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.
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.
Students who can overcome challenges and approach their learning with resilience, persistence, perseverance, grit and self-regulation are better equipped to achieve success in school and beyond. Bill Lucas and Ellen Spencer explain their overarching concept of ‘Tenacity’ and show how it can be learned at all stages.
The unknowns of what future leaders and citizens might need in such a changing world is a major challenge for educators. Stefan Burkey shows how to effectively prepare children for their future lives.
e-Learning Update issue 63/64
How can we effectively prepare children and young people today for future lives in a changing world that is inherently unknowable to us? Asks Stephan Burkey.
The EEF Teaching and Learning Toolkit identifies meta-cognition as one of the key strategies for closing the achievement gap. But what is meta-cognition? And how can it be introduced to the classroom in a meaningful and beneficial way?
Does the teaching of thinking skills help learners or is it a waste of time? Peter Gardner, Steve Higgins and Geoff Hinchliffe continue the deabte.
When Steve Higgins applied thinking skills to the Framework for Mathematics, the results were enough to make all departments sit up and take notice.
Steve Williams continues the professional development series with advice on how to approach the often quoted concept of metacognition or ‘thinking about thinking’.