Blog

Let’s Think online? A conversation with Myfanwy Edwards

By Leah Crawford, 10th February 2021

Let’s Think is a classroom intervention whose powerful ticking engine lies in the social construction of understanding.  The safe, meaning making community that we work so hard to develop over time, is built on carefully mediated dialogic exchanges.  Yet we know there are dimensions of communication beyond the words spoken: body language, eye-contact, tones of […]

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What is it about CASE that engages pupils quite so well…?

By David Bailey, 25th January 2021

One thing that has always intrigued me about the Cognitive Acceleration in Science Education (CASE) is its uncanny ability to take even the most challenging, persistent non-engaged pupils and help them become deeply involved with science. The second thing that never ceases to amaze me is the transferability of the approach to other teachers, who […]

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Knowledge claims, questions and how to avoid egocentric inferences 

By Alex Black, 4th January 2021

Recently whilst creating a bridging lesson about correlation and probability, I came across two knowledge claims which I believe have led to much confusion. The first claim was made on October 27th when Imperial College London produced a preprint of one aspect of their REACT study. “COVID-19: Public immunity “waning quite rapidly”  Some 365,104 adults […]

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A Piagetian tool to support the development of teaching

By Alan Edmiston, 8th December 2020

Although Piaget did most of his testing on his own children, and indeed those of other Professors in Geneva, I do think his work has something to offer those in the mathematics classroom today. In this article I will give an example of how his ideas supported a colleague and I to make some important […]

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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 […]

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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 […]

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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 […]

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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.   […]

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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 […]

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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 […]

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