Hexagonal thinking is a classroom strategy where students are given hexagonal tiles with ideas, questions or facts which they arrange so that related tiles are next to each other, essentially building a web of connections. It:
- can be differentiated by the teacher by using pre-filled tiles and/or blank tiles which students fill in their own ideas
- challenges students to demonstrate higher levels of understanding through explaining the relationships between sets of tiles
- complements Hexagonal planning.
Google G Suite
How to use with ICT
Students can work on an interactive hexagonal thinking activity in small groups or individually. They can generate their own hexagons, with individuals or groups contributing a given number to a class set that is then discussed and worked with together.
Use one of the templates below or the HTML5 Hexagon Generator and project the tiles. Students discuss and must agree on which tiles should be connected, and the final result shared with the class.
|Using hexagon learning for categorisation, linkage and prioritisation by Russel Tarr||Using hexagon learning for categorisation, linkage and prioritisation||A guide to using hexagonal thinking in the classroom, with a case study, extension suggestions and links to other resources.|
|The awesome six-sided world of hexagonal thinking by Chuck Taft||The Awesome Six Sided World of Hexagonal Thinking||A history teacher talks about how he has used hexagonal thinking activities in the classroom. Includes videos and pictures, as well as links to more resources.|
|Making connections with hexagonal thinking by Ewan McIntosh||Making connections with hexagonal thinking||Looks at using hexagonal thinking from a design point of view.|
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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.