Broaden the curriculum and take a break from screen time with these podcasts, which are great for supporting and inspiring students in a variety of contexts.
Abstract concepts relating to DNA can be challenging for students. Dr Mandy Hartley offers a framework for teaching it in primary school, allowing students to visualise and engage with DNA, laying a strong foundation for curiosity and inquiry.
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.
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.
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.
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.
“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.
Games and learning scholar Seann Dikkers sits down with teachers who use Minecraft in their classroom to learn about how innovative teachers think and design.
Early years’ psychologists suggest that children’s self-directed art activities are ‘wasted time’, but Sue Lyle shows how seeing young children as intellectually capable and taking their artistic expression seriously can have a profound impact on their learning experience.
Confusion over what Mastery Learning is can has created conflicting ideas and approaches. Heather Clements explains what it is and uses models of memory to clarify how it can be a meaningful and successful way to achieve deep learning.
The Joy of Not Knowing (JONK) approach has been proven to develop
a lifelong love of learning and intrinsic motivation in children. Now Marcelo Staricoff shows how it is enabling children to become leaders within a whole-school learning environment, which is allowing them to contribute in ways that were previously thought impossible.
Creating thoughtful, articulate and knowledgeable students is at the heart of a new initiative to balance out the more narrowly focused A Level curriculum. Head Teacher Roland Martin outlines his Free Minds programme.