Creating visual representations of the thinking process can reveal a lot about how students are receiving and retrieving information. Hanna Miller shows how implementation of Thinking Maps across an entire School Trust is providing a framework for success in multiple areas.
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.
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.
The Editorial of School Leadership Today 9.1!
By the time students are in Post-16 education, they are well on their path to adulthood. For SEND students, this can be a particularly challenging time as they are forced to navigate increased independence and considerations of work and higher level studies. Lainy Russell of Achieving Further offers simple solutions for teachers supporting students through this important transition time.
Despite legal protections and advanced research on supporting students with sensory impairments, young people with visual and hearing impairment are barely getting by, lagging well behind their peers. Martin McLean and Jude Thompson offer some case studies of students who are beating the odds, showing how simple some of the solutions are and calling for more opportunities for impaired students.
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.
Traditional approaches to science, technology, engineering and maths seem to be missing the crucial element of arts and imagination. Becky Sage shows how some new technology is bringing interdisciplinary and creative thinking to the science classroom.
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.