Affinity Diagram

Affinity Diagram

 

Purpose: 

·         A tool that gathers large amounts of language data (idea’s, opinions, and issues) and organizes them into groupings based on their natural relationships. This can be used to encourage new patterns of thinking and gives each individual in a group the opportunity to give input.

Process:

·         State the issue.

·        Brainstorm and record ideas.  (Note:  This can be done out loud by each member of the group and recorded by the facilitator OR silently by each member of the group with each individual recording their own ideas). Each single idea should be recorded on a single sticky note, card…etc.-so that the ideas can be easily moved around.

·        Move the sticky notes into like groups. (Note:  Do not try to force ideas into a category.  Leave single ideas as a separate category OR create a miscellaneous category).

·         Name each category with a header note or card.

·         Discuss the categories.


 

Exclusion Brainstorming

Exclusion Brainstorming

Purpose: 

·         An instructional strategy which can be utilized both as an anticipatory set and a closure activity.  A way to activate students’ prior knowledge before reading and expand their understanding of reading content.

Process:

·         Identify a list of words related to an informational book or content area that students will read.  Include a few words that do not fit with the topic.  Then write the list on the chalkboard, smartboard, overhead transparency, or make copies for the students. 

·         Read the list of words with the students, and then in small groups or as a class, decide which words are related to the text and which words are not related.  Student draw circles around words they think are not related.

·         Have students read (or listen to) the text, noticing whether the words in the exclusion brain storming exercise are mentioned in the text. 

·         After reading, students check their list and make corrections based on their reading.  They put check marks next to words that are related and cross out words which are unrelated.

Before Lesson

Middle of Lesson

 

Force Field Analysis

Force Field Analysis

Purpose: 

·         Helps students develop their ability to think about the reasoning behind decisions as they consider the forces that either drive or block their goal. 

·         Gets students to think together about all the facets of their decision as they consider the “driving forces” that strengthen their cause, and the “restraining forces” that reduce their chance of success.

·         Transforms the pros and the cons of ambivalence to a visual display of rational decision-making factors.

 Process:

1.)            Clue the class in

·         Introduce the tool

·         Let kids know why you are doing it and how it will benefit the class

·         Explain driving forces & restraining forces

·         Write the purpose, desired outcomes, and process on a flip chart.

2.)           Prepare a Force Field Chart

·         Write the topic at the top of the chart and underline it.

·         Draw a line down the center of the chart.

·         Write “Driving Forces” on the left side under the topic heading and “Restraining Forces” on the right side.

3.)           Identify Driving and Restraining Forces

·         Ask student to identify driving or restraining forces that affect the topic or decision.

·         Record all forces on the correct side of the chart.

4.)           Review the listed forces

·         As you review the forces listed by students, check for understanding.

·         Have the students brainstorm ideas for strengthening the driving forces and for reducing the restraining forces.

5.)           Develop a Plan

·         Use the information, develop a plan for next steps

 

Future Force; A Teacher’s Handbook For Using TQM in the Classroom,

Elaine McClanahan & Carolyn Wicks