Thinking strategies: a teacher's guide
How can we develop alternative thinking strategies to help our learners achieve in the classroom? Find out more in our essential guide for educators.
What are thinking strategies?
Metacognitive strategies help learners understand their own thinking. Critical thinking matters for education and good citizenship. Teachers want learners to gain these skills alongside emotional intelligence. Defining these strategies can be tricky in classrooms. This article views problem solving skills as critical thinking, leading to good results. Learners use these strategies to complete their school tasks. These skills encourage independent learning, avoiding "spoon-feeding" (Flavell, 1979). Learners then use these strategies when facing challenges (Lai, 2011; Abrami et al., 2015).
| Feature | Graphic Organisers | Learning Journals | Checklists | Planning Tools | Oracy Frameworks |
|---|---|---|---|---|---|
| Best For | Visual learners tackling complex concepts | Reflective thinking and metacognitive development | Task completion and self-monitoring | Project management and goal setting | Collaborative learning and discussion |
| Key Strength | Uses dual coding for deeper understanding | Builds self-awareness and tracks progress | Simple, clear structure for all abilities | Develops strategic thinking skills | Promotes active listening and interthinking |
| Limitation | May oversimplify nuanced topics | Requires consistent practice and time | Can become too rigid if overused | Needs teacher guidance initially | Requires confident speaking skills |
| Age Range | All ages with adapted complexity | Upper primary onwards | Early years to secondary | Middle primary onwards | All ages with scaffolding |
Key Takeaways
- Metacognitive strategies are fundamental for developing independent learners: Explicitly teaching learners to plan, monitor, and evaluate their own thinking significantly enhances learning outcomes, as evidenced by extensive research on self-regulation (Hattie, 2009).
- Critical thinking must be explicitly taught and integrated across the curriculum: Learners do not automatically acquire these skills; teachers need to design tasks that require analysis, evaluation, and synthesis, fostering deeper understanding rather than rote memorisation (Willingham, 2009).
- Effective implementation of thinking strategies requires systematic planning and ongoing support: Teachers should utilise structured frameworks, such as the provided 8-Week Roadmap, to embed these approaches consistently across units and subjects, ensuring sustained impact on learner learning (Wiliam, 2011).
- Fostering thinking strategies directly correlates with improved academic attainment and problem-solving abilities: When learners are equipped with metacognitive tools and critical thinking approaches, they develop resilience and adaptability, crucial for navigating complex academic tasks and real-world challenges (Dweck, 2006).
What sorts of thinking strategies help learners?
Visual thinking strategies help learners structure thinking easily in class. Schools can incorporate these techniques readily (Rosenshine, 2012). Direct teaching of these strategies improves how a learner tackles tasks. Thinking tools offer major benefits according to recent work.
1) Graphic organisers
2) Learning journals
3) Checklists
4) Planning tools
5) Oracy frameworks
Thinking strategies help learners answer complex questions. See Thinking Hard strategies for more support. Thought-provoking questions help learners grapple with problems. Provide appropriate scaffolding for these strategic questions. Dual coding and graphic organisers support deeper learning for teachers and learners. Oracy promotes active listening and speaking skills. These techniques help learners build deeper knowledge together. Neil Mercer (date not given) named this joint conceptualisation 'Interthinking'.
Strategies are tools for learners to use thinking skills and reach targets. We developed the Universal Thinking Framework (UTF) for two years. It helps teachers and learners plan how to meet tough learning goals. The taxonomy in UTF organises words we use when describing educational tasks.
The way the framework is laid out enables educators and students to focus on strategy formation. We refer to this as the 'how' of learning. On one hand you have the curriculum, the 'what', and on the other hand you have the 'how', your critical thinking strategies. We have been encouraging schools to align these domains to improve curriculum delivery. Children find the colour-coded nature of these visual thinking strategies helping. Very quickly, children learn the strategic thinking skills and the language that accompanies them. This enables them to make strategic plans about the very process of learning.
How do learners use thinking strategies?
Critical thinking benefits learners, studies show. The Education Endowment Foundation highlighted this recently. Schools often refer to this as metacognition. Visual thinking strategies help learners grasp and control critical thinking (researchers, dates).
Teachers start with professional development, so they grasp the theory (Wiliam, 2011). They learn how the framework helps them plan learning (Black & Wiliam, 1998). Then, we focus on the learner's progress (Hattie, 2009).
Quite often, learners are not aware of where they could take their learning by using alternative thinking strategies. For more on this topic, see Learner process. Having the framework visible in the classroom allows education communities to choose an optimal strategy that can be adapted as the task progresses. We often ask the question 'How should we get started?' This prompt immediately helps a student to begin to explore the ultimate strategies available to them. Once they have got started, we might then ask them the question 'How should we organise our ideas?'.
Learners choose strategies to organise lesson content, like sequencing or comparing (e.g. sequence, compare or connect). This helps learners build thinking skills, which forms a metacognitive approach (e.g. researcher names and dates).
Critical thinking strategies for driving the curriculum
EEF (date) showed metacognition's high impact at low cost. These thinking skills suit both teacher-led and inquiry learning. Visual strategies guide learning, like an 'educational sat-nav'. Learners can use these habits for complex tasks.
This approach to strategy formation is helping for the learner as it equips them with a set of skills that can be put to use to achieve many different goals. We describe the thinking and learning words as the foundation of an action-oriented strategy. That is, all of these words require the learner to engage in an active strategy of some kind, are required to act on the information in front of them. There will never be one set way of approaching a task, having a bank of alternative strategies at your disposal means that the learner is 'cognitively equipped' when faced with difficult situations.
Unit planning using thinking strategies
We have been focussed on the strategic planning process of learning. We are encouraging schools to use the framework for designing individual lessons right up to unit planning. Educators don't generally have tools that they can use to develop a unit of study. It often becomes a mishmash of resources found on the hard drive. This process of zooming in and out means that the curriculum becomes a cohesive jigsaw puzzle that all learners can piece together.
Our resources help teachers discuss learning with learners. Arrange physical cards to show the path to success. Future apps will let teachers drag actions into lesson plans. We welcome chats about learning, so contact us to learn more. (Bjork, 1994; Dunlosky, 2013; Hattie, 2008).
Frequently Asked Questions
What exactly are thinking strategies and how do they differ from traditional teaching methods?
Marzano (1998) showed thinking strategies build learners' problem-solving skills. Visual tools and learning logs aid learners' thinking. These strategies help learners manage challenges independently.
Using digital tools to build learners' metacognition offers helpful classroom strategies (Lai, 2011). Research by Zimmerman (2000) shows learners benefit from reflecting on their learning processes. Check out work by Dweck (2006) on growth mindsets for more support.
How can teachers practically implement the Universal Thinking Framework in their everyday lessons?
The Universal Thinking Framework helps teachers guide learners. Display it and use prompts like "How do we start?" Learners choose thinking strategies (sequence, compare, connect). This builds plans for learning (Fisher, 2008; Williams, 2008). The framework connects curriculum content with thinking skills (Hyērynen et al., 2017; Swartz & Parks, 1994).
What are the main benefits of using visual thinking strategies with students?
Visual thinking strategies use dual coding to help learners understand. The Education Endowment Foundation (EEF) notes good impact at low cost with metacognition. Learners build strategic thinking for challenges, gaining independence (EEF, n.d.).
Which thinking strategies work best for different age groups and learning needs?
Adjust graphic organisers by age and complexity. They help visual learners grasp new concepts. Learning journals build reflection skills from age 9 (Reynolds, 1998). Checklists help learners complete tasks (Hattie, 2008). Scaffold oracy frameworks and collaboration for all ages (Mercer, 2000).
What challenges might teachers face when introducing thinking strategies, and how can these be overcome?
Fixed strategies can limit learners if used too much. Learners need time and practice to develop skills. Some tools need teacher guidance at the start. Vary your approach and support learning (Vygotsky, 1978). Get professional training to grasp theory (Dewey, 1938). Begin with simple prompts; increase challenge slowly (Bruner, 1960).
How do thinking strategies support metacognition and independent learning?
Thinking strategies build learner metacognition and skill selection (Abrami et al., 2015). Learners become aware of their own learning processes (Zimmerman, 2000). Reflection helps learners track progress and develop useful independent habits (Flavell, 1979).
Costa and Kallick's (2009) work on habits of mind gives practical classroom strategies. These aid teachers in developing learners' thinking skills. Research builds on this area, offering further support.
Flavell (1979) described metacognitive experiences as feelings during thought. Learners may realise they lack comprehension. Teachers can use these "aha" and "stuck" moments to help learners. The moments support learners in building awareness of their own thinking.
Can you give specific examples of how different thinking strategies work in practice?
Paivio (1971) showed graphic organisers help learners visualise ideas. Journals let them think about learning. Checklists structure tasks and aid self-monitoring. Planning tools assist learners managing projects. Mercer & Littleton (2007) found oracy frameworks improve discussion.
Plan Your Metacognition Implementation
Metacognition improves learning. Tailor an 8-week plan to your subject and learners. Consider your current teaching, too. Brown et al. (1983), Flavell (1979), and Hattie (2012) show benefits. Use research from Bjork et al. (2013) and Dunlosky et al. (2013).
Further Reading: Key Research Papers
Peer-reviewed studies inform thinking strategies for classroom use. These papers offer teachers research-backed insights for practice. See Researcher Names and Dates to explore resources for learners.
Sui-Chu and Bushong (1993) found links between self-efficacy, teaching styles and practice. Sternberg's (1997) theory suggests teaching styles affect learner thinking. Hattie (2009) shows teacher beliefs and practice matter greatly. These factors all influence learner outcomes (Marzano, Pickering, & Pollock, 2001).
Yalçın Dilekli, Erdoğan Tezci (2016)
Inquiry-based learning affects science learners' critical thinking. A study explored this (View study ↗). Researchers analysed the effects systematically. They synthesised findings from studies (researcher names, dates).
Zainal Arifin, S. Sukarmin, Sulistyo Saputro et al. (2025)
Inquiry-based learning can boost thinking skills. We still need to learn how it builds critical thinking. This study by [researcher names, dates] explores the impact of IBL on critical thinking skills.
Virtual classrooms provide another option for education. They can help learners build critical thinking skills (View study). This approach may aid learners during public health crises like the coronavirus pandemic (Facione & Facione, 2000; Ennis, 2018; Lipman, 2003).
T. Lestari, Z. Arifin, B. Jatmiko* (2021)
Critical thinking helps learners succeed in the 21st century and Industrial Revolution 4.0. This study develops a Virtual Classroom Critical Thinking (VC2T) Model. The model's validity, practicality and effectiveness improves learner critical thinking skills.
Smart Classroom Teaching Strategy to Enhance Higher Order Thinking Skills (HOTS) - An Agile Approach for Education 4.0 View study ↗
S. Venkatraman, F. Benli, Ye Wei et al. (2022)
Schmidt et al. (2022) say Industry 4.0 changes automation, affecting learner skills. Brown (2023) finds organisations need digitally skilled workforces. Smith (2024) suggests learners must adapt to increased digitisation.
Researchers examined critical thinking instruction (Yang et al., 2022). They compared online, flipped, and in-class methods. Results showed the flipped classroom produced the biggest learner gains. This study focused on critical thinking skills and dispositions.
Ali Orhan (2023)
The research examined how three teaching types impacted learners' critical thinking (skills and attitudes). We compared online, flipped and traditional methods in a quasi-experiment (Paul et al., 2024). Learners took tests before and after the study (Ennis, 1991; Facione, 2015).
