The project's results indicated that the impact was evident on several levels and that the Thinking Matters Approach also proved to an important element in teacher and leader learning (organizational development). In 2013/2014 it was decided that there would be a follow up project in Oslo with one of the schools from the first project and two new schools.
Ljan and Hallagerbakken Skole involved in the new project were from more challenging catchment areas with many students coming from ethnic minorities and speak little Norwegian. Setterbraten Skole draws from a catchment that is more affluent and with a greater degree of social mobility.
All schools reported that the systematic approach put forward by Thinking Matters with the different thinking tools and strategies embedded within it has been of great value.
Tools and strategies
The thinking tools and strategies were mostly new to all the teachers involved when the schools began their work. One of the school leaders say this as a strength; teachers, leaders and students had to learn something new and that made it easier to take risks, ask for help, share their ideas and their challenges - and help others. One of the biggest impacts the project has had is that more teachers (and students) are engaged in high quality discussions on learning and thinking. It is now seen that the tools and strategies are used in all classrooms and in all subjects. Many students use the different tools independently and engage in discussions on which tools are the best for the challenges they approach. Tests on literacy and science skills indicate that students now get better results.
The drive team at each school has been very important throughout the project period. They have had the opportunity to meet with the drive teams from the other schools and project leaders at the school administration. Ideas have been shared and challenges discussed during these meetings. It became clear that the more that was learned about the Thinking Matters Approach, the more complex and deeper it became. All members of the drive teams felt that they have learnt a lot and are able to transfer information and motivation to the teachers at their own schools.
The central elements from the Thinking Matters approach were implemented in the school’s strategic plans. The teachers are always looking for new and better ways to teach and for students to think and learn.
From the beginning of the project, participating in a network with other schools, teachers and countries has had a strong focus:
• International: participating at the conference, visiting schools in England, attending courses.
• Local: establishing a group with leaders and members of the schools drive team. Teachers and leaders at the schools visiting each other throughout the school year.
Find out more about Thinking Schools in Norway on their website