Y4 PYP unit on migration
I first became interested in hexagonal thinking when I read a few blogs about how it was being used in Y13 Economics. I knew it could easily be transferred to any subject and any age group and could be a great thinking tool to synthesize prior knowledge while also building new connections to new concepts. What I didn't anticipate was the potential for a whole range of dialogue and engagement.
Y4 students were almost finished with their PYP unit on Migration. I read the book What do You Do with a Chance? by Kobi Yamada
In a way, I was taking a chance myself. My aims were open. I was trying out a new routine with a class I didn't know that well. I knew the students would make connections, I just didn't know what they were going to be. I was trying to encourage more student agency: giving students more voice, choice and ownership over their learning.
After reading the book I had prepared a set of hexagons using Pam Hook's Hexagon Generator with many concepts inserted. It also helped to partly trim down the template so that students only had to make 3 cuts.
Words such as bravery, openminded, curiosity, opportunity, and phrases such as fear of failure, growth mindset and others were used inside the hexagons.
A brief introduction of the thinking routine was modeled on the board with the following connections being made between any two words.
1. A connection based on prior knowledge about a personal experience eg moving to Hong Kong.
2. A connection related to someone else I knew
3. A connection that was learned about migration from the unit.
We also discussed the way the routine would be used and the expectations of teamwork and collaboration, and that there was no right or wrong answer. Everyone had the responsibility to share and contribute.
What I noticed once the students got started was the buzz of engagement and interaction. Students were thinking as they were cutting and began to verbalize their connections to their partners after a few thoughtful moments. There were a few clarifying questions and one partnership found it difficult initially, but mainly because they just didn't know how to get started. Students were able to easily make connections to their own lives and to other people they knew. This was then much easier to make connections between words connected tot heir migration unit. The concept words were a key scaffolding piece to promote discussion and to help students stay on task. They were really focussed for almost 40 minutes. Some groups asked for extra hexagons, including blank ones. They added words such as persistence and grit.
When we returned to a group discussion at the end of the lesson I asked students to share in two ways, firstly by commenting on the way they worked as a team to complete the routine and secondly, to share one connection they had made. Normally I wouldn't ask for everyone to share but they all did. Each partnership came up and talked excitedly about their connections but also how they had found it enjoyable. One group mentioned that they had learned so much more about their partner, not just the topic. Others said working with a partner made it easier to think of more connections and to add to what their partner had written. I asked them about whether they could have done this so well by themselves or in a larger group and all agreed it was best to work in a partnership.
Using hexagonal thinking was a big success and certainly something that is easily transferable across subjects. I would use it towards the end of a unit in maths too. Students need to have some content to make it flow and it's a great way to synthesise learning. Scaffolding it with words was a good way to introduce it but next time I would leave some empty hexagons.
Have you used this routine? Why not give it a try? I thoroughly recommend it.
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