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Research - Case Studies
St Robert of Newminster Catholic School and Sixth Form College United Kingdom Thinking Maps and School Effectiveness Project Overview Methods of Research Anticipated Results Intentions
Specific Areas of Interest In order to test this, we designed a lesson observation proforma utilising Oliver Wendell Holmes’ three-storey intellect, which focused on recording the amount of time pupils spent at each thinking level. Staff from a range of departments volunteered to participate in the lesson observation cycle. Following the lesson observation, staff were asked to compare and contrast previous and current methodologies, highlighting where thinking and learning was supported by the use of Thinking Maps®. In a large school with 120 teaching staff analysing the frequency and consistency of the use of Thinking Maps® could prove to be challenging. It was therefore decided to sample Y7 books, assessing where Thinking Maps® were being used. To compliment the book sampling we have gathered examples of Thinking Maps® in use from a range of departments across the school. This will enable us to evaluate further the frequency, consistency and quality of maps in use. In addition to this, a questionnaire was completed by every pupil in Y7 in order for us to assess the impact the maps are having on our students’ learning. Teachers and school leaders in 2006-7 concluded that there is a lack of school focus on thinking and metacognition at all levels within the School. There is also agreement that some learners perceive themselves as novice thinkers and do not progress in their thinking and learning strategies. Thus they remain poor thinkers and dependent learners and, as a consequence, progress for these students is less than their potential indicates. In an attempt to quantify this, we have used MALS (Myself As A Learner Scale) data with all Y7 pupils. At the end of the research phase, this self-assessment will be revisited, highlighting whether the introduction of Thinking Maps® has altered their perception of themselves as learners. We hope to prove that as a consequence of a deliberate immersion strategy of adopting a cognitive approach to Teacher Professional Development - i.e. the use of Thinking Maps® in training, teacher observation and feedback, mentoring and coaching - teacher confidence and effectiveness will increase. Staff questionnaires were designed to evaluate the impact of Thinking Maps® at instructional and management levels. We will also test whether as a direct consequence of introducing Thinking Maps® as a whole school strategy, teachers change their instructional methodology leading to a rise in pupil achievement. The Case Study sections are accessible in the links below and in the upper left column menu on each page of the St Robert Case Study.
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