Bringing the benefits of Let’s Think to Primary Geography Part 1

By Stuart Twiss, 15th February 2024

What is our claim, as the Let’s Think Forum?  It is that we can design materials and a pedagogic approach that can accelerate the cognitive development of children. We also claim that this acceleration can persist and affect broad domains of achievement, particularly if our approach is used during periods of development when children are […]

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Sticking with it: how dialogic habits take time

By Michael Walsh, 17th January 2024

  Cath Dawson from Bexley Grammar School shares her thoughts on how Let’s Think in English helps develop cognitive and dialogic habits over time. Early sessions of Let’s Think sessions can feel much more stilted and less satisfying than later sessions where the skills and practice have a deeper foundation… Having taught Let’s Think consistently […]

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How Cognitive Acceleration originated in Israel

By Laurie Smith, 14th November 2023

At this time of conflict in Israel and Gaza, with terrible loss of life on both sides and the risk of more widespread war, I thought it might be helpful to recall that Cognitive Acceleration originated in Israel – that CA is an eventual outcome from a more hopeful period of Israel’s history. It feels […]

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‘An indelible mark’: Cognitive Acceleration teaches us lessons that stick

By David Bailey, 19th October 2023

Cognitive acceleration as a teacher   When I trained to be a teacher in the mid 1990s, I trained in what was then a traditional route – a degree and a PGCE at a university. My choice of university would be one that led towards experiencing Cognitive Acceleration at a very early stage in my […]

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New Year, New start, New talk culture

By Leah Crawford, 27th September 2023

As long as I have worked in education, I have never really lived by the rhythm of the Julian calendar.  The new year, with all its intimations of new horizons and fresh starts always feels like it starts for me in September, never January.  Yet however positive one’s outlook, most teachers acknowledge feelings of enthusiasm […]

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The power of live teaching for professional learning

By Sarah Seleznyov, 30th August 2023

One of the things that makes Let’s Think special is that all tutors on the programme teach: unlike many professional development programmes where the facilitator provides an input and supports teachers to consider how they can implement this into their own practice, the Let’s Think Tutor will ask for a class to teach and show […]

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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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