I think that the deepest discussions I ever hear in my classroom happen when we do Hexagonal Thinking. If you haven’t heard of this strategy, I explain how I use it with my 4th graders in this blog post. Last year, I did a post on using Hexagonal Thinking to reflect on the school year. In the past, my 3rd-5th graders have used Hexagonal Thinking. This year, on a whim, I decided to try it with my 2nd graders.
My 2nd graders have never done an activity like this before. It was our last day of class together, and I wanted to help them sum up the things they have learned in our Gifted and Talented class this year. Because they were new to Hexagonal Thinking, I conducted the activity in a slightly different way.
First, I went to this awesome Hexagon Generator, and asked the class to help me brainstorm words that represented things they have learned in GT. Here is what they came up with:
I did this right before their recess time, so I could make some quick copies for everyone while they played.
When we got back to the classroom, I paired up the students and gave them the paper. Now this is where I really departed from my traditional lesson. Instead of asking them to cut up the hexagons and place them where they wanted on a new sheet of paper, I asked them to make connections between words that were already sharing sides. We went over a couple of examples so they could understand that I didn’t want them to say things that used the words in the explanation, (such as creativity goes with problem solving because you need to be creative to problem solve) but to think about the qualities that each word shared.
You know how you sometimes come up with an idea right before class and you start executing the idea and realize about 3/4 of the way through explaining it that it was the dumbest idea ever and now you need to figure out how to get through the next 45-minutes without anyone crying – including you?
That’s how I felt as I started monitoring the partner discussions. Expecting 2nd graders to “go deep” on the last day of class was not a brilliant decision on my part. There were comments like, “Well, bridges goes with stability because they need to stay up or they will fall down.” True, but not what I was going for.
And then something kind of magical happened. I heard partners saying, “No, no, that’s not what she wants.” And I started reading some of their notes. And I realized that these kids can think deeper than I can when given the opportunity.
A few of their comments:
- Stability and Support – “You have to be strong and stand up for your friends.”
- Creativity and Perspective – “You have to think the way others think to make them happy.”
- Perseverance and Adaptations – “They both don’t give up trying to survive.”
- Perseverance and Adaptations – “Sometimes you need to change to work together.”
- Ethics and Perspectives – “When you don’t look at different points of view, sometimes you get in a fight.”
You can see the working drafts one pair used below.
The great thing about this activity was hearing the students use the vocabulary, like “ethics” and “perspectives” correctly, and being able to tell from their comments if they really understood these topics.
If you still have some time with your students before closing out the year, I definitely recommend this activity!
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