Hexagonal thinkingAlso known as: hexagonal planning
Hexagonal thinking involves students recording ideas, questions or facts on hexagonal tiles and arranging them so that related tiles are next to each other, essentially building a web of connections. It:
- can be differentiated by educators through using pre-filled tiles and/or blank tiles which students fill in
- challenges students to demonstrate higher levels of understanding through explaining the relationships between sets of tiles
- can be used by educators as a collaborative planning strategy for curriculum mapping and creating transdisciplinary units of work.
Ensure you are logged into your Google account before accessing these templates.
Ensure you are logged into your Microsoft account before accessing these templates. To edit Microsoft templates, go to:
How to use with ICT
- Check out the Concept maps activity card for other ways to capture relationships between ideas.
|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.|
Links to third-party websites:
The department accepts no responsibility for content on third-party websites.
Students with disability
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.
To support your understanding of inclusive curriculum planning, enrol in the microlearning course: Curriculum planning for every student in every classroom. This online series is designed to equip K-12 teachers to effectively identify and meet the diverse learning needs of all their students
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.