Guide your students thinking with the Universal Thinking Framework

Support your teaching staff to create clear learning journeys that really get their class thinking.

The framework supports teachers to design deeper learning experiences and helps learners successfully engage with the curriculum.


Redesign the learning process

The new framework describes the cognitive processes by which thinkers encounter and work with knowledge. Use it for breaking academic tasks into small, achievable steps.

Create clear learning pathways.
Develop independent thinking.
Enhance learning outcomes.

Get the presentation

Want to explore this further? Download the powerpoint and share it with your colleagues.

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Your new thinking framework

The framework has been designed to help children understand how to think in different ways. Simple language and easy-to-understand steps makes achieving any difficult tasks attainable for any child.

Getting Started

Initiating a learning task.

Organise

Connecting and relating ideas.

Reinforce

Explaining and evidencing.

Communicate

Integrating language.

Use

Doing something purposeful with the knowledge.

“The secret of getting ahead is getting started. The secret of getting started is breaking your complex overwhelming tasks into small manageable tasks, and then starting on the first one.” Mark Twain

"We use the framework for teacher training, curriculum planning and 'on the fly' delivery during lessons. It keeps students thinking and gives teachers 'cognitive ammunition'!"

Phil Burgess, Teaching School Director, Bottisham Village College

"‘The framework provides teachers with a tool to devise specific learning sequences."

Simon Tresidder, Senior Lecturer, Birmingham City University
TESTIMONIALS

WHAT do schools think?

Over the last year, we have been through a rigorous R&D phase with a wide range of educational providers.

Our early adopters have helped shape the taxonomy into what it is today, thank you!


FAQs

Is it like SOLO or Blooms taxonomy?

Not really. There is no implied hierarchy with this taxonomy. It is a learning design tool. Knowledge has to be carefully constructed before you can use it creatively. We have tried to use up-to-date ideas about the very nature of knowledge which has meant a lot of research. In many classrooms, Blooms has been taken out of context and distracted staff away from the core of their subject.

How do we use it?

It helps teachers think through instructional tasks and children understand what they are being asked to do. It can be used in powerpoints, worksheets, books and planning meetings.

Is it about thinking or knowledge?

Both. This sensible approach embraces the idea that we cannot think with nothing. Knowledge is both a cause and effect of thinking. We need a new generation of expert thinkers and at the very least, this will help children to become independent, lifelong learners.

As a school, is this for us?

If you tick any of these boxes the answer is yes:
a) You want your pupils to do more of the thinking.
b) You use knowledge organisers but think you could get more out of them.
c) You are looking further ahead than just test results.

Is it for primary or secondary?

Both. If you are in the business of learning you are in the business of making thinking happen.

Next steps

Arrange a time to talk

If you're curious about this approach and want to find out a little more before you make any decisions then give us a call or send an email to: paul@structural-learning.com