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.
Editorial for CTL 8.2/3. Creativity should be at the heart of assessment as well as education.
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.
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.