Find out how the Universal Thinking Framework helps pupils:
- Access the curriculum
- Stretch their understanding
- Make knowledge useful
The Universal Thinking Framework helps learners successfully take on tasks such as planning or decision making. Use it for developing the confidence your pupils need to become lifelong learners.
Want to explore this further? Download the presentation to understand what it's all about.
The Universal Thinking Framework is the outcome of years of frustration at seeing students not reaching their academic potential. It’s purpose is to help children understand how to think and learn effectively. It’s easy to adopt and provides classrooms with a clear language for learning.
“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'!"
"‘The framework provides teachers with a tool to devise specific learning sequences."
Over the last year, we have been collaborating with a wide range of educational providers. Their feedback has helped shape the taxonomy into what it is today.
Skill progression can now be monitored in your schools assessment tracker. Contact us to find out how this works.
Download the presentation to find out how we can embed metacognitive practice across your school.
Not really. There is no implied hierarchy with this taxonomy. Fundamentally, it is a learning design tool. Knowledge has to be carefully constructed before you can use it creatively. We have used up-to-date ideas about cognition and knowledge. In many classrooms, Blooms has been taken out of context and distracted staff away from the core of their subject.
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.
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.
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.
Both. If you are in the business of learning you are in the business of making thinking happen.
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