The children at Rimrose Hope School in Sefton were, despite its disadvantaged community, performing well above their expected levels. But something was missing in their core abilities to learn and reflect. Lawrence Crilly reports on how the staff responded
The importance of Oracy cannot be over-stated. It is a precursor to complex thinking, empathy and socialization. Sarah
Davies offers a masterclass in one of its forms - debating- in the first of three articles
The simple story is being revolutionized as video games, film, TV, audio and printed worlds merge to develop interactive formats that absorb children, encourage engagement and deep-learning. Intrigued? Confused? Then read on.
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.
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.
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.
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.