Impact and Benefits
Report on the Evaluation of the Impact of the Thinking School
A report carried out by Thinking Schools International and the University of Exeter evaluates the impact of the Thinking School Approach.
Since 2005, fifty five schools in the UK have gained ‘Thinking School’ accreditation from the University of Exeter by adopting a whole school approach to the teaching of thinking, embedding thinking in the heart of the school and its curriculum. A further hundred plus schools in the UK have joined the Thinking Schools network, often facilitated and trained by consultants from Thinking Schools International. In most cases, the journey to accreditation has taken at least three years to achieve. In September 2012, the University of Exeter and Thinking Schools International jointly funded a survey to evaluate the impact of the ‘Thinking School’ approach, as adopted by these ‘Thinking Schools’. This is a preliminary survey, identifying areas for further research and evaluation. Download pdf Report on the Evaluation of the Impact of the Thinking School Approach
A Summary Report of the Regio Comenius funded ‘Developing a Thinking School: Norway to Northern Ireland’ Project and the NEELB Creating a Thinking School Pilot Project
A two-year Regio Comenius project, led by the North Eastern Education and Library Board’s Curriculum Advisory and Support Service (NEELB) and Oslo Education Authority (UDE), focused on shared exploration of the concept of a Thinking School. The project involved Kestrel Consultancy (the UK arm of TSI) and University of Oslo, as external partners, and also included participation by staff of six Northern Irish primary schools and four Norwegian schools. The project was completed at the end of 2012 and final report for the project was submitted in June 2013. Download pdf Final Report on Regio Comenius and NEELB Projects – Developing a Thinking School ~ Norway to Northern Ireland
The following documentary film was produced to reflect the overall outcomes of the project.
Rochester Grammar School share some examples of how approaches to thinking run through their curriculum for students of all ages and the impact this has. Thinking tools are not seen as a bolt on extra but an essential part of the whole learning process. See examples
TSI Global Trainer, Roger Sutcliffe reports on the impact of an iTHINK school in Malaysia. SK Kiaramas State Primary School, Kuala Lumpur
Damian Groark, Headteacher of St Benet’s RC Primary School reflects on the impact of the Thinking School approach and its impact on pupils’ independent learning and higher order thinking skills. Reflections on Impact of the Thinking School (pdf)
This short church inspection report of Kingsdown and Ringwould Primary School, reflects how being a Thinking School has impacted on the children’s learning. Kingsdown and Ringwould.
In this document, Rose Cope poses the question What impact has the Introduction of greater opportunities for deeper creative thinking had on reticent children’s speaking in KS1.(pdf)
In the interview below, Bernadette Hancock, Head Teacher at Christ the King Primary School discusses how they have evaluated the success of thinking strategies.
In the following video, Carolyn Evans, Head of Cardiff Primary School recounts their Thinking School journey. She explains how becoming a thinking school has developed a common language between teachers and students, developed a culture of independent learning and risk taking as well as practicing higher order thinking skills.