A new concept in Learning, Theme Weaving addresses all the best aspects of Active Learning and Project Based Learning. Student are given more control over content of learning while teachers guide them in learning what they need to in order to make their understanding and communication of what they have learned more effective.

1. A Learning Facilitation Concept Developed by William M. Tweedie
© 2000 Kenmac Educan International & W.M. Tweedie

2. Learning Outcomes: Objectives
By the end of the workshop you will:
• Know What Theme Weaving is
• Practice Outlining a Theme Weave
• Begin Applying Theme Weaving as
an Instructional Model

3. What is Theme Weaving?
• A process of independent creative thinking,
while collaborating in research and producing
products to demonstrate learning.
• Theme Weaving begins with discovering the
many theme threads in a story, a film, work of
art, or any learning material.
• Each new thread discovered must relate to the
previous. Students must be aware of these
relationships.
• Ideally, students choose the themes to explore
but a wide variety is desirable.

4. • Facilitator guides the formation of groups
allowing for individual exploration
• Each group or individual should explore a
different theme
• Each group or individual must produce a
product reflecting their learning so you can
evaluate.
• Can be undertaken in a single lesson or
extended through homework or in Project
work
What is Theme Weaving?

5. Theme Weaving
Meets the CREDE 5 Standards of Effective Pedagogy
• Teachers and Students Producing
Together
• Developing Language & Literacy across
Curriculum
• Making Meaning
• Teaching Complex Thinking
• Teaching through Conversation

6. Learning Styles and Strategies
Allows students to work to their learning strengths
and benefit from the diverse learning strengths
of their classmates.
Follows the
Principles of Teaching
for Quality Learning
(Refer to your handout)
Theme Weaving

7. Weaving Themes
Step 1 – The Subject
You can choose or create stories from the
prescribed text or supplemental material that
relates to it.
The following is a short voiceless video from
the Department of Tourism of the Province of
British Columbia in Canada entitled:
Call of the Water
Let’s Watch.

8. Insert Your Visual
(video, picture)
Here or handout
your material

9. It is important to prepare
students and set learning
objectives!
like all activities in Active
Learning, requires skill in
Managing Motivation
Theme Weaving

10. • Let’s watch again. This time:
• Discover as many different Themes as you can.
• The facilitator can assign themes to students but it
is preferable they have some control over the
decision making process. For example:
• In pairs or groups, the most themes will get the
first choice of what Theme they wish to explore.
• The pair or group that comes up with the most
original Theme (voted on by the class) will get
second choice, second most – third choice etc.
• Talk in whispers as you don’t want to give your
ideas to others!
Theme Weaving

11. • Step 2 - The process of exploring and
developing the Theme begins.
– If vocabulary is your focus, lexical lists may be
created
– If writing and grammar are your focus,
paragraphs or stories may be written
– If speaking is your focus, class presentations
may be prepared
– All the Themes must be woven into the fabric
of the original ‘story’ - parts to whole and
• Step 3 - Presented so each group can benefit
from the work of others: sequenced
reading, wall displays, portfolio work,
story telling, etc.
Theme Weaving

12. Extending the Weave
Step 4 - Here’s the fun part!
• Each Theme discovered can lead to other
themes linked to but NOT found in the text,
video, etc.
• Students imaginations are fully engaged and
Relevance kicks into full gear as they begin to
explore other topics they are interested in.
• The facilitator’s role as guide is important here
as s/he can lead the students to important
learning by suggesting ideas, relating the topic
to their lives and interests, etc.

13. To Illustrate, let’s look at one of the most
popular Themes from the video:
Wildlife
First, through visuals, we identify and
learn about some of the creatures
indigenous to British Columbia.
Extending the Weave

14. Make it a challenge whenever possible!
1.How many wildlife creatures can you
find in the picture?
2.How many can you name in English?
3.How many of these were in the Video?
4.How many exist in your home country?

15. • Poems and Rhymes about Wildlife
• Wildlife and Currency: Wildlife is worth
saving!
• Wildlife Idioms, Sayings, Proverbs
• Sounds of the Wild (e.g. identifying the
sounds with the pictures activity)
• Comparing Wildlife of Countries
• Grouping Wildlife into Categories
(Phyla, time periods…)
Extending the Weave

16. Outlining a Weave
Choose 2 or 3 Themes from units in a textbook
you are using or any material of interest to your
students.
1st - Weave these themes into one general topic
• Review the Learning Outcomes
• Create a story
2nd - Read the story to the class
• The class can follow along in the source
material for picture or other prompts

17. • 3rd
- Begin the theme weaving
• Ask the class what themes (aspects)
interested them in the story
• Decide on the most appropriate way the
class can demonstrate their learning –
give them the objective
• 4th
- Decide on your groupings and have them
begin exploring their themes
• 5th
- Explore ways the themes can be
extended
Outlining a Weave

18. • Actively engaged in Practical and
Relevant tasks
• Learning independently in
cooperation with their peers
• Carefully guided
• Closely monitored
Young minds will astonish you with
their creativity and how quickly
they learn!
Theme Weaving

19. Thank you!
And
Happy Weaving!
William M. Tweedie
William.tweedie@yahoo.ca
013 699 8398