The Universal Thinking Framework helps students and teachers understand the 'how' of learning. Use it for developing the confidence your pupils need to become lifelong learners.
Find out how our metacognitive resources remove barriers to learning and add extra challenge to the curriculum.
The Universal Thinking Framework’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. It helps teachers design deeper learning experiences and children understand their next steps.
Each of the frameworks five sections starts with a question to help the user identify the most appropriate thinking action.
Initiating a learning task.
Connecting and relating ideas.
Explaining and evidencing.
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'!"
"‘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.
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 enables children to understand what they are being asked to do. It can be integrated into 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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