Teaching thinking

Hundreds of colleagues from Early Years through to FE, working locally,
nationally and internationally, have benefited from the Teaching Thinking
course

.
“Loads of ideas that I can use in the classroom.”

Developed in partnership with schools and Newcastle University,
it encourages active learning and so, in keeping with all our courses,
participants learn by doing.

Using proven strategies for developing thinking, the course encourages
collaboration, experimentation and learning from experience.

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 Teaching Thinking 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


What colleagues say about the course


“It was great to be allowed thinking time and trying to think
creatively”

“This will add variety to my teaching – strategies I think
pupils will enjoy – encourage independent thinking”
“The atmosphere was very positive and totally
non-threatening.”
                     Teachers from all phases in the West Derby
                    Networked Learning Community, Liverpool

Teaching Thinking seems so obvious when it is explained and
having tried out several of the ideas with classes, I think that
students have appreciated efforts to make the class a little
more engaging for them. Students were active in the classroom
and enjoyed participating in the activities while still covering the
theory. It also made the lesson more enjoyable for myself.
                                  Diane Crozier, Upper Bann Institute
                                           FE College Northern Ireland

Course aims

- to introduce a range of practical strategies, or ‘tools’ that support
   teaching thinking.
- to provide participants with the opportunity to reflect on their current practice
   and understand how it can be enhanced by using the strategies in combination
   with effective questioning.
- to explore current research on how the brain works and investigate its
  relevance to successful teaching and learning.

Course content

Participants actively explore strategies that focus on the development of
the thinking skills and learning dispositions that are essential for independent
learning.
The course emphasises the importance of the learning environment and models
the principle of the self-construction of knowledge.
Metacognition, thinking about thinking, is guided throughout the course so
that participants develop skills in debriefing - vital in helping learners get the
most from any learning experience.

Course structure
The course consists of 10– 12 hours of taught time plus approximately 10 hours
of planning and teaching time structured as follows:

-   A full day’s introduction to the course, covering the background
    to teaching thinking, recent understanding of how the brain works
    and introducing several teaching thinking strategies.
-   2 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 each taught session colleagues plan and deliver at least
    one teaching thinking strategy demonstrated on the course of their
    choosing. This experience will form the feedback at the following
    session.
-   To gain accreditation for the Teaching Thinking Certificate, participants
    record their experience of planning and using teaching thinking
    strategies in two of their lessons/workshops. We provide a simple proforma
    to help structure this.
    At least one of the two lessons/workshops should be observed.
    This observation could be made by a interested colleague.



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 Teaching Thinking
course that leads to Newcastle University's Critical Reflection on Professional Study
certificate worth 20 credits on the Masters course.