thinking for learning has built up extensive experience
of helping schools of all phases, colleges and community
organisations to think about thinking. We have worked in both
rural and urban areas in all parts of the country and overseas.

We define thinking for learning as including any approach
which develops active and conscious thinking about the learning
process. Currently this includes infused thinking strategies,
philosophy for children, and aspects of accelerated learning.

Although the list (left) is fairly representative of the type of course
we offer, we firmly believe that customised courses are more
effective. So if you contact us about providing training, we will
ask you to tell us about the context in which you work and
your experience so far with developing thinking.

Course leaders

A strength of the thinking for learning team is that
it comprises colleagues whose speciality ranges from Early Years
to 14-19. Many of us have completed Masters level study of the
issues involved in teaching thinking and colleagues have contributed
to NCSL and National Strategy initiatives.With nine in the team,
we cover a wide range of subject areas and educational experiences.

Equally important in our eyes is the fact that we all see ourselves
as learners. Most of us work in classrooms every day and we
seek not only to support colleagues but to learn from them and their
school situations. In this way we can improve the relevance and
immediacy of the training we offer.

Course principles

We model our principles. Hence all the courses we provide are
interactive—they start ‘where the learner is’ and allow participants
to explore their own perspectives on learning. A typical day
would include working as a whole group, in small groups and in pairs,
mimicking the variety that is so important to effective learning in a
classroom.