The Big Picture

The Thinking Matters approach is drawn from the science of what is proven to affect pupil’s academic and ‘whole child’ progress. We have distilled the findings of key research on what affects learning in cognitive education, and have translated the theory of ‘what works’ into a single, practical, metacognitive approach that can be used in classrooms.

Developing a culture of Metacognition in a Thinking School:

This distillation can be seen in our Big Picture which highlights both the meta-analysis and most significant researchers on whose findings it is based. The words within the Big Picture highlight the most important elements of what works. The Archer represents the metacognitive learner, or ‘Meta-Learner’. The cognitive coach represents the role of teachers within Thinking Schools. Their pedagogical art is informed by the science of learning within the Big Picture.

We believe the Thinking Matters approach to be unique in that it draws all of the pieces of the jigsaw together. Schools often describe our approach as the glue which binds their teaching and learning together. It offers a clarity of vision and purpose in their aim of developing independent thinkers and learners. It enables a common language and also a common measure of progress. All of these are crucial in creating a WHOLE SCHOOL approach and the incredibly powerful outcomes that result.

Developing Metacognition

Metacognition is "cognition about cognition", "thinking about thinking", "knowing about knowing", becoming "aware of one's awareness" and higher-order thinking skills. It is actively monitoring one’s own learning and, based on this monitoring, making changes to one’s own learning behaviours and strategies.

Click the title for more information and access to the Thinking Library.

The Archer

At the centre is the student, the ‘meta-learner’, represented by an archer. The student has access to a bow, representing their age-appropriate understanding of the Science of Learning and its application to their own learning. The student also has access to the arrows, a repertoire of metacognitive tools and strategies. The student utilises the bow to aim each arrow towards the intelligent learning behaviours and cognitive capabilities that have been identified and prioritised by each school. Thus enabling them to achieve the goal of becoming a meta-learner, and to make progress as an independent thinker and learner.

The Metacognitive Cycle

The Metacognitive Cycle refers to a 'pupils’ ability to plan, monitor, direct, and review their learning. Effective metacognitive strategies get learners to think about their own learning more explicitly, usually by teaching them to set goals, and monitor and evaluate their own academic progress' (EEF)

Cognitive Processes

Cognitive processes (such as sequencing, categorising, comparing and making analogies) sit at the heart of almost all exam questions and are fundamental scaffolds for any form of problem solving and 'higher order' thinking. See also Bloom's Taxonomy and Metacognitive Visual Tools.

Metacognitive Visual Tools

“Visual tools enable students to look into their own thinking. With visual tools, students see their thinking displayed. From this public display, all students can readily share in one another’s thinking and become self-reflective on the process, content, and, most important, evolving form of their thinking.” Costa, A.L. and Kallick, B. (2008) Learning and Leading with Habits of Mind. ASCD. p.154.

Click the title for more information and access to the Thinking Library

Thinking Routines

Developed by Project Zero, Harvard Graduate School of Education, Visible Thinking Routines provide a series of short steps which help to scaffold and guide students' thinking and are designed to be woven into ongoing classroom practice.

Intelligent Learning Behaviours

Intelligent learning behaviours are the attitudes, dispositions and characteristics effortfully developed in order to learn and behave effectively. Art Costa describes them as "knowing how to behave intelligently when you don't know the answer".

Thinking Moves A-Z

Designed by Roger Sutcliffe, The Thinking Moves A-Z provide a clear, user-friendly metacognitive toolset to facilitate student thinking, and are a fundamental common thinking vocabulary for use when talking about thinking.

Philosophical Enquiry

Philosophical Enquiry is a pedagogy which promotes the cognitive and socio-emotional skills associated with philosophical enquiry. It not only inspires but also advances and enriches questioning and thinking across the curriculum.

Metacognitive Questioning

Effective questioning involves using questions in the classroom to open conversations and aids learners' capacity to plan, monitor and evaluate the effectiveness of their own thinking. Metacognitive questioning inspires deeper intellectual thought and promotes student-to-student interaction.

Neuroplasticity

This is the ability of the brain to form and reorganise synaptic connections, especially in response to learning or experience or following injury.

Brain Structure

This relates to the structure and function of the brain, with particular reference to those centres that play a significant role in learning, including the cerebral cortex and limbic system.

Memory

Memory is our ability to encode, store, retain and subsequently recall information and past experiences in the human brain. By understanding how our memory works, we can improve our capacity to take in, store and recall information.

The Emotive Brain

The Emotive Brain: self-regulation in learning centres on an awareness of our own emotions and its role in learning. For the cognitive coach, teaching students about the central role of the limbic system (the seat of our emotions) can provide insight into the steps we can take to regulate our behavioural responses.

Deliberate Practice

Also known as Expert Practice. Deliberate Practice refers to a special type of practice that is purposeful and systematic. While regular practice might include mindless repetitions, Deliberate Practice requires focused attention, rehearsal and repetition and leads to new knowledge or skills that can later be developed into more complex knowledge and skills.

Motivation

Understanding what motivates both pupils and staff can transform performance and wellbeing at a school.

Click the title for more information and access to the Thinking Library

Exercise, Diet, Sleep

Learners can benefit from having an understanding of how brain development and functioning can be affected by exercise, diet and sleep and from learning how to manage these aspects of life well.

See also Diet and Sleep

Progress

Metacognitive learners plan, monitor and evaluate with purpose. That purpose is to improve. In the context of the classroom this can be measured in academic performance but can also be measured in progress in attitudes and learning behaviours - the truly metacognitive learner can apply their skills to progress in anything.

The Cognitive Coach

Both teaching and coaching are helping someone learn a particular skill or sharing a certain piece of knowledge, and both of them are gifts that are given to a student...The biggest difference is that, ultimately, teaching is about the teacher and coaching is about the student. A cognitive coach in the classroom inspires curiosity, uses skilful questioning and feedback that cultivates independent thought

As a Cognitive Coach, teachers play a crucial role in shaping not just what students know but how they think and learn.

Coaches

A coach seeks to support learners in any sphere of life to improve their performance and maximise their potential. They work in partnership with the coachee to help them address and overcome problems as they work towards achieving their goals.

Models

An instructional strategy in which the teacher demonstrates a new concept or approach to learning and students learn by observing and making learning notes.

Mediates

Mediated learning is the subtle social interaction between teacher and learner in the enrichment of the student's learning experience.

Engages

Engaging students is a multifaceted task that involves creating a positive and interactive learning environment in which nurturing teacher-student relationships are key. This includes, creating a positive affective classroom culture through adaptability and flexibility of approach, assisted by clarity of objective and responsiveness to the evolving needs of students. Search Engagement in the Thinking Library

Understands the Science of Learning

The 20th-century education system was never designed with the knowledge of the developing brain. The Science of Learning synthesises key findings from existing cognitive-science and neuroscience research on the learning process and connects it to practical implications for teaching.

Questions Skilfully

Effective questioning involves using questions in the classroom to open conversations, inspire curiosity and deeper intellectual thought, and promote student-to-student interaction.

Click the title for more information and access to the Thinking Library

Instructs

Instruction is a dynamic and adaptive process that requires pedagogical skill, subject matter expertise, and a commitment to fostering a supportive and stimulating learning environment. Successful teacher instruction aims to inspire curiosity, promote critical thinking, and empower students to become lifelong learners. Search Instruction in the Thinking Library

Scaffolds

A pedagogical approach where teachers provide temporary support and guidance to students as they engage in learning tasks in order to to help students reach a level of understanding or skill. This is a structured release of responsibility from teacher to student, informed by questioning and feedback, adapted for the individual needs of the student. Click for scaffolding and questioning.

Utilises Data and Provides Expert Feedback

Feedback is an essential part of effective learning. It helps students understand the subject being studied and gives them clear guidance on how to improve their learning. Use of data is essential for informing evidence based practice - practice that relies on scientific evidence for guidance and decision-making.

Creates Optimum Learning Environment

Optimal Learning Environments begin with a positive, productive school climate and provide intellectually and emotionally safe, stimulating classroom communities that are personalised and co-constructed by adults and students.

Reinforces Common Thinking and Learning Language

Taking a whole school approach to the teaching of thinking helps to develop use of a common thinking and learning language by staff and students throughout the school. The role of the teacher as Cognitive Coach is key as they model use of the language and reinforcing its use in practice.

Click the title for more information and access to the Thinking Library.

PsychologyEEFHattieNeuroscience

Casta & KallickRichhart et alDweck

VygotskyGardnerEricssonFeuersteinGoleman

De BonoBloomHyerle

Developing Metacognition

Mindfulness

In simple terms, mindfulness is the act of paying attention on purpose, in the present moment, without judgment. ... To understand the role mindfulness plays in learning, it is also important to consider the nature of attention and the way we typically portray it in an educational setting. Click the title for more information and access to the Thinking Library

Coping with Pressure

School is meant to be a time of self-discovery, education and self-improvement. However, it can also be one of the most stressful periods in a person’s life. Click the title for more information and access to the Thinking Library

Creating and Breaking Habits

An ability to recognise and draw on appropriate strategies to foster positive habits and control less helpful ones. Click the title for more information and access to the Thinking Library

Habits of Mind

"Habit of Mind” means having a disposition toward behaving intelligently when confronted with problems, the answers to which are not immediately known. Art Costa (Learning and Leading with Habits of Mind, 16 Essential Characteristics for Success) describes a Habit of Mind as being “a pattern of intellectual behaviours that leads to productive actions. It is a composite of many skills, attitudes, cues, past experiences and proclivities.” Click the title for more information and access to the Thinking Library

Self Evaluation; Self Regulation

When students evaluate themselves, they are assessing what they know, do not know, and what they would like to know. They begin to recognize their own strengths and weaknesses. Self-regulated learning is closely related to the way in which people regulate their emotions, cognitions, behaviors, and environmental aspects during a learning experience. Click the title for more information and access to the Thinking Library

Thinking Practice

Thinking Practice is a Thinking Matters term. It is the application of deliberate practice to the development of independent dynamic thinking. Click the title for more information and access to the Thinking Library

Deliberate Practice

Also known as Expert Practice. Deliberate practice refers to a special type of practice that is purposeful and systematic. While regular practice might include mindless repetitions, deliberate practice requires focused attention, rehearsal and repetition and leads to new knowledge or skills that can later be developed into more complex knowledge and skills. Click the title for more information and access to the Thinking Library

Distributed Practice

Distributed practice (also known as spaced repetition or spaced practice) is a learning strategy, where practice is broken up into a number of short sessions – over a longer period of time. Click the title for more information and access to the Thinking Library

Motivation

Understanding what motivates both pupils and staff can transform performance and wellbeing at a school. Click the title for more information and access to the Thinking Library

Exercise, Diet, Sleep

Micro-mastery

“Micro-mastery aims to eliminate the phenomenon of demotivation, which can often stand in the way of success. By breaking up a goal into small, achievable stages, micro-mastery encourages you to focus on a specific skill before moving onto the next one." Robert Twigger Click the title for more information and access to the Thinking Library

Philosophical Enquiry

Neuroplasticity

This is the ability of the brain to form and reorganise synaptic connections, especially in response to learning or experience or following injury. Click the title for more information and access to the Thinking Library

Memory

Memory is our ability to encode, store, retain and subsequently recall information and past experiences in the human brain. In education we are interested in short term and long term memory. By understanding how our memory works, we can improve our capacity to take in, store and recall information. Click the title for more information and access to the Thinking Library

Thinking Processes

Thinking proceses (such as sequencing, categorising, comparing and making analogies) sit at the heart of almost all exam questions and are fundamental scaffolds for any form of problem solving and 'higher order' thinking. See also Bloom's Taxonomy and Metacognitive Visual Tools. Click the title for more information and access to the Thinking Library

Metacognitive Visual Tools

The
Cognitive Coach

Both teaching and coaching are helping someone learn a particular skill or sharing a certain piece of knowledge, and both of them are gifts that are given to a student. ... The biggest difference is that, ultimately, teaching is about the teacher and coaching is about the student.Click the title for more information and access to the Thinking Library

Creates Optimum
Learning Environment

Questions Skillfully

Effective questioning involves using questions in the classroom to open conversations, inspire deeper intellectual thought, and promote student-to-student interaction. Click the title for more information and access to the Thinking Library

Utilises Data

Data is essential for evidence based practice - practice that relies on scientific evidence for guidance and decision-making. Click the title for more information and access to the Thinking Library

Reinforces Common Thinking &
Learning Language

Taking a whole school approach to the teaching of thinking helps to develop a common thinking and learning language throughout the school, aided by each Coach reinforcing the practice. Click the title for more information and access to the Thinking Library

Feeds Back Expertly

Feedback is an essential part of effective learning. It helps students understand the subject being studied and gives them clear guidance on how to improve their learning. Click the title for more information and access to the Thinking Library

Understands the
"Science of Learning"

The 20th-century education system was never designed with the knowledge of the developing brain. The Science of Learning summarises existing cognitive-science research on how students learn and connects it to practical implications for teaching. Click the title for more information and access to the Thinking Library

Gamifies Learning

The gamification of learning is an educational approach to motivate students to learn by using video game design and game elements in learning environments. Click the title for more information and access to the Thinking Library

Mediates

Mediated learning is the subtle social interaction between teacher and learner in the enrichment of the student's learning experience. Click the title for more information and access to the Thinking Library

Coaches Models

An instructional strategy in which the teacher demonstrates a new concept or approach to learning and students learn by observing and making learning notes. Click the title for more information and access to the Thinking Library

Tower

The image of the Control Tower represents an independent, metacognitive thinker and learner i.e. An individual in control of their own learning

Progress

Metacognitive learners plan, monitor and evaluate with purpose. That purpose is to improve. In the context of the classroom this can be measured in academic performance but the truly metacognitive learner can apply their skills to progress in anything.

We want students who are able to think critically, reflectively and creatively, to be able to analyse and ask questions, to be able to listen with empathy, to be able to persist and these are the skills a thinking based curriculum can offer students

Principal, Amnuay Silpa School, Thailand