St Robert of Newminster Catholic Schooland Sixth Form College
United Kingdom
Thinking Maps and School Effectiveness
A Study of a UK Comprehensive School
Teacher Instructional and Higher Order Thinking Levels
16 lessons were observed, across a range of subjects at key stages 3, 4 and 5. Utilising the lesson observation proforma (see Appendix 1), we were able to assess the percentage of time our pupils spend gathering, processing and applying information as a result of teacher instruction. Results are recorded below:
From the data gathered, we have proved that pupils spend less time gathering and more time processing and applying information. As the graph demonstrated, pupils spent 77% of time engaging in higher order thinking skills. It could be surmised that the implementation of Thinking Maps® has facilitated this. In order to substantiate this claim, we also analysed staff responses to a questionnaire, which compared time spent at each thinking level before the implementation of Thinking Maps®.
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.
- Project Overview
- Teacher Instructional and Higher Order Thinking Levels
- Teacher Methodologies
- Consistency and Frequency of Use
- Teacher Perceptions of Thinking Maps®
- Analysis of Pupils' Perceptions of Themselves as Learners
- Teacher Collaboration, Communication and Problem Solving
- Impact of Thinking Maps®
- Conclusion
- Video Clips
- Download Acrobat PDF copy of St. Robert Case Study