Does thinking for learning live up to its name?
David Moseley and Hanneke Jones of the Newcastle University Research Centre for Learning and Teaching write about problems in assessing Thinking for Learning in Northumberland schools.
Creativity and motivation
Ian Ingram and Mervyn Lebor explore the relationship between motivation, context and teaching. This is part of an ongoing debate between them about the nature of creativity.
Thinking Allowed Philosophy for Children at Gallions primary School. Speaking and Listening through Drama 7-11.
Connectivitis and its remedies
Steve Williams challenges some current orthodoxy about the teaching of writing and argues for alternatives based establishing more fruitful and reciprocal relationships between thinking, talking and writing.
Rod Cunningham argues in favour of Philosophy for Children as a training ground for dialogue in mathematics and suggests resources for developing mathematical thinking.
A new primary curriculum
Suzanne O’Connell reviews current and valuable trends in primary education based in teaching thinking and thinking creatively.
iDEAS for classrooms
Oliver Caviglioli continues his series of practical uses for visual tools with an approach to dificult conversations about pupil behaviour.
Thinking in the National Curriculum
Martin Renton looks at taxonomies of cognitive development to see if it is possible to monitor and plan effectively for progression in thinking skills within National Curriculum levels.
Costs and benefits of Thinking for Learning
David Moseley and Hanneke Jones examine the cognitive demands of Sats tests and consider the possible costs and beneits for schools that take up Thinking for Learning.