Strategy name:
Y chart
Source:
With permissionTony Ryan (www.tonyryan.com.au) and
Eric Frangenheim (www.rodineducation.com.au)
Overview:
A Y chart is an ideal strategy to involve learners in indepth thinking on any situation. It encourages students to
move from concrete descriptions, e.g. looks like positive
body language to abstract descriptors, e.g. looks like
determined, visionary. Before beginning any group work
in the classroom a Y chart could be developed on
effective group work; thus setting the scene for the
expectations of cooperation and teamwork whilst working
in groups.
The real value of the Y chart (or X chart – adding smells
or tastes like) lies in providing a rich tapestry of adjectival
responses on which a better product/design idea can be
made. Very useful when exploring and defining the
task.
Y chart
Looks like…
Sounds like…
Feels like…
Looks like: obvious aspects, as well as implied
Feels like: tactile, as well as emotional, spiritual feelings
Sounds like: encourages students to think of the type of conversations that
may be heard, as well as the obvious sounds heard.
Technology Unit, Curriculum K–12 Directorate,
NSW Department of Education and Training
http://www.curriculumsupport.education.nsw.gov.au/technology/
ychart.doc
page 1 of 3
Using Y chart for exploring and defining the task
Y charts can be developed for a variety of purposes, not only attitudinal or
behavioural outcomes, but also for exploring the development of a product or
design. For example, if exploring the local built environment to discover what
already exists, students attention could be drawn to experiencing what the
environment looks, feels and sounds like and maybe even smells like, e.g.
industrial areas, heavy traffic areas, if an X chart is used. An industrial area
may sound noisy, harsh whilst a natural environment may sound melodic,
pleasing. Students can build a more sensory image of their surroundings and
be better able to explain the need for proposed changes.
An example of a Y chart is shown below.
Effective leadership
looks like…




Clear plans
Positive body language
Delegating to others
Ability to handle many
tools, situations, etc.
sounds like…
 Says we and not me
 Complimentary and
encouraging others
 ‘We can do it!’
 Applause and enthusiasm
 ‘What if we tried this?’
 ‘What can I do for you?’
 Had a great role model
 A visionary and goal
setter
 Leading from the front
 Determined
feels like…







Supportive and patient
Exciting to be in their company
Determined
Safe yet challenging
Contagious enthusiasm
Inspires positive feelings
Caring
Technology Unit, Curriculum K–12 Directorate,
NSW Department of Education and Training
http://www.curriculumsupport.education.nsw.gov.au/technology/
ychart.doc
page 2 of 3
Looks like…
Sounds like…
Technology Unit, Curriculum K–12 Directorate,
NSW Department of Education and Training
http://www.curriculumsupport.education.nsw.gov.au/technology/
Feels like…
ychart.doc
page 3 of 3