Brainstorming
Also known as: mind mapping, ideation
Brainstorming is a technique used with groups of people to generate a large number of ideas or draw together information around a topic, idea, question or problem. It gives people a chance to think of ideas or share information without evaluating them. All ideas are recorded and gathered into a shared list or outline. An affinity diagram (new window) or concept mapping (new window) can then be used to organise the ideas. Brainstorming can also be used with the six thinking hats (new window) to give more structure and shape to the brainstorming process.
ICT templates
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Apple |
Make sure you are logged into your Microsoft account (new window) or Google account (new window) before accessing these templates. For more support refer to Getting started with technology (new window)
How to use with ICT
Brainstorm with your class using collaborative online documents such as Jamboard, Padlet or one of the templates below. Alternatively, use a mind-mapping tool like Bubbl.us to collect student ideas and share the results later. Students can analyse, critique and classify the ideas individually or together. To encourage students to contribute without critiquing, try using elements of the question formulation technique (new window).
Single computer
Brainstorm with your class, collecting ideas on a single projected document. Once the brainstorming is finished, share the completed document with students. Students can analyse, critique and classify the ideas individually or together.
ICT tools
External resources
| Title | Link | Description |
|---|---|---|
| Mind mapping - Brown University | Mind mapping (new window) | How to use brainstorming and adapt to use in classrooms. |
| How to get students to generate original ideas by John Spencer | How to get students to generate original ideas (new window) | A video from John Spencer about how to get students to generate original ideas. |
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Personalised learning
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.
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.