WELCOME

Discover a new way to Enhance
your learners' cognitive Potential.

Structural Learning is a Cross-Curricular Mental Scaffold
that helps pupils organise their ideas and think critically.
Find out how this new tool enhances thinking, reading
and writing.

Why is structural learning important?

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?

"To Learn Structure in Short, is to Learn how Things are Related." Jerome Bruner

How Does Structural Learning Work?

Using specially designed building bricks, this new approach helps students to think more effectively by engaging pupils in collaborative, connection-making activities.

This method has positive implications for literacy outcomes including reading comprehension and developing writing skills.

When two minds are better than one.

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.

Deeper Comprehension

Develop the 'Expert-Like' thinking and talking that leads to deeper comprehension.

Critical Thinking Across The Curriculum

Scientific Categorising Exercises

Scientific Categorising Exercises

Timelines in History.

Causal Relationships in Geography

Ranking Activities in RE

Purposeful Writing

Enhance your learner's ability to use language and communicate their ideas.

Explore Writing Applications

Word Formation in Morphology

Split Digraphs in phonics

Sentence structure in Grammar

Planning ideas for extended writing

How can structural learning be used to improve progress?

This theoretical framework will help you and your staff think about how Structural Learning could enhance cognitive and psychological outcomes. Download, Print and Talk it through over a coffee.

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working alongside your core classroom equipment

The primary function of a whiteboard is displaying information to the class. This presenting tool has gained interactive capabilities but it is essentially used for transmitting content.

When you want your learners to make connections and really 'think through' an important concept before committing pen to paper. It is best deployed when you want to 'hand over' the cognitive work and you see a need for students to participate in meaningful learning conversations.

The 'Final Destination' of your classes work and the primary way of recording individual progress. Not necessarily the best place for messy thinking and unfinished ideas.

"Engagement levels and marks in the longer written responses have both improved."

Heather Garland, Biology, St John Plessington

"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."

Lucy De Friend, EYFS, Kimbolton Prep

"Results clearly show a higher percentage of childrens progress being recorded as 'Better Than Expected'."

Rob Francksen, Head Teacher, Crawford's CEVC Primary School
TESTIMONIALS

WHAT do teachers think?

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.

Paul Main
Founder
From the Creator

"As always, I love hearing from school leaders and teachers"

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.