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.
Strong critical thinking skills can strengthen social and cognitive development at all stages. Chloe Taylor shows how her classroom has implemented the Socratic method in the English classroom by teaching current affairs and getting students to read the news.
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.
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.
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.
In our ongoing series discussing the new national curriculum, our English expert, Wendy Morton discusses some of the aspects of the writing composition requirements for the Key Stage 1 & 2 English curriculum.
Through a new initiative in California, students can pursue their love of competitive gaming while developing career skills and fulfilling curriculum requirements. Professor Constance Steinkuehler explains this new form of connected learning.
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.
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.
A philosophy-based program called askit is helping students at Central Bedfordshire College learn how to ask questions and reason with problems that don’t have clear answers. Professor James Crabbe and Ali Hadawi explain how this program is transforming aspirations for learners at risk of underachieving.
BAFTA Young Game Designer Mentor Award winner Dave Chilver shares his principles for how to keep creativity at the core of computer science classes. He highlights how leaving room for mistakes and ‘failure’ helps students access their creative impulses.
BAFTA’s gaming initiative is allowing young people to immerse themselves in the creative process of game design and development and supports the passion and dedication of teachers and students. Tim Hunter, Director of Learning and New Talent, discusses some of the highlights of the programme.
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.
Northern Ireland primary teacher Paul Scowcroft explains how he uses films in his classroom to encourage critical thinking skills and win awards.
Revitalise your Shakespeare teaching with these websites and online resources that help bring the Bard to life for students and teachers alike.
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.
In this article, Toby Greany describes the development of school-toschool
support, networks and partnerships, focussing in particular on
recent developments in England. He explores the leadership practices
associated with these and argues that school leaders must become adept
at working in an environment that incentivises collaborative competition.