I’ve blogged quite a bit about thinking skills and creativity, it’s something I have a real interest in. I am keenly aware my own personal development has been positively affected by becoming more emotionally literate and thinking about my thinking, perceptions, mental models whatever you want to call it, and subsequently accessing my own creative thinking in ways I probably didn’t realise I could. Over the course of my posts about thinking skills I’ve had a number of people respond favourably to my raising the topic and also being interested in finding out more.
It has occurred to me tonight that perhaps this is something that we, as an authority, should be looking at in more detail and perhaps in a more structured way. It is probably happening already, but if not is there scope for a group of interested individuals coming together to look at current research and educational practice in this area and perhaps recommend a way forward in terms of developing our practice?
There seems to be no doubt that the development of thinking skills and creativity is high on the agenda in A Curriculum for Excellence. I’m also keenly aware that I have little or no knowledge of what is happening in primary schools and I’m pretty sure I’m not the only secondary teacher in this position.
Enterprise education focusses extremely well on creativity from a mainly, but not exclusively, economic perspective and the link provides an overview of much of the excellent work currently taking place in East Lothian. I have not however heard or seen much in the way of teaching the skills in a more holistic way, purely from a personal development and understanding perspective. I’m prepared to be shot down on that one because I’m obviously only talking from my own experience in schools and I may well be wrong.
There is also the idea of development and progression of thinking skills, linked in some way, I would venture, to emotional intelligence. I’m sure there are many ‘emotionally intelligent classrooms’ around the region and the country who are also employing thinking skills techniques both by chance and by design. However, I’m not sure if there is much in the way of a real exploration of what works and is appropriate at what stage for youngsters(and adults).
I think there may be a real opportunity for East Lothian to be a leader in this field, because from what I saw at the ‘Thinking about Thinking’ conference, everyone is pretty much at the same stage of development; ie using techniques such as brainstorming, mindmapping etc but there did not seem to be a huge amount beyond that, especially in the area of emotional intelligence. Scottish Borders has dabbled with Feuerstein’s methodology but again there has not been an enormous amount of data generated as to its efficacy or usefulness in schools, although it does look very interesting. Maybe I’m just looking at something which does already exist from a different perspective, I’m not sure.
Anyway, this has really been a bit of and idea in my head without too much basis in fact for it! I’d be interested in hearing others views on this one.
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4 responses so far ↓
Dave Cain // Mar 7th 2007 at 9:50 pm
As a NQT there was little focus on the teaching of Thinking Skills during my PGDE course, which in retrospect is a little surprising given its likely importance in a CfE. I have just begun to dabble in this myself but I`m sure my teaching would benefit from some formal guidance on the way to tackle or approach the teaching of this skill.
Hilery Williams // Mar 16th 2007 at 6:14 pm
There are different approaches to teaching thinking: discrete programmes (such as Feuerstin’s Instrumental Enrichment, de Bono’s CoRT Thinking, Lake et al’s Somerset Thinking Skills course and Top 10 Thinking Tactics), curricular based courses (e.g. CASE, CAME), and more diffuse models that enrich the curriculum across the board (using metacognitive strategies, Philosophy for Children, etc.)
It feels to me that the latter is more likely to make an impact - after all it seems bizarre to suggest that we only think (critically, creatively, logically, emotionally …) according to the timetable. What sort of message is that?!
And there is the central problem of transference to consider if specific programmes are employed. I feel that is a big problem with IE - especially as it is so labour intensive and separate from the curriculum.
I am a particular fan of Philosophy for Children (any work by Robert Fisher is worth exploring on this theme) as it enables young people to reflect, to investigate text (in any number of forms) and - crucially in terms of EQ - to work collaboratively and understand others’ perspectives. Many teachers start wiht P4C within the language curriculum and gradually find that the children employ the strategies used in other areas, including playground interactions.
If we are to help our children to counter the tabloid culture, to examine their lives (to make them worth living of course) then we need to develop their abilities to walk in another’s shoes.
And, naturally, if we want our children to do this, then we need to do the same.
Barry // Mar 16th 2007 at 9:50 pm
Hi Hilery
Thanks for the comment, I’ve not had a look at the Philosophy for Children that you mention but I’ll definitely be making a point of doing so. I totally agree about giving youngsters the skills to “walk in another’s shoes” and also for our need to do the same (that may be the biggest challenge!). I’d be interested to see how you are using the principles of Philosophy for Children in the classroom to see how it impacts upon the young people and to learn from you.
Hilery Williams // Mar 19th 2007 at 4:29 pm
Barry
I am an Outreach teacher now and don’t have the opportunity to practise what I preach a smuch as I would like to!
Clackmannanshire had SEED money to develop P4C thoroughout the region in 2003 http://www.ltscotland.org.uk/citizenship…) and had very positive results. They planned to take it into secondary schools but I haven’t heard how successful that project was.
Happy to talk more if you’re interested.
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