The Thinking Curriculum

The Idea of a thinking curriculum appears to be tautological - any curriculum, by definition, must involve thinking. What we want to stress in this chapter is the importance of explicitly identifying the skilss, strategies and behaviours that are usually considered implicit. In the context of personalizing learning, these attributes have to be available to the learner to use with confidence on his or her own initiative. Virtually everything listed below is known and understood to teachers, and is usually done by them for their students. A cursory examination of many textbooks shows that most exercises involve the sort of strategies that are listed. However, in the caso of both the taught lesson or the private study with a textbook the strategies are assumed or implied - they are not understood, selected or applied by learners.

It is essentially the difference between putting together a self-assembly piece of furniture and learning to be a joiner. Self-assembly is easy, cheap and leads to a standardized product. It can still go wrong - if a piece is missing, if the assembly diagram is held upside down and so on - but it leads to an artificial sense of  creativity and a usually useful product.

The thinking curriculum is concerned with the skills of joiner, however basic, to plan, analyse, review and make choices in order to construct something that is personally valid and significant. The following outline of the thinking is taken from West-Burnham and Coates (2005):

Analyses and synthesis includes:

• classifying information according to explicit criteria;
• developing a conseptual framework appropriate to the data being considered;
• being able to justify the sorting and prioritizing of information;
• demonstrating the internal logic and coherence of the analysis;
• presenting an integrated and valid synthesis

Applying learning includes :

• translating theory into practice;
• demonstrating understanding of the practical implications of knowledge;
• showing confidence in using knowledge in differing contexts;
• being able to revise undertanding in response to experience.

Causality Includes:

• showing understanding of the internal logic of an argument
• understanding the principles of inductive and deductive reasoning
• being able to demonstrate fallacies in arguments.
• recognizing the difference between positivist and naturalistic statements.

 

Choosing and prioritizing includes:

• developing criteria to justify decision making
• beieng able to recognize, explain and defend criteria for prioritizing;
• recognizing the implications of choices and priorities.

Creativity and Innovation includes :

• demonstrating the ability to think laterally;
• understanding the techniques and strategies that support creativity and innovation;
• understanding how social interaction can support creativity

Critical thinking includes:

• evaluating information for appropriateness, accuracy, validity, and authenticity;
• developing the confidence to challenge, question and interrogate sources of information;
• being comfortable with ambiguity and uncertainty;
• recognizing bias and prejudice;
• demonstrating appropriate scepticism and iconoclasm

Demonstrating understanding includes :

• being able to: explain, exemplify, apply, justify, compare, contrast, contextualize, and generalize;
• having the confidence to present and defend an argument;
• being comfortable with a wide range of assessment strategies.

 

Design and planning includes:

• understanding the importance of procedures, processes and structures in managing a project;
• understanding the folio of investigative techniques;
• having the confidence to explore alternative approaches and modify strategies;
• being able to explain and justify the strategies adopted;
• reviewing the project and understanding the implications for future projects.

Managing information includes;

• understanding the range of types of information and alternative sources;
• being confident in the use of libraries, ICT and people in gathering data;
• being able to structure, collate and present information in appropriate formats;
• understanding conventions governing the use of information.

Memory includes:

• understanding the neurological basis of memory;
• using the techniques to improve the retention of information;

Negotiating includes:

• understanding the social process involved in collaborative learning;
• using a range of strategies to ensure effective communication and interpersonal effectiveness;
• recognizing the importance of influencing skilss to secure consensus;
• having the confidence to challenge and question.

Problem solving includes:

• being comfortable and confident when faced with challenges and problems;
• being able to diagnose the exact nature of a problem;
• being able to analyse the component parts of a problem;
• developing a range of options and being able to evaluate their relevance;
• reviewing the effectiveness of the chosen strategy.

Review and refection includes:

• understanding the importance of review and reflection in the learning process;
• being able to review a process and accept feedback;
• being open and honest about personal strengths and areas for development;
• understanding and monitoring the factors influencing personal performance and being able to take appropriate action;
• recognizing the importance of being as honest and objective as possible about self;
• being able to recognize and celebrate success as well as understand failure;
• understanding the factors and people contributing to success

Self-management includes:

• having realistic and evidence-based model of self as a learner;
• developing resilience, optimism and self-belief;
• having high personal aspirations and expectations;
• maintaining focus and being persistent;
• understanding self in relation to others;
• having a compelling personal vision, dream and awareness of ' who and what I want to be'.

The taxonomy above is essentially above empowerment - giving every learner the knowledge, skills and qualities to move from dependence to independence. Personalizing learning will work only if schools actively strive to enhance the capacity of young people to engage in the learning process as partners.  For Sizer and Sizer (1999) it is a fundamental moral issue:

What the young people should not experience is sustained hypocrisy. The school which claims that 'everyone can be what he can be' but which demonstrably discriminates or silently tolerates discrimination imposed by higher authorities sends a devastating message: Do as I say but not as I do. No message is more carrosive, especially for teenagers.

 

Reference: Transforming Education for Every Child: A Practical Handbook. John West-Burnham and Max Coates page 51 - 53