Finding the humanity in the science: Or the sweet spot of Let’s Think through Primary Geography

By Leah Crawford, 29th November 2022

Confession.   I’m an English graduate, an English teacher and a Let’s Think English Tutor.  Whether by nature or nurture, it is the study of the humanities that has caught my interest and driven my learning. I have come to know that the discipline of geography straddles the divide of the sciences and humanities: to me […]

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Physics and German Schools

By Alex Black, 2nd June 2022

An interesting study was carried out about the effects of what researchers at the MINT Learning Centre in Zürich  called cognitively activating instruction in secondary Physics teaching. They worked with a small group of experienced Physics teachers who were teaching in what is known as Gymnasia in German speaking countries.  They are selective state schools […]

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A tribute to Mundher Al-Adhami

By Sarah Seleznyov, 12th May 2022

This blog is a tribute to Mundher Al-Adhami, who recently passed away and is a sad loss to the Let’s Think community. Mundher was one of the lead researchers who developed the Let’s Think (Cognitive Acceleration) in Maths approach and has supported the Let’s Think community tirelessly throughout the years. In this blog, those who […]

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Isn’t Cognitive Acceleration all about skills? Isn’t sticky knowledge more important?

By David Bailey, 5th April 2022

If I had a pound for every time I’d heard the Cognitive Acceleration approaches described as a ‘skills based curriculum’, I could have retired long ago. It is probably something I have been guilty of saying myself over the years, perpetuating a rather limited description of the approach. The risk with any kind of descriptor […]

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Primary Let’s Think through Geography

By Stuart Twiss, 9th March 2022

It’s a cold but sunny afternoon in February, I find myself standing in the school grounds of a Hampshire Junior school, pouring water on different surfaces and at different rates from a watering can.  Listening and watching intently are a small group of teachers and the core team of a new Let’s Think project.  Can […]

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Reflections on a Mad and Moonly year of Teaching English

By Leah Crawford, 1st October 2021

Leah Crawford is a Let’s Think in English Tutor.  From Sept 2020 to July 2021 she was contracted to devise and teach post lockdown English interventions at Amery Hill School, a 11-16 secondary school in Alton, Hampshire.  Part of the strategy was to teach Let’s Think lessons and embed the principles in small and whole […]

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How We Learn by Stanislas Dehaene

By Alan Edmiston, 1st September 2021

How We Learn by Stanislas Dehaene (ISBN: 9780141989303) I was first introduced to the work of this neuroscientist by Mundher Adhami many years ago. Michael Shayer and Mundher drew upon his work during the development of the Let’s Think Maths lessons for Key Stage 1 and at the time I found his book, The Number […]

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‘If you want to get ahead, get a theory’

By Stuart Twiss - Let's Think Tutor, 24th June 2021

  Alex Black a fellow member of the Let’s Think Forum, re-introduced me to Annette Karmiloff-Smith and Barbel Inhelder’s 1974 paper with the charming title, ‘If you want to get ahead, get a theory’.  I had first read it a long time ago as a paper about how young children develop an understanding of balance, […]

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The Power of Stories

By Michael Walsh, 4th May 2021

Stories have special powers. While most of humanity learnt to read and write in recent history – only 12% of the people in the world could read and write in 1820 – narratives have been central to human life for thousands of years. Cave paintings from 30,000 years ago appear to depict scenes that were […]

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A tribute to Professor David Johnson (26th March, 1936 – 17th March, 2020)

By Margaret L. Brown, Emeritus Professor of Mathematics Education, King’s College London, 28th March 2021

Professor David C. Johnson was a pioneer in many aspects of mathematics education and computer education, first in the United States and later in the United Kingdom. He combined rigorous educational research with equally rigorous development of the curriculum, of high quality teaching resources and of teacher professional development, aiming to provide all students with […]

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