Here Joe Warren explains how teachers can get the best from all of the many ‘theories of thinking’ without over thinking it all…

How do we think? How do we learn? How do our brains function? What indeed is intelligence?

Of all people, teachers have the most to gain if these huge questions were given clear answers. The reality is that these questions cannot be answered without straying into emotive responses, political arguments and bitter disagreements. Sadly, this means that we teachers miss out. We are cautious. We do not want to commit to a sensible sounding theory only to find later that it has become as popular as a rat running through a restaurant. There are so many theories too. It is too easy to get lost in a maze of mindsets, Mozart effects or multiple intelligences.

The good news is that every teacher can gain from the well of theories about thinking without getting into a pickle over it. Like caring for a Gremlin, there are just 3 simple rules to follow and thinking theories turn into a fruitful forest of practical strategies for teachers to pick. (Not feeding after midnight is not one of the rules)

How teachers should approach thinking theories.

  1. You don’t have to pick a side.

    Many teachers are drawn into thinking that by adopting strategies suggested by a particular theory, that they are signing up, becoming supporters and accepting the theory as their home team. We are encouraged to see these theories as ‘philosophies’. Of course, we can be much more scientific about it all. Scientific theories after all are only as good as the evidence, the method and the circumstances in which they were tested. They are not beliefs, and we do not need to believe them. We can though, try out strategies suggested by them and see for ourselves the impacts on our students learning and make our own assessments.

  2. Know what you’re looking for.

    It has been most helpful for me to group the main theories of intelligence into 3 groups. The theories in each group are not necessarily linked or related but have a common theme and suggest a similar set of useful teaching strategies. I’ve found once you know which group a ‘thinking theory’ belongs to, you will know which strategies and approaches it can offer you. Each group has its own set and I will discuss each and how they can benefit us, starting with group 1 in this post.

  3. Dip but don’t dive.

    The main concern I have with how theories of thinking influence our profession is that they have a danger of becoming over exposed, over used and relied on too heavily. I’ve seen NQTs given planning sheets forcing them to record the thinking skills their students are going to use as if they could read their pupils minds mid-lesson. I have seen lead teams insist on reference to types of thinking in every lesson, with teachers having to tell their pupils that they are now thinking in a particular way, at every turn. Things can be taken too far. Thinking theories are very valuable, but all good teachers know the value of diversity and how to take a little from each pool.

So, with these three rules clear in our minds, here is the first of my 3 main types of thinking theory all teachers should know about and what they have to offer us teachers.

Group 1: Thinking is a set of skills

In a nutshell:
The thinking processes that go on in our minds are a set of skills. Different skills allow us to think in different ways and reach different ideas and opinions. The important point is that skills can be taught; they can be developed and can be improved. The different ‘types’ of thinking each come with characteristics and outcomes. Most helpfully these theories tend to suggest prompts we can use to encourage and develop each skill – and therefore each type of thinking.

You can spot these theories as they tend to tell us the ways in which we are able to think form a hierarchical pattern with lower order or simpler thinking processes at the base and higher-order a more complex thinking processes towards the apex. Some though give each skill equal footing and encourage us to learn and use them all. They have gone in and out of favour, been revised, recoloured and revisited, but there is something enduringly worthy about them all.

Classic examples include:  Bloom’s taxonomy, DeBono’s thinking hats, mathematical reasoning and computational thinking.

Great for teachers for:
Inspiring your questions. Planning strong, challenging and surprising questions to ask in your lessons.

These theories of thinking become so much more helpful for teachers if we replace ‘thinking’ skills with ‘questioning’ skills. If we plan our questions in lessons to prompt the distinct types of thinking then we are arriving at a situation where our questioning strategies are more varied, more structured, more targeted and much more engaging. In a lesson, De Bono’s work tells us to put on the yellow hat to ask what are the positives and values of a topic. Bloom’s levels of thinking are accompanied by question sets and keywords to prompt each one. All are enduringly useful strategies for engaging our students.

During training courses, I show how thinking skills can be used to help us generate deeper and more challenging and engaging questions and for this I use the thinking skills suggested by Georgie Beasley. Former headteacher Georgie Beasley simplifies things down to an intuitive and manageable 5 key skills. Her books are linked to the previous more structured curriculum but that matters not as her 5 skills approach is so elegant and so clear it remains relevant and her books are still a mine of great ideas. Mostly though her 5 skills lend themselves to certain questions so clearly and readily .With just the thinking skill definitions in front of them I find most teachers rise to the challenge of generating wonderful questions that would enhance any lesson. Here is an example from one course where I challenged the group to create questions inspired be each skill on the simplest of subjects: the 9 times table and the tale of ‘The 3 Little Pigs’. The table gives the thinking skills definition so you can challenge yourself to apply to your subject and flex your own ‘turning thinking into questioning skills’.

Thinking skill
Using this skill the student has to…
Processing Recall known facts.
Question examples…
What is 9 x 1, 9 x 2? How many pigs were there? What was their problem?
Reasoning Explain or justify their answers.
Which one is the odd one out… 9, 90 or 99? Straw, sticks or wood?

 

Do you always get an odd number when you times by 9?

Why did some of the houses blow down? Why do you think the first pig used straw for his house?

Enquiry Research or discover. Experiment or test.
What pattern do you get if you colour the 9 times table on a 100 square? What pattern can you notice if you count the squares on either side of the multiple? Can you know if the answer will be odd or even for any number times 9?

 

What is the strongest material: straw, sticks or brick? How could you test each fairly? Which one breaks the easiest? What else would you need to build each house as well as the main material of straw, sticks or brick?

Creative Change, design or reimagining a given situation
If the pigs shared their straw, sticks and bricks how would the story be different?

 

Draw a wolf proof house.

On Nonagon Lane, all the houses are 9 sided shapes (instead of the usual 4 or 5) Design some Nonagon Lane houses. How many sides are there all together? Are any houses symmetrical?

Evaluation Measure items against (given or self-derived) criteria.
What method would you use for 90, 900 or the 99 times tables? What would be the best way to multiply any 3-digit number by 9?

 

What if the 3 pigs made boats, who would have the best?

Remember the rules:   Keep your focus on how your questioning can be inspired and you’ll avoid this group’s little issues: DeBono’s hats went through a recolouring process when the association of the black hat with negativity was brought into question. There are suggestions in some theories that not all people are capable of attaining all skills.  There is no standard definitions for these skills in any case: ‘Reasoning’ could be the ability to work through problems in your head, and apply to different situations, or ability to give your opinions or explanations, or predict what may come next. It all depends which theory you are reading.  However, whatever you call it, we would be happy for our students to do any of these things.

More good things to ‘think’ about: Apart from strengthening our questioning strategies, the ideas that there are distinct types of thinking and each can be developed and improved are very useful for teachers. They help us to introduce more variety to our tasks and lesson activities. They raise our expectations of what our students can achieve and the questions they can answer. They give us a set of criteria we can use to check how far our provision and planning reaches. But most of it all, by encouraging several types of thinking and to ask different types of questions, these theories encourage us to take risks. Now go and add enquiry and creative questions to your next lesson…

In the next post I look at Group 2 which suggest we all have ‘Parallel Intelligences’ and pick out how teachers can get the best from these theories.

Joe Warren trains for JMC in developing independent learners, stretching more able pupils, growth mindsets, high order thinking skills and computing and computational thinking.

enquiries@jmcinset.com

Related JMC courses

The new kid on the block of Hattie’s Effect sizes…

The greatest effect size when I first started blogging in 2012 was “Feedback” at 1.13, but Hattie has continued to add to his meta-analysis since then and there is a…

2 comments
metacognitive strategies

TA INSET: Metacognitive Strategies for Teaching Assistants

“An insightful webinar, I found the whole experience worthwhile and motivating” Maria Ruffino, Librarian & Teaching Assistant QEH Junior School, Bristol The benefits of metacognition are well documented. The Sutton…

challenging able pupils

Science INSET : Challenging able pupils in Science

“Impactful , positive & inspiring – highly recommended “ Jenny Carruthers HOD , Cleeve School The PISA 2022 report reveals that in the UK, 10% of students were top performers…

Action Research

Primary INSET : Primary Metacognition Strategies

“Excellent ideas for how to embed metacognition across the whole school” Catherine Brooks, Lead teacher on Metacognition, The Crypt School The Sutton Trust highlight how primary metacognition and self-regulation strategies add,…

1 comment
Primary maths

Primary INSET : Challenging More Able Pupils in Maths

I feel particularly inspired. Unlike many courses, this felt achievable. Alison Tanner, Year 5/6 Teacher Cameley Primary School What are the barriers for the more-able mathematician and for the teachers?…

0 comments
A level

Post 16 INSET : Outstanding Teaching & Learning at A level

“Feedback has been extremely positive about last night’s training – ‘One colleague even described it as “life changing”. Andy Backwell, Head of 6th Form, Malmesbury School Some teachers find teaching…

0 comments
6th form

Post 16 INSET : Outstanding Learning & Progress in 6th Form

“Feedback has been extremely positive about last night’s training – ‘One colleague even described it as “life changing”. Andy Backwell, Head of 6th Form, Malmesbury School Some teachers find teaching…

0 comments
Outstanding Implementation

Ofsted INSET: Outstanding Implementation of T&L

“Lots of new ideas to try out and great discussions ” #alwayslearning Highcliffe School Learning & Teaching Steering Group ( via Twitter) Will your school achieve or maintain Outstanding in…

Ofsted 2020

Ofsted INSET : Deep Dive Marking & Feedback

“Has really helped me confirm how I need to address the marking policy” Katherine Hyland, Assistant Head, St Anne’s Catholic School for Girls Ofsted 2020 : Greater focus on teacher…

1 comment
Appraisal

Middle leaders INSET : Meaningful Appraisal & Feedback

“Very relevant, practically applicable and accessible information on appraisal disseminated in an approachable, not threatening manner. I was impressed by the collective level of interest, motivation and focus generated”! Georgina…

1 comment
marking

Marking in schools: Feedback or Feed Forward?

Any marking policy must have the students at the heart of it. What happens to all your marking comments? We teachers spend hours and hours marking pupils work, only to…

0 comments
Marking & Feedback

ISI INSET : A Consistent Approach to Marking & Feedback

With the recent changes to the ISI framework it is essential that teachers and leaders get to grips with the new criteria. This course also presents practical ways to mark smarter and how the research shows that improving marking and feedback is the number one way of adding value to pupil progression and attainment.

2 comments
Data

INSET: Using Data to Improve Standards & Progress

All schools use huge amounts of data to support them in the work they do. Information on pupil attainment and progress is the most complex part of this, but data…

0 comments
SEND Remote Learning

INSET: Supporting SEND Remote learning for Students

Thank you so much, really inspiring Carrie Russell, Teaching Assistant, QEH Junior School While teachers everywhere are finding innovative ways of supporting pupils’ learning at home, remote teaching also poses…

SEND

INSET: Practical SEND Teaching Strategies

‘Pertinent & informative, directly linking to the classroom’ Lucy Wilkes , SENDCO, Denmark Road High School • Do your teachers have to deal with low achieving and pupils identified as…

0 comments
metacognition in STEM

INSET: Metacognition in STEM / Science / Maths Teaching

“Left inspired!” Kim Carmichael, Head of Science, Longcroft School Train your pupils to think for themselves • Do your pupils prefer recalling information to “real” thinking? • Are you fed-up…

Secondary Classrooms

INSET: Metacognition in Post 16 & Secondary Classrooms

“Excellent ideas for how to embed metacognition in secondary classrooms across the whole school” Catherine Brooks, Lead teacher on Metacognition, The Crypt School Impact of Metacognition in Secondary Classrooms The…

0 comments
Cognition

INSET: Improving Memory & Learning with Cognitive Science

“Incredibly engaging and Inspiring” Katherine Letts, Assistant Head, St Laurence School Teachers of all subjects can benefit from Cognitive Science. It includes two disciplines: cognitive neuroscience, which looks at how…

Assessment

INSET: Formative Assessment Strategies- Assessment as Learning

“Excellent! Pragmatic, realistic and no waffle!” Jean Raleigh, HOD, Bellerby’s College How is Assessment as learning different from AfL or AoL ? AfL or Assessment for learning grew out of…

curriculum transition

INSET: Evidence Based Teaching to Improve Outcomes

“Fab ! Best thing I’ve ever been on”. N. Betts , Assistant Head , Sandbach High School Ditch the Educational Fads and use Evidence Based Research to Improve Pupil Outcomes…

SEND marking

INSET: Effective SEND Marking and feedback

In recent years school leaders have actively supported a reduction in the marking load on teachers, identified as the main pressure on teachers in the 2016 Workload Review, and now…

Critical thinking

INSET: Critical thinking & Higher order thinking skills

“I really appreciated how organic the delivery was” Shelley Chapman, Teaching & Learning Coordinator, The Marist School Support your pupils to think deeper about lesson content ● Do you think…

Assessment

INSET: Creating a Thinking School

“I really appreciated how organic the delivery was” Shelley Chapman, Teaching & Learning Coordinator, The Marist School Support your pupils to think deeper about lesson content ● Do you think…

Cognition

INSET: Cognition, Memory & Retrieval Practice for Exam Success at GCSE & A level

“Incredibly engaging and Inspiring” Katherine Letts, Assistant Head, St Laurence School Cognition is defined as ‘the mental action or process of acquiring knowledge and understanding through thought, experience, and the…

Adaptive teaching

INSET: Adaptive Teaching Strategies in the Classroom

“Incredibly useful adaptive teaching strategies, which were explained brilliantly” Philippa Gleave, The Lady Eleanor Holles School Is it time for ​‘adaptive teaching’ to replace differentiation? Over the past few years, ​‘differentiation’ has…

KS1 Maths

INSET: Reasoning in EYFS and KS1 Maths

Coming away from the KS1 Maths reasoning course I felt inspired to share the guidance and motivate staff at my school to integrate and teach reasoning. I love how we…

KS2 Maths

INSET: Developing Reasoning in KS2 Maths

A great hands-on course with valuable messages of how to deepen reasoning in KS2 Maths with all abilities. The children are already reasoning at a deeper level in such a…

challenge HPA

INSET : Strategies to Challenge HPA Students

“Great take-always , so many useful resources to challenge HPA students” Thahseen Ali, Biology Teacher, King’s Rochester Strategies to challenge HPA students in every classroom How do you set high…

0 comments
smart marking

INSET : Smart Marking & Feedback Strategies

Smart Marking – making marking meaningful, manageable and motivating again! Lots of great smart marking ideas to try! Sophie Rollins, Head of Year & Head of IT How to mark…

Primary curriculum

INSET : Raising Achievement in Primary Literacy & Reading

“Thank you again for the INSET on the Primary Curriculum, the staff were buzzing afterwards! “ Karen Coles, Director of Studies, Fulham Prep School Supporting a rich and ambitious Primary…

critical thinking

INSET : More Independent Thinkers with a Growth Mindset

“Excellent subject knowledge combined with a wealth of experience to improve your teaching” Charlotte Knowles, Cheltenham College Designing a curriculum to develop Independent thinkers Over 30 years ago, Carol Dweck…

metacognitive feedback

INSET : Metacognitive Feedback to Improve Pupil Progress

Thanks for a fantastic INSET on Metacognition – Really looking forward to using the strategies in our lessons in the next few weeks The Marist School Sports Department ( via…

metacognition

INSET : Metacognition Reframing learners as thinkers

“Excellent ideas for how to embed metacognition across the whole school” Catherine Brooks, Lead teacher on Metacognition, The Crypt School The Sutton Trust highlight how metacognitive and self-regulation strategies add, on…

5 comments
work scrutiny

INSET : Marking & Feedback – Evidencing for Inspection

With the recent changes to the ISI framework it is essential that teachers and leaders get to grips with the new criteria. This course also presents practical ways to mark smarter and how the research shows that improving marking and feedback is the number one way of adding value to pupil progression and attainment.

3 comments

INSET : Independent Learning and Increasing Pupil Initiative

Very stimulating and thought provoking Carole Baber, Bedford Sixth Form College Independent learning is a method or process of learning that gives students ownership and control over their own growth. The…

1 comment
Literacy

INSET : Improving Reading in Secondary Schools

‘Really helpful – lots of ideas regarding whole school literacy, as well as in department. An excellent understanding / knowledge of how the Ofsted framework will impact schools – thank…

good teacher

INSET : Improving Pupil Progress & Attainment at KS3 & KS4

‘very informative’  Sarah Williams, Principal, Immanuel School A practical guide on high impact teaching strategies for improving pupil progress in KS3 & KS4 students Ofsted has regularly condemned the quality…

0 comments

INSET : Higher-Order Thinking Skills (HOTS) & Academic Study Skills

Thank you again for the INSET, the staff were buzzing afterwards! Karen Coles, Director of Studies, Fulham Prep   What can teachers learn from psychology and cognitive science to apply to…

0 comments
questioning strategies

INSET : Higher Cognitive Questioning Strategies

Fantastic strategies backed by research and resources to take away Donia Peters, Head of Music, Clifton High School “Learn from yesterday, live for today, hope for tomorrow. The important thing…

Most able

INSET : Embedding a Growth Mindset into your Classroom and School

‘Mindsets’, the simple but compelling idea put forward by Carol Dweck of Stanford University, has taken the US educational system by storm and challenged the way our Stateside colleagues view learning, talent and ability. Teachers and school leaders have found the approaches and practical tips suggested by mindsets theory have had a clear impact on the performance of learners in their classrooms.

2 comments
Differentiation

INSET : Differentiation and Personalised Learning

Hugely useful and informative day  James Moss-Gibbons, Director of Studies, Lambrook School Maximising progress in lessons for all learners Building effective inclusion and clear progression: raise standards, narrow the gap,…

4 comments

INSET : Critical Thinking & Problem Solving

“Engagement levels and marks in the longer written responses have both improved”. Heather Garland, Head of Department, St. John Plessington Catholic College Develop skilled thinkers who enjoy solving difficult problems…

collaborative learning

INSET : Collaborative learning strategies

“It was informative, constructive and invaluable for me” Melanie Westlake, Head of Science, Saint Felix School The most recent ISI and Ofsted frameworks require a certain style of teaching to…

0 comments
challenge HPA

INSET : Challenging the most able students in all subjects

“Great take-always , so many useful resources” Thahseen Ali, Biology Teacher, King’s Rochester Strategies for challenging the most able students in every classroom [Even When Teaching A Mixed Ability Class]…

0 comments
Challenge

INSET : Challenge Culture for all Pupils

“Great take-always , so many useful challenge resources for students” Thahseen Ali, Biology Teacher, King’s Rochester Maximising progress in lessons for all learners Building effective inclusion and clear progression: raise…

0 comments
Feedback strategies

INSET : Advanced Marking & Feedback Strategies

Transformational David Luard, Northcote Lodge School Beyond Triple Impact Marking – making marking meaningful, manageable and motivating again! Just 45 per cent of primary and 44 per cent of secondary…

collaborative learning

INSET : Active learning strategies in the Classroom

“It was informative, constructive and invaluable for me” Melanie Westlake, Head of Science, Saint Felix School The most recent ISI and Ofsted frameworks require a certain style of teaching to…

2 comments
Ofsted Deep Dive

How to Prepare for an Ofsted Deep Dive

The new Ofsted framework really gives more time for Ofsted inspectors to look at lines of enquiry and subjects in some depth: the now-famous Jacques Cousteau ‘deep dive’. This should…

sustained shared thinking

EYFS INSET: Questioning Strategies to Develop Sustained Shared Thinking

For me Sustained Shared Thinking underpins the learning, the role of play, the role of teaching – it draws it all together.” Kathy Brodie, Early Years Author • Are you…

Action Research

Action Research Project: Teaching Innovation

“Engagement levels and marks in the longer written responses have both improved.” Heather Garland, Head of Faculty, St John Plessington Innovation Programme Outline 1) Based on a firm foundation of…

Save

Please follow and like us:

Leave a Reply

Your email address will not be published. Required fields are marked *

This site uses Akismet to reduce spam. Learn how your comment data is processed.