Support your teaching staff to create clear learning journeys that really get their class thinking.
- It helps teachers design deeper learning experiences.
- It helps learners successfully engage with the curriculum.
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.
Want to explore this further? Download the powerpoint and share it with your colleagues.
“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 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!
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.
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.