strategies include differentiation, grouping, enrichment and advanced learning pathways so students can be engaged, grow and achieve their personal best.
Assessing and identifying high potential and gifted learners will help teachers decide which students may benefit from extension and additional challenge. Effective strategies and contributors to achievement for high potential and gifted learners helps teachers to identify and target areas for growth and improvement. School leaders can access the Evaluation and Planning Tool to support strategic improvement planning.
For further support and advice about how to tailor learning for high potential and gifted students from all backgrounds, visit the High Potential and Gifted Education web section, High Potential and Gifted Education Policy or attend one of the professional learning courses on offer.