Using drawing to support bridging as part of Let’s Think

By Kate Davis, 17th November 2020

The return of all children to school after lockdown was never going to be easy. As practitioners, we worried that our children would have fallen behind academically. However, how could we begin to ‘fill their learning gaps’ when they might not even feel safe in school anymore? The challenges we faced in September were not […]

Read more

The future of maths is a lot brighter

By Sarah Seleznyov, 13th October 2020

I began working with Let’s Think Maths over 15 years ago.  It was a time when it was the norm to split children up by ability, through task differentiation five ways in primary schools and through setting in secondary school.  Procedural teaching was the main focus, with a weekly open-ended problem thrown in, often an […]

Read more

The value of uncertainty

By Martina Lecky, 28th September 2020

Whilst our experiences during lockdown, including the current restrictions, will depend on our personal and professional circumstances, the one commonality we all share is how we have had to cope with uncertainty on both a daily and long-term basis. As a natural scientist, I recall learning about Heisenburg’s Uncertainty Principle at university. Based on quantum […]

Read more

Let’s Think in Lockdown Blog 8: Still dreaming of change

By Leah Crawford, 7th September 2020

Let’s Think in English Tutor, Leah Crawford taught LT sessions to her extended family via Zoom through the spring and summer of lockdown. Below is the final post republished for the Let’s Think community.  Uplifting and painful in equal measure, it feels like a fitting way of summarising what we have been through together.   […]

Read more

Developing pupils’ thinking skills

By Stuart Twiss, 9th June 2020

Imagine being in the thick of teaching a Let’s Think lesson.  Now imagine you could press pause and invite some world leading academics into your classroom to give their insights?   What if you had on hand Professors Neil Mercer, Patricia Alexander or Lauren Resnick to help you consider the development of thinking through talk.  What […]

Read more

Let’s Think in Lockdown

By Leah Crawford, 7th May 2020

As I write, schools in the UK and across most of the globe are closed.  I have been continuing to support trainee teachers, school leaders and their teams and my own children at home.  It didn’t take long to realise that however creative we try to be, remote learning provision alone will always be a […]

Read more

Has it really been three decades? Revisiting CASE* in 2020

By Alan Edmiston, 9th March 2020

* CASE stands for Cognitive Acceleration through Science Education and is an enrichment programme that includes a series of 30 lessons that develop scientific reasoning in Key Stage 3. Recently I have been supporting twelve schools across the Tees Valley to use CASE.  In all of the schools I was able to work with someone […]

Read more

How can we ever be sure? Thoughts on climate, Parkinson’s disease and Let’s Think

By Stuart Twiss, 5th July 2019

Climate and the weather  “The weather forecasters are always getting it wrong, it promised rain all day but look at this sunshine!” “This is global warming, is it?” The everyday descriptions of weather, forecasting and the causes of our experienced weather are riddled with misconceptions.  Weather forecasting is expected to be precise rather than probabilistic. […]

Read more

Enhancing teachers’ subject knowledge and developing reasoning

By Lynda Maple, 3rd June 2019

It’s almost twenty years since I first started to lead Let’s Think Mathematics courses. Many things have changed that influence the decisions tutors make about the way different aspects are covered, not least the changes to the mathematics curriculum. While Let’s Think activities are not dependent on national initiatives, being aware of the climate in […]

Read more

When did metacognition become a thing?

By Alex Black, 4th April 2019

I have noticed the phrase “When did x become a thing?” spreading in many areas of discourse. Maybe this is a sound bite form of protest against interesting and complex ideas being reduced to something over simple. Metacognition has become a much discussed “thing” in education since the EEF and other influencers have started using […]

Read more