FEATURE: SUCCESSFUL INNOVATIVE TEACHING PRACTICES
Adopting an enquiry-based approach in primary education, to foster deeper learning in children
When considering academic insights on our approach to thinking, studies often cite a correlation between age and capability, particularly when it comes to critical thinking and enquiry-based learning. Early origin studies suggested that the cognitive capability of young children was inadequate for the complex requirements of critical thinking. It is on this basis that many historical curricula were developed, prioritising what children are learning rather than how they are learning it. More recent studies have in fact found that while underdeveloped, young children are undertaking the same cognitive processes as adults, and can reap rewards from critical thinking.
I
n our final feature this month we take a look at successful innovative teaching practices in the company of John Snell. John is a Headteacher, Senior Leader for a group of academy schools, and education advisor for The Open Minds Foundation (OMF). The Open Minds Foundation is a charitable organisation that exists to prevent coercive control, by fostering critical thinking education in young people. Together John and OMF have produced a range of curriculum-aligned critical thinking resources available free to primary school teachers.
Primary schools often lack formal approaches to critical thinking training, and in doing so are potentially limiting the future societal contribution of the children in our care. As an educator for more than 25 years, I have always been interested in the purpose of education, and how we can add value to the process of helping children to learn. As well intentioned as the National Curriculum is, in my experience, it will not itself prepare children for their lives and future careers. A sentiment that is echoed by many academics who cite an expectation that pupils acquire these skills naturally by engaging with the subject matter, but which we know can be beyond the reach of many of our pupils. It is clear to me that education is far more than the acquisition of knowledge so it is our essential duty as educators to prepare children as best we can for their future
38
www.education-today.co.uk
lives. It is for this reason that I would like to see critical thinking prioritised in every classroom as an explicitly taught skill.
There is a real danger that the race to acquire as much knowledge as possible can mean that students never really get the opportunity to think for themselves. And this for me is crucial. The problem with our education system is that learning is at risk of becoming a passive task for the learner. The relentless pace and amount of coverage can result in lessons that are simply another opportunity for teachers to pour more knowledge into a child’s head. And the danger with this passivity is that students then see little or no value in what they are learning and have no meaningful purpose to actually think. If children are to learn how to adapt, think critically and make informed decisions (essential skills for life) then schools have to find ways to actually teach this. The quest to add more knowledge and cover statutory curriculum content can easily mean that discussion and opinions get pushed out of the classroom door. Indeed, there is such an emphasis on knowledge acquisition and children remembering their learning to connect with future lessons, that teachers are under intense pressure to simply cover everything that’s needed. While critical thinking and enquiry-based learning is beneficial for future success, its scope is significantly wider. Studies show that our ability to question what we see and hear has a direct correlation with our wellbeing and autonomy,
September 2023
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52
