This can be used to highlight the similarities or differences between two or more concepts and is based on set theory (ask a Maths teacher) . The shared concepts or differences are represented where the shapes overlap. Traditionally the diagram has been drawn using circles but you can change the shape to suit your creative desires. Venn diagrams can be simple to quite complex depending on how many many components are being compared or contrasted.

The double bubble is also a visual representation of compare and contrast. Instead of the similarities and differences overlapping as in the Venn diagram, they are placed between the items being compared. The shapes that are placed in the centre are the represent the similarities and the shapes on the left and right of the items being compared indicate the differences.

This is also called and Ishikawa diagram. This process helps to identify possible causes for a problem or effect.

1. Agree on a problem statement (effect) and write it at the centre right of the page. Draw a box around it and draw a horizontal arrow running to it.
2. Brainstorm the major categories of causes of the problem.
3. Write the categories of causes as branches from the main arrow.
4. Brainstorm all the possible causes of the problem. Ask "Why does this happen?" Writes it as a branch from the appropriate category. Causes can be written in several places if they relate to several categories.
5. Again ask "Why does this happen?" about each cause. Write sub-causes branching off the causes. Layers of branches indicate causal relationships.

A concept map, or concept diagram, has a tree structure with many branches and clusters and it is a way to visually represent knowledge. These diagrams show the connections of multiple concepts or ideas and how they are connected. Shapes such as boxes or circles represent ideas and are connected by arrows labelled with linking phrases such as “due to,” “can be avoided by,” “contributes to,” “requires,” etc.

Process

1. Identify a topic you need to study.
2. Brainstorm about the facts, ideas, themes, and questions that come to mind as you think of the selected topic.
3. Start drawing your shapes. .
4. Connect the ideas and concepts you brainstormed to the main topic and to each other.

Mind maps have a radial, non-linear structure and focus on showing the relationships of one concept. These require students to use the creative side of the brain and in that process new and better ideas may arise. Coggle, Bubbl.us and mindmeister are tools that allow students to create mind maps, individually and collaboratively.

This is a great tool for students to use when undertaking research or essay preparation as it helps them to generate lots of ideas.

A flow diagram or sequence chart shows a series of steps or events in the order in which they take place. Any concept that has a distinct order can be displayed in this type of organiser. It shows the steps necessary to reach a final point. In reading, sequence charts can be used to outline the key events in a story or chapter. In science, they can serve as the procedures section in the scientific process. In history, they can be created as a timeline.

This is an example of a sequence chart used in film making.

A storyboard should have more pictures than words. Blank lines can be included below the graphic panels for any text that may be necessary.

Storyboards can also be very helpful when students need to memorise step-by-step processes or visualise high-concepts. Using storyboards can also help EALD students.

This chart is to track what students already know, what sparks their interest and also provides formative feedback on what they have learned as a result of the learning undertaken. It can be completed individually or as a group and allows students to gauge their progress.

Process:

1. Students brainstorm and write down what they currently know about a given topic.
2. Students write down what they would like to learn about the topic.
3. Students record what they have learned about the topic.