can - have - are
can - have - are
The CAN - HAVE - ARE routine encourages students to explore and break down a concept, topic, or subject into three distinct areas of understanding: what it can do, what it has, and what it is.
This process allows learners to organise and articulate their prior knowledge, deepen their understanding of the subject, and identify areas for further exploration. By engaging in meaningful discussions and documenting their findings, students develop a comprehensive and visual representation of the topic, which can be revisited and shared.
INSTRUCTIONS
Prepare the Routine Framework
Print out the CAN-HAVE-ARE routines, available in six different colours—ideal for organising up to six groups, with each group assigned a specific colour. Whilst A3 paper works best, as it provides ample space for exploration and jotting down ideas, A4 is a suitable alternative if A3 printing is unavailable.
Introduce the Routine
Begin by explaining the purpose of the CAN - HAVE - ARE routine. Emphasise that this activity will help students break down a topic by focusing on its abilities, characteristics, and identity.
Set the Topic or Question
Clearly define the topic, concept, or question to explore. Write or project it on the board. For example, if the topic is "Trees," the inquiry might focus on what trees can do, what they have, and what they are.
Organise Students into Groups
Guide Through the Sections
CAN: Ask students to brainstorm and list what the subject can do. For example, "Trees can provide oxygen."
HAVE: Next, have them identify what the subject has. For example, "Trees have leaves and roots."
ARE: Finally, ask students to describe what the subject is. For example, "Trees are living organisms."
Facilitate Discussion
Encourage groups to discuss each point, ensuring everyone understands and agrees. Use probing questions to help them think more deeply, such as, "Why is this characteristic important?" or "Can you give an example?"
Document and Expand
Allow groups to document their findings in the template. Provide additional time for research or further exploration if needed, ensuring their responses are detailed and accurate. There is a list available on the left for them to jot down responses and a box on the right for more detailed explanations and explorations.
Share Findings
Have each group present their completed CAN - HAVE - ARE chart to the class. Encourage other groups to ask questions or add additional insights.
Reflect and Display
Wrap up the activity by reflecting on what students have learned. Display the completed charts in the classroom or compile them into a shared resource for future reference.