Steve Williams continues the professional development series with advice on how to approach the often quoted concept of metacognition or ‘thinking about thinking’.
Peter Driver describes how action research can give staff the conidence to answer, for themselves, the question: What do we want our curriculum, our ethos and our school to be like?
Judy Silver explains how ‘dynamic assessment’ and a programme of conceptual development changed the life of an underachieving child.
It is vital that our ethical decisions are based on good arguments. Simon Geschwindt gives some guidance.
Bill Martin explains the power the created by achieving consensus about priorities in a school.
Oliver Caviglioli continues his column on visual tools with an explanation of the concepts behind concept maps.
Primary headteacher Richard Gerver advocates a curriculum based on skills and competencies, rather than on subjects.
Brin Best explores what teachers say about the value of LogoVisual Thinking, and links their enthusiasm to some major theories from the world of education psychology.
Don Rowe argues that primary and secondary schools should help young people develop their ability to think about moral concepts, and suggests some ways that this can be done.
Towards Dialogic Teaching: Rethinking classroom talk, Talk for Learning Teaching and learning through dialogue, Socratic Circles: Fostering Critical and Creative Thinking in Middle and High School
