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Structural Learning is a Cross-Curricular and Cross-Phase
Metacognitive process that helps pupils organise their ideas and
think critically. Find out how this new concept enhances thinking,
reading and writing.
Problem: Everyday in our classrooms, learners are bombarded with information. This information does not always fit neatly together into well-organised mental packages ready for recall. Memory and cognition do not work like this, thinking is hard work and sometimes we need an extra bit of help to understand the key ideas.
Solution: Structural Learning is the Mental Scaffolding your students need to build lasting, conceptual knowledge. It's cross-curricular, cross-phase and works out of the box.
How could your learners use it?
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"To Learn Structure in Short, is to Learn how Things are Related." Jerome Bruner
This 32 page visual resource explores the theory, looks at strategic implementation and provides some practical classroom examples. Easy to read and beautiful to look at, enjoy with a nice coffee!
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Structural Learning promotes verbal reasoning. As learners justify their ideas to one another this generates discussion and debate giving participants opportunities to share understanding.
Dialogic teaching is a well researched teaching methodology, this PDF explains the principles.
Develop the 'Expert-Like' thinking and talking that leads to deeper comprehension.
Enhance your learner's ability to use language and communicate their ideas.
This powerpoint helps you create purposeful cognitive sequences that lead to critical and creative thinking.
Download and build your own thinking routines.
Using specially designed building bricks, this new approach helps students to think more effectively by engaging pupils in collaborative, connection-making activities.
"Engagement levels and marks in the longer written responses have both improved."
"We use the bricks regularly in English to support the teaching and learning of phonics. The children find it easy to put the bricks together and build words."
"Results clearly show a higher percentage of childrens progress being recorded as 'Better Than Expected'."
Over the last year we have been trialling Structural Learning in Schools around the country.
The early results are very positive and we have learnt a lot about where this new tool adds the most value.
Over the next year we will be publishing more results as we get more insights from our R&D projects.
On the 1st March 2014 I suffered a brain haemorrhage. This event was to change the direction I wanted my life to take. The immediate consequences were quite severe and after a spell in hospital it was time to return home. Cognitions I had taken for granted like problem solving and planning had been vastly affected. This tool started life as a rehabilitation aid, I quickly saw the potential for broader scaffolding processes.
This project puts the process of learning under the microscope and gives teachers the tools they need to embrace educational evidence. Our students will need to fulfill their potential in an increasingly complex world.
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