Thinking for Learning Certificate

The Thinking for Learning Certificate course draws on the learning of
developed over many years of research at Newcastle University coupled
with our extensive experience of developing learning and teaching in
schools and colleges nationally and internationally.

The Thinking for Learning Certificate course brings together the key elements of
our all our other courses and powerfully demonstrates the value of our approach.


.
“Inspirational! It was great to explore these new ideas with my colleagues.”

Developed in partnership with schools and Newcastle University,
the course encourages participants to reflect on their own principles and practices,
to collaborate in learning to use thinking tools and teaching strategies, and to apply
their learning in their own situation.

.Who is it for?

Teachers, classroom assistants, lecturers, work-based learning providers:
in short, everyone who wants to help people learn will benefit from this course.
It has proved particularly useful to schools and colleges focussing on :
- personalised learning,
- enquiry-based learning,
- accelerated learning,
- curriculum remodelling and
- the encouragement of both underachieving and gifted and talented students.

Effects of the course

The Thinking for Learning Certificate Course introduces a range of
strategies and a way of teaching that we have seen produce
the following effects —
It makes learners more:
• Motivated
• involved
• confident
• responsible

It makes lessons more:
• inclusive
• enjoyable
• interactive
• sociable


Acclaim for the course


“There was a real buzz in the air after Ian’s training.
Those who attended the day all felt re-energised and have
enjoyed incorporating the techniques into their lessons.”
                                                                            Jill Pettican,
                 Professional Development Tutor Elmwood College

“As we evaluated the impact of the approach on our staff and our
learners the T4L team showed a genuine willingness to learn from
the experience themselves.
This helped to foster a sense of a shared professional interest.
It certainly helped in the credibility stakes that the early groups of
staff were completely engaged in the learning and were able to
practise various strategies between events.
Staff were wholly supportive of the individuals and, above all,
the course content and approach. It sold itself thereafter!”
                                                                     J. Crooks, Principal.
                    

Course aims

• to be relevant to all curriculum areas, respectful of participants’ expertise,
  worthwhile, clear and enjoyable
• to present the principles and methods of Thinking for Learning
• to encourage a professional enquiry into the value, practicality and
  outcomes of adopting the Thinking for Learning approach
• to introduce a range of ‘thinking tools’, structures and strategies that
  will engage and support students in active, reflective learning
• to develop a deeper understanding of the National Curriculum
( Curriculum for Excellence in Scotland) and how it can support excellent
teaching and life-wide, life-long learning

Course content
Participants engage in a shared exploration into the nature and value of good
thinking in relation to the process of effective learning.
The course is responsive to participants’ particular needs and interests whilst
maintaining some core content:

• Thinking Tools, Thinking Skills and ‘Thinking Lessons’
• Collaborative Learning
• Social and Emotional Aspects of Learning
• Student Involvement in Assessment for Learning
• The ‘Learning Zone’ and the ‘Pit’
• The Curriculum for Excellence
• Learning to Learn
• Teaching for Metacognition and Transfer
• Exploratory Talk
• Facilitating Dialogue
• Building a Culture of Thinking for Learning
• Planning and Evaluating the use of Thinking for Learning strategies and tools

Course structure
The course consists of 10– 12 hours of taught time plus approximately 10 hours
of private study, planning, teaching and reflection time. The course structure can be
adapted to needs.
• Two full days or one full day and two half day sessions (or 3 twilight sessions).
   Each session includes a chance for colleagues to reflect upon their
   practice and introduces further teaching thinking strategies.
• Between sessions participants plan and teach at least one leason using one
  of the teaching tools provided on the course. This is recorded on a
  Planning and Reflection' sheet that is provided.

Course Certification
• To gain the ‘Reflective Engagement in Thinking for Learning’ certificate a participant
  must attend all course sessions and submit two completed ‘Planning and Reflection’
  sheets that demonstrate her or his understanding of the approach.



Cost

Please contact us for details:

tel. 01670 783482
ian@thinkwell.org.uk

University accreditation

Successful completion of this course and the submission of one further
lesson proforma qualifies admission onto our Level 2 Thinking for Learning Certificate
course that leads to Newcastle University's Critical Reflection on Professional Study
certificate worth 20 credits on the Masters course.