New research undertaken by the University of Exeter shows the Thinking School approach impacts greatly on the progress of pupils in both primary and secondary schools in England as measured by P8, reading progress, writing progress and mathematics progress.
The evaluative research covers a 3 year study (2016 – 2018) carried out on English state primary and secondary Thinking Schools.
Key Findings of Research:
Thinking Schools obtain accreditation from the University of Exeter after establishing a whole school approach to the development of independent thinkers and learners. The approach typically takes three years to embed. Schools are supported in their journey to becoming Thinking Schools by consultancy Thinking Matters.
The research process follows the author’s preferred style of action-research based on a form of illuminative evaluation and an adaptation/application of the SPARE ‘wheel’ model. Specific case studies are also used to support the findings.
See the Abstract and full Evaluation Report here
Gemma AukettThinking School Lead and House Parent, Gordon's School Throughout my time working in education, I have developed an interest in the brain, cognition and metacognition. This is partly due to personal experience but also my genuine desire to see my students achieve their full academic and personal potential..
We've identified a few articles that look at how it will be for pupils when they return to school; the potential trauma and anxiety it may cause as well as the impact on their learning. These resources are mainly based around Barry Carpenter's Recovery Curriuclum - we hope you'll find them useful..