These are oracy cards contain question and answer stems that help children to find the linguistic solutions to express their understanding. They are perfect for continuous provision and small group exercises.
They can also be used to stretch and challenge children 'in the moment'. They are great resource for responsive teaching and having these printed and laminated, enables classrooms to keep children thinking and talking like experts. They are double sided and are designed to for multiple use. Use them with whiteboard markers for quick and systematic questioning.
The Universal Thinking Framework's Learning Actions Word Document is a versatile tool for educators. This compact A4 sheet features all learning actions, allowing teachers to quickly create tangible classroom resources. With its ease of use, teachers can readily cut out the actions for use as labels or manipulatives in learning activities.
The document's format is convenient for printing and lamination, or directly pasting into books. This resource aids in promoting an accessible language of learning within classrooms and enables teachers to swiftly incorporate the Framework's concepts into their everyday teaching practices.
The Universal Thinking Framework Strategy Document is a concise PDF guide providing practical applications of the framework across the curriculum. It offers useful ideas for lesson planning, crafting assessments, and promotes agendas like 'learning to learn' and enhancing study skills.
This guide also outlines how to scaffold challenging tasks and stretch higher-attaining learners, fostering student independence. Ideal for familiarizing educators with the framework's terminology, this document paves the way for improved teaching strategies and learning outcomes. It is a valuable resource for schools aiming to integrate effective cognitive tools into their pedagogical approach.
The Universal Thinking Framework's PowerPoint slides are a dynamic, adaptable resource for teachers and students alike. They illustrate each learning action within the framework, serving as an excellent tool for familiarizing both children and educators with various cognitive processes essential for learning.
This downloadable resource is not just informative but highly customizable, allowing teachers to modify it for different learning activities. It proves invaluable in staff workshops, aiding in collaborative understanding and implementation of the framework. Its user-friendly design encourages interaction and engagement, making it an effective medium for introducing and reinforcing the Universal Thinking Framework in school communities.
This visually appealing PDF guide provides teachers a comprehensive introduction to the Universal Thinking Framework. Not based on a hierarchy, the framework presents five colour-coded sections, each focusing on different cognitive processes essential for classroom learning. The guide elucidates how these sections can be sequenced into 'learning pathways', transitioning pupils from novice to expert thinking.
It discusses taking initial steps, organizing ideas, critical thinking, language usage, and knowledge application. As students and teachers increasingly adopt the framework, it fosters an exciting shift towards independent, strategic learning and lifelong intellectual growth. A useful tool for encouraging more thoughtful, effective classroom practice.
This downloadable folder contains PNG icons representing individual learning actions from the Universal Thinking Framework. Ideal for fostering creative lesson planning and enriching assessments, these versatile images can be effortlessly integrated into PowerPoint presentations, Word documents, and other instructional materials. With the option to print them onto stickers, teachers can also physically reinforce learning actions within the classroom environment.
Providing a visual representation of the framework's components, these icons can aid in enhancing students' understanding and recall. They offer an invaluable resource to teachers, aiding in the creation of dynamic, engaging, and cognitively enriching lessons.
This PowerPoint is a concise yet comprehensive introduction to the Universal Thinking Framework for teachers. Ideal for staff development and CPD meetings, it provides an overview of the framework's role in tackling common educational challenges. The presentation pinpoints why some students may struggle with their learning progress, addressing issues like processing new information and understanding how to proceed with tasks.
Furthermore, it highlights the importance of a robust language for learning within classrooms. With its clear, engaging format, this PowerPoint is a vital tool for schools looking to incorporate the Universal Thinking Framework into their educational strategies.
The poster pack is a visually appealing and informative set designed for classroom walls or corridors. Each poster within the pack represents an individual learning action from the Universal Thinking Framework, providing clear and accessible definitions. These posters serve as constant visual reminders, prompting understanding of the diverse learning terms within the framework.
They are an invaluable tool for both teachers and students, promoting rich conversations about thinking and learning, supporting the implementation of the framework in everyday teaching and learning. Downloadable and easy to display, these posters are essential for making the cognitive actions in the framework tangible and interactive.
The Universal Thinking Framework is a groundbreaking taxonomy, acting as a cognitive toolkit for both teachers and students. It dives into the nitty-gritty of how we think and learn, helping plan classroom activities that promote independent thinking. By defining cognitive stepping stones, it ensures no learner is left behind, fostering critical thinking, logic, and creativity.
It also aids learners in dealing with unfamiliar tasks, making their thought processes more conscious. This framework helps avoid errors, boost creativity, and enhance learning enjoyment. With it, classrooms can establish a shared understanding of the cognitive actions needed for successful learning, leading to clearer academic pathways and more inclusive education.
Create new ideas by getting to the heart of the issue and then looking elsewhere whilst retaining the essential qualities.
Analyse an object or topic from different perspectives - local, global and its place in history.
Analyse something according to the SCAMPER principle - what could be substituted, combined, adapted, modified, put to other uses, eliminated or rearranged?
Think about the way in which a particular theme or issue may develop in the near future.
Think through the impact and consequences of an event. What are the knock-on effects? Think of the diagram as a series of ripples working their way out.
Examine a topic through a variety of different subject lenses. Understand how knowledge changes dependent on the perspective from which it is viewed.
A cycle diagram is a circular chart that illustrates a series of actions or steps that flow to another. Start by putting the first stage in one of the boxes. In the next box round the circle, place the next step and so on.
A mindmap is a great way of organising a topic into themes. These categories can be used to sort information into related items for example, social, environmental or technological changes.
A fishbone diagram is a tool used to visualize all the potential causes of a problem in order to discover the root causes.
Venn diagrams are a good tool for comparing things. They can tell us what is similar and what is different about two or more items.
Flow Charts are graphical representations of processes, sequences or events. You are explaining what happened or how to do something chronologically.
Diamond 9 templates are a great tool when you need to rank or prioritise information. They can help us make a reasoned decision about something.
Input - Output diagrams help us map out the causes and effects of a particular event. This helps us understand why something happened and what the implications are.
Tree diagrams help you organise and understand the hierarchy of information in a body of knowledge. The branches help you group ideas so you can see the big picture.
Oracy is the skill of effective verbal communication and comprehension. It's crucial for children's learning and development. Explanatory talk, often led by teachers, aims to clarify concepts and ideas, enhancing knowledge acquisition. Conversely, exploratory talk, which is interactive, encourages children to express thoughts, ask questions, and develop reasoning skills.
Though both forms have distinct purposes, they work together in classrooms to bolster oracy. Explanatory talk imparts knowledge, while exploratory talk stimulates critical thinking and deeper understanding, thus crafting better communicators and engaged learners.
The downloadable resource is a guide for teachers, offering an array of tactics to foster meaningful classroom discussions. It presents versatile strategies that educators can incorporate into their teaching repertoire to cultivate a more engaging dialogue. These tactics range from effectively framing questions, promoting active listening, to encouraging student-led discussions.
It provides educators with the tools to stimulate intellectual curiosity, critical thinking, and active participation among students. By applying these methods, teachers can transform their classrooms into dynamic learning environments where discussions go beyond surface-level comprehension, leading to deeper understanding and retention of knowledge. The resource serves as a valuable tool for any educator committed to interactive and effective pedagogy.
"Talk Tactics" is a downloadable resource aimed to enhance classroom conversations and foster diverse perspectives. It involves children taking on various roles or personas, thereby enabling them to participate in discussions in ways they might not ordinarily do. The resource includes a set of printable and laminatable cards, each describing a different persona that guides students' contributions to discussions.
By promoting a variety of conversational roles, it encourages students to delve deeper into topics, cultivate empathy, and broaden their communication skills. This tool is highly versatile and can be utilized across various subjects, making classroom discussions more dynamic and enriching.
The Structural Learning Action Research Cycle is a visually engaging poster guide designed to facilitate curriculum enhancement via a four-stage action research method. The first stage, 'Design', involves understanding student learning challenges and defining actionable solutions. The 'Change' stage encompasses the implementation of these solutions and monitoring their immediate impacts. The 'Sustain' phase is about maintaining the effective practices, refining them based on continuous feedback.
Lastly, the 'Explore' stage encourages teachers to reflect on the effectiveness of their solutions and look for new areas of improvement. This cycle facilitates continuous improvement, fostering an ongoing evolution of best teaching practices for better learning outcomes.
The Lesson Design Canvas is a classroom action research worksheet for teachers, facilitating the design of classroom experiments. It encourages teachers to identify a learning need (1), propose an intervention (2), define desired academic outcomes (3), and determine the skills and behaviors to nurture (4). The canvas incorporates a selection of common learning difficulties, toolkits for intervention, academic outcomes, and wider educational progress expectations based on the skills framework.
This practical tool allows teachers to use structural learning tools and frameworks to address specific learning needs, predict improvements, and nurture broader educational development, thereby promoting classroom-based research and experimentation.
The Research into Practice Program is an innovative teacher professional development initiative that combines cognitive science and design thinking to tackle classroom challenges. It unpacks complex issues into actionable steps through a three-stage innovation process: Explore (understand and define learning challenges), Design (ideate and experiment solutions), and Change (reflect and implement practices).
This approach fosters a new mindset in teachers, encouraging openness, collaboration, optimism, bravery, and a deeper understanding of educational 'whys'. Outcomes of the program include changes in teacher perceptions, putting research into action, making staff learning purposeful, focusing staff meetings on learner needs, and celebrating achievements with the 'Cognition First' badge.
The Becoming an Independent Learner tool is an insightful self-assessment audit that helps students gauge their progression towards independent learning. Covering three core areas – Metacognition, Strategy Planning and Problem-Solving, and Reflection and Self-Regulation – the tool guides students through stages of awareness, understanding, application, evaluation, and fluency of various thinking actions and strategies. It aids students in recognising the importance of strategy selection, breaking down complex tasks, reflection, and self-improvement.
This tool encourages students to take strategic decisions in their learning, fostering a mindset of autonomy, resilience, and lifelong learning. It's an effective means for promoting self-regulated learning and metacognitive awareness.
The Developing Metacognition tool is a comprehensive self-audit for students to assess their knowledge of cognition and regulation of their own learning. It covers declarative, procedural, and conditional aspects of cognition, inviting students to reflect on their intellectual strengths, strategy usage, and motivation.
Additionally, it explores students' planning and information management skills, monitoring of their own learning, ability to correct errors (debugging), and evaluation of performance. This visual tool, focusing on study skills, aids students in identifying their current proficiency and areas needing improvement. It provides a valuable gauge for students to enhance their metacognitive awareness and self-directed learning.
The Metacognitive Awareness Checker is a self-assessment tool for students to gauge their own metacognitive skills and study habits. Comprising a set of 23 statements, it encourages students to reflect on their learning processes, focusing on aspects like time management, self-motivation, problem-solving strategies, and comprehension checks.
This questionnaire allows students to rate themselves across these areas, from needing improvement to consistently implementing. It fosters an environment of self-awareness, helping students identify their strengths and areas for growth. This downloadable tool can be frequently revisited, enabling students to track progress and enhance their learning autonomy and effectiveness.
The Learning Skills Framework also provides a downloadable, user-friendly spreadsheet designed to monitor students' progress in mastering the eight key skills. Teachers can allocate scores from 0 (beginning) to 4 (mastery) for each skill, depending on a student's progress. The total score indicates students' overall development and pinpoints areas needing further improvement.
This effective tool offers a clear, structured method to track not just academic progress, but also the development of crucial classroom skills, promoting an in-depth understanding of each student's learning journey and aiding the formulation of personalized teaching strategies.
The Learning Skills Framework emphasizes eight crucial skills that serve as badges: Learning Together and Communicating Clearly under Social Skills; Thinking It Through and Reflecting on My Learning under Cognitive Skills; Being Creative and Making Connections under Creative Skills; and Staying Engaged and Building Resilience under Personal Skills. These badges, which can be downloaded, printed or inserted into stickers or certificates, act as tangible recognitions of the mastery of specific learning skills and behaviors. Their use reinforces the adoption and application of these essential skills, thereby supporting learners' overall growth and development.
The Learning Skills Framework is a guide to fostering cognitive and behavioral attributes in students, pivotal for academic success and beyond. The framework identifies eight key skills organized into four thematic pairs: Social Skills (Learning Together, Communicating Clearly), Cognitive Skills (Thinking It Through, Reflecting on My Learning), Creative Skills (Being Creative, Making Connections), and Personal Skills (Staying Engaged, Building Resilience).
These skills are instrumental for curriculum delivery and subject knowledge, offering a roadmap for lifelong success. Assessment tools within this framework help monitor progress, and a badging system reinforces skill adoption. Scores are awarded and totalled to identify areas of strength and development, guiding future planning and progress tracking.
Visual learning strategies harness the power of imagery to enhance comprehension and memory. They tap into children's innate ability to process visual information, making complex concepts more accessible. Diagrams, charts, and pictures can simplify abstract ideas, fostering deeper understanding.
Moreover, visual aids can stimulate interest, encouraging active engagement in learning. This can be particularly beneficial for visual learners, who constitute a significant proportion of any classroom.
Alex Quigley's top-level ideas for good teaching and learning include a focus on building strong relationships with students, providing clear and engaging instruction, promoting independent learning, using formative assessment to guide instruction, and creating a positive and inclusive classroom environment.
These ideas are presented in a downloadable poster format for educators to share and use as a starting point for evidence-informed teaching and learning policy.
Rosenshine's Principles of Instruction are a set of research-based principles that focus on the effectiveness of certain methods of teaching. They provide suggestions for the implementation of these principles in the classroom and are based on extensive research in education and cognitive science.
The principles are intended to bridge the gap between educational research and classroom practice and include examples of activities employed by "master teachers" whose students achieved the highest gains in achievement tests.
To become skilled at reading, we need to work on both the word-recognition strands (phonological awareness, decoding, and sight recognition of familiar words) and the language-comprehension strands (background knowledge, vocabulary, language structures, verbal reasoning, and literacy knowledge).
These strands work together as we become accurate, fluent, and increasingly automatic with repetition and practice. It takes instruction and practice over time to develop these skills.
To promote deeper learning outcomes in the classroom, teachers should focus on helping students make connections between the facts and procedures they are learning and the essential principles and enduring understandings within a discipline. This can be achieved through a variety of teaching strategies such as, asking open-ended questions that encourage critical thinking and discussion and providing opportunities for students to apply their knowledge in real-world contexts.
It is important to motivate learners because when they are motivated, they pay more attention, put in more effort, persist for longer, and are able to work more independently. On the other hand, unmotivated learners get distracted easily and do the bare minimum.
By motivating learners, teachers can help them achieve their full potential and become successful in their academic and personal lives. Motivation can also lead to a more positive and enjoyable learning experience for both the learners and the teachers.
Metacognitive instruction can be used to develop and facilitate the process of listening comprehension, reducing the complexity of listening comprehension for less-skilled listeners.
Metacognitive instruction can also help students become more effective readers. It involves teaching students to actively engage in the reading process by asking themselves questions about what they are reading. This helps them comprehend the material better, understand its main ideas, and recognize important details.
Metacognitive questioning is a technique used by teachers to help students actively reflect on their learning process. It involves asking students questions that encourage them to think about how they learn, what they already know, and what they need to do to improve their understanding of a topic.
Metacognitive questioning can help students develop metacognitive habits, which are essential for becoming self-sufficient learners. By reflecting on their learning process, students can identify gaps in their knowledge, solidify concepts, and develop strategies for learning new material more effectively.
Metacognitive strategies are techniques that assist students in becoming self-regulating learners and developing a strong sense of agency in their learning. These strategies empower students to think about their own thinking, which enhances their control over their own learning and personal capacity for self-regulation and managing motivation for learning.
Examples of metacognitive activities include planning how to approach learning tasks, identifying appropriate strategies to complete a task, evaluating progress, and monitoring comprehension.
Maslow's hierarchy of needs is a theory that organizes human needs into a hierarchy, ranging from basic physiological needs such as food and water to higher-level, abstract needs such as self-fulfillment. Maslow proposed that when a lower need is met, the next need on the hierarchy becomes our focus of attention.
The five categories of needs according to Maslow are physiological needs, safety needs, love and belonging needs, esteem needs, and self-actualization needs.
Schools can develop their curriculum by first establishing their curriculum principles, which should reflect the school's values, context, pedagogical approaches, and needs. They should then set out their pupil entitlement, which explains how they intend to broaden the curriculum with educational visits, extracurricular activities, and other curriculum enrichment experiences.
It is important to consider what pupils will experience as they move through school and to map these out for each year group. All of these steps should be discussed and defined with all stakeholders.
The fundamentals of learning are evidence-informed principles that focus on the attributes of the learner. These student behaviours are the cornerstone of learning anything and are indeed 'learnable'.
Simple verbs are used that even young children can understand. The list has purposefully moved away from teacher behaviours and placed attention on the attributes of the learner.
We can support dyslexic learners by creating a supportive and collaborative classroom culture, getting to know each learner as an individual, and encouraging them to get to know each other. Using multisensory input and activities can also be helpful in giving learners more than one way to make connections and learn concepts.
This can involve a combination of reading, listening, viewing, touching objects, moving physically around the space, or using gestures.
The principles of formative assessment include identifying and responding to the students' learning needs, making frequent and interactive assessments of student understanding, adjusting teaching to meet individual student needs, actively involving students in the process, and developing skills that enable students to learn better.
When used as a framework for teaching, formative assessment can change the way teachers interact with students, set up learning situations, guide students toward learning goals, and define student success.
Executive functioning skills are the skills involved in setting goals, planning, and getting things done. They include working memory, cognitive flexibility, and inhibitory control, which includes self-control. These skills are responsible for many abilities, such as paying attention, organizing, planning, prioritizing, starting tasks and staying focused on them to completion, understanding different points of view, regulating emotions, and self-monitoring.
These skills usually develop quickly in early childhood and continue to develop into the mid-20s.
Metacognitive skills refer to the ability to think about one's own thinking processes, to monitor and regulate one's own cognitive processes, and to plan and evaluate one's own learning. It involves being aware of one's own strengths and weaknesses, setting goals, and selecting strategies to achieve those goals.
Metacognitive skills are an important aspect of self-regulated learning and can be taught to students through specific strategies and interventions.
Teachers can use formative assessment to monitor students' learning by providing regular and timely feedback on what they've done well and what they need to improve on. It can take a variety of forms, from informal quizzes to verbal feedback on a piece of work. To be effective, formative assessment needs to take place on a daily basis during teaching and learning.
Formative assessment is used to help teachers decide how to further develop student understanding, identify gaps in the pupils' learning, and target those gaps by adjusting their planning sequences of learning to address those gaps.
Students can use dual coding by examining how words describe images and how images represent text, explaining images in their own words, and drawing an image based on words. Dual coding allows for two ways of understanding and remembering information by combining verbal material with visuals in teaching practice.
It is important to keep it simple and not combine more than two types of multimedia. Students can also be encouraged to draw something to aid in their understanding of the material.
Creative learning is a type of learning experience that encourages learners to engage deeply with process of problem-solving, critical thinking, risk-taking and curiosity. Through creative learning experiences, learners develop an increased sense of confidence as they are able to propose innovative ideas and resolutions while also feeling comfortable taking risks even when the result may not be successful.
Creative learning also helps foster a curious mindset by offering unconventional ways to learn, sparking curiosity and leading learners to interesting insights.
Block play is a form of Open-Ended Play where children learn through playing with blocks, which allows them to be imaginative or constructive. It is a useful and versatile learning technique during the Early Years Foundation Stage (EYFS) and is a great way to introduce toddlers to many concepts for the first time, such as transporting, building, representations, pattern-making, problem-solving, and much more.
As children get older, particularly between the ages of two and five, they’ll gradually build up more complex block play techniques and extend their learning. Block play aids children’s skills and development across the board.
Backward design is a method of designing an educational curriculum by setting goals before choosing instructional methods and forms of assessment. It typically involves identifying the desired results, determining acceptable levels of evidence to support those results, designing culminating assessment tasks and a range of assessment methods, and designing activities that will make the desired results happen.
The idea is to teach toward the "end point" or learning goals, which ensures that content taught remains focused and organized. This approach challenges traditional methods of curriculum planning where a list of content is created or selected before planning assessments and lessons.
According to the ideas that define the changes of the contemporary education in Poland, school should not be an institution focused only on teaching, but it also should develop the urge to learn in students, to help them in their self-development and self-realization.
To conceptualize questioning it may be best to define the word by its basic meanings. The American Heritage Dictionary (1991) defines a question as “an expression of inquiry that invites or calls for a reply”.
This report focuses on the teaching of communication, language and literacy to children aged between 3 and 5. It may also be relevant for older pupils who have fallen behind their peers, or for younger pupils who are making rapid progress.
The Sutton Trust’s Missing Talent report found that 15 per cent of previously high attaining pupils at key stage 2 (KS2) failed to achieve in the top 25 per cent at GCSE, and that this group of ‘missing talent’ is more likely to include students from disadvantaged backgrounds.
Adult life requires a range of skills in order for people to flourish, both in the workplace and in their daily lives, from the confidence and motivation to seek challenges and complete tasks, to the interpersonal skills that aid teamwork and other social interactions.
Collaborative Reasoning discussions are intended to create a forum for children to listen to one another think out loud as they learn to engage in reasoned argumentation.
he purpose of this study was to extend this research by examining the influence of additional factors, in particular, achievement goals and comprehension monitoring, on low achieving students’ constructive activity after receiving help from a high achieving peer.
We illustrate how and why cognitive load theory, by adding these concepts, can throw light on collaborative learning and generate principles specific to the design and study of collaborative learning.
Thinking and reasoning processes such as problem solving, decision making, and the like have been identified as legitimate and even necessary 21st century skills. Making inferences is the foundation to many higher-level thinking processes.