Resolving subjective differences can be challenging, but being able to think deeply about complex issues and communicate why we think a certain way is an important skill for students to develop. Steven Campbell-Harris shares some approaches to move beyond intuitive responses to difficult questions.
Pupils often have a hard time uniting multiple sources in their research papers. Dr Andrew Shenton shares a model he uses for his sixth-formers to help them with this complex and abstract task of synthesising materials.
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.
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.
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.
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.
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.
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.
Harvard’s Project Zero has been at the forefront of education research for more than five decades. Director Daniel Wilson highlights some of its contributions and current lines of research.
Creating a sustainable depth of knowledge in students is an ongoing challenge in education. Heather Clements highlights the benefits of using a structure of observed learning outcomes (SOLO) to help students progress with an increased level of complexity and cognitive challenges.
Vocabulary, word recognition and reading fluency are important skills for reading, but they don’t cover the whole picture. Jeffrey Pflaum shares ideas for helping students understand the process of reading silently and visualising what they read.
Keep students entertained and engaged with these websites and online resources that connect learning to popular culture. From memes to movies we’ve got you covered.
Student-led collaboration can bring out the individual gifts of students as they develop within a community. Julie Rains shows how group learning and reflection can make students feel successful as active participants in their own learning.
The power of language extends beyond the world of syntax. Erika Lusky shows how using the Cultures of Thinking framework is transforming the learning culture and offering students the ability to truly think for themselves.
Cultural forces exist in all classrooms that can be leveraged to develop a culture of thinking. Jeff Watson and Roger Winn demonstrate how to harness these forces to develop students’ thinking skills in secondary Maths and Chemistry classrooms.
Mathematics can be anxiety-producing for many children and adults. Why are so many students resistant to maths learning? Deborah Peart offers strategies for a student-centred approach that helps students take ownership of their learning.
Challenging students to think deeply and make connections is not always easy, but can pay dividends in the long run. Julie McGrane and David Leat show how Thinking Skills can be employed in an innovative, cross-curriculum approach.
“Though this be madness, yet there is method in ‘t.” So reads the line from Shakespeare’s tragic Hamlet, and as Luke Hollowell-Williams from the Primary Shakespeare Company shows, dramatic methods can help unpack the ‘madness’ and create brilliant young learners.