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Thinking skills are now part of the National Curriculum and schools must work to develop this strand in teaching and learning across different subjects. Research shows that getting it right can lead to improvements in children’s performances – and one key element is the development of metacognition. When children think about their own thinking, they are developing transferable skills, which can have an impact on all their learning. Debriefing targets this key area, making sure that children are asked the questions that really make them evaluate and reflect on their thought processes. This article presents the findings of teachers’ own research into the teaching of thinking within four secondary schools (funded by the Teacher Training Agency Teacher Research Grant). Find out how debriefing works, and what schools can do to create the right climate for the kind of thought that counts. |
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| pre conference resources |
 Video clips and presentation slides from our previous pre conferences, are now available online.
Click here to view. |
CERUKplus is the only free database of current education and children’s service research projects in the UK. CERUKplus would like to include practitioner research undertaken as part of masters degree courses or levels 3 + 4 of the Teacher Learning Academy in 2010, and would like to hear from practitioners interested in doing so. We are committed to supporting teachers and lecturers in their research work and building connections between communities of practice. |
| research engaged schools |
 The contribution of research to school improvement has been a matter of considerable debate. It is widely argued that educational practice should be more evidence based, but it is acknowledged that this is not easy to achieve. |
Click here to download free articles available on research engaged school theme  |
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