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

Let’s Think: Cognitive Acceleration in Action at Ruislip High

By Leah Crawford, 12th March 2019

On 23rd January, Headteacher Dr Martina Lecky and her staff opened the doors of their school, their classrooms and their thinking as educators for their inaugural CA in action day.  Ruislip High is an accredited Let’s Think School: the only secondary phase school known to have embedded CA programmes in English, Maths and Science. Dr […]

Read more

‘The Wonder Years’

By Laurie Smith, 5th February 2019

This is the title of the Parents and Teachers for Excellence Conference I attended on 26th January. It focussed on the knowledge-rich curriculum, but I found it surprisingly helpful from a Let’s Think viewpoint. Parents and Teachers for Excellence (PTE) is a high-powered pressure group set up in 2016 to promote a knowledge-rich curriculum in […]

Read more

‘But Pupil X never talks! How did you get them to talk?’

By Leah Crawford, 25th January 2019

I became aware, very early in my Let’s Think journey that teachers noticed a change in learners’ willingness to contribute and engage, even in the first few lessons.  Learners who were ordinarily, shy, lacking confidence or even previously disaffected seemed to forget their previous selves. Now I am a tutor and demonstrate lessons with unfamiliar […]

Read more

Progress 8, reforming the curriculum and Let’s Think

By , 13th December 2018

Schools’ provisional Progress 8 scores for 2018 were published in October and the full scores will be published in January. In the light of Ofsted’s new interest in the curriculum that schools provide, these will take on an even greater importance. Some schools will be under pressure from Ofsted to improve their English, Maths and/or […]

Read more

Reflections upon metacognition and the role of teacher beliefs

By , 10th September 2018

Every year over the summer break I aim to read at least one educational book a month and in 2009 it was the turn of Guy Claxton’s ‘What’s the point of school?’. On page 113 he pays great tribute to his A level Chemistry teacher, Michael Shayer, the leading academic on the Cognitive Acceleration project. […]

Read more

Let’s Think in Finland

By , 3rd July 2018

As a Let’s Think tutor I visited Finland in spring at the invitation of teacher educators at Turku University. They are very interested in the Let’s Think approach and I was interested in what sets Finland apart as a high performing education system with a narrow range of attainment. There are of course many differences […]

Read more

Writing less and thinking more!

By , 5th March 2018

It would seem from pupils’ responses from Let’s Think in English lessons that sometimes they are often provided with definitions of literary terms e.g. genre, sonnet etc but are infrequently provided with an opportunity to apply the definition to a text and see if it fits. Pupils need an opportunity to make meaning from the […]

Read more