VOLUME 3


Materials from principals of pilot schools that can be used included samples of classroom work on thinking maps – children’s work, video presentations and photographs and interviews with teachers and children and evidence of how schools have changed since the introduction of the i-THINK programme.


There is a need to develop reflective leaders among principals whose role has changed over the years to consider other skills and attributes of modern school leadership such as inspirer, visionary, creator, communicator, mentor, organiser,


advocate, persuader, marketer, facilitator and coach.


The training module also include discussions on overcoming barriers


to change, planning a thinking school known as “Mindscapping” to help school leaders plan ahead for the longer term by envisioning a journey.


Topics on the training for teachers that are currently being undertaken are


leadership, implementation, teachers’ training, assessment, outcomes,


evaluation of programmes, the school


ethos, higher order questioning, the vision for the school, transforming learning by empowering teachers and students.


Some of the outcome of the training is to shift


focus from teaching to learning, create positive habits and dispositions, promote independence, creativity and deeper understanding thereby nurturing adapatable


thinkers. We want to help the children to acquire the ability to tackle complex mental tasks, going well beyond the basic reproduction of accumulated knowledge.


December 2012 9


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