Done well, assessment can spark the deepest kind of learning. Yet narrow definitions of assessment persist in education. Mara Krechevsky and Tina Blythe explore how Project Zero is reimagining assessment and share examples of assessment practices that foster learning for both students and teachers.
Transferring Ownership of Learning
Finding opportunities for interactions within the classroom is crucial for empowering students to take ownership of their learning and gain deeper conceptual understanding. Continuing on from their previous article in CTL (Cultivating a Culture of Thinking), teachers Jeff Watson and Roger Winn continue to share how the ‘Cultures of Thinking’ model is changing their Maths and Science classrooms.
Leveraging Culture with Ron Ritchhart
Ron Ritchhart, leader of PZ’s ‘Cultures of Thinking’ project, has been a powerful advocate for educational practices that bring out the best in people, and creating places where thinking is valued, visible and actively promoted. We sat down with him to discuss his research and thoughts on the current state of education.
The Quest for Deeper Understanding
Achieving a deep understanding of something can be challenging for many students, however the benefits can be transformative. Tina Grotzer shares some approaches for developing adaptive expertise and helping children become deeper learners.
How Are We Smart?
What does it mean to be intelligent? How does intelligence develop and vary in humans? How much do thinking dispositions contribute to intelligent behaviour? Can intelligence be learned? Flossie Chua discusses what we know about these questions.
Valuing Thinking in the Arts
The arts are often placed within a context of supporting other subjects and imbued with myths about how children’s artistry is developed. Ellen Winner outlines some research based approaches to thinking about arts education and assessment.