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The article highlights the limitations of the traditional, rote-based education system.

Also highlights the opportunities for the development of various cognitive skills.

This approach aligns with Bloom's Taxonomy by moving away from simply memorizing and regurgitating content, ("Remembering") to deeper levels of cognitive engagement.

This article advocates for a more hands-on approach to learning such as woodworking skills, food and fibre technologies and Engineering skills.

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These days education seems so literal and focused on results...

The cycle goes something like this:

This can sound productive but it removes 'learning' and replaces it with 'remembering'. There is a place for remembering in schools, but it isn't all the time on a constant loop

So how do your kids (and adults alike) actually learn stuff that will make them more effective and efficient employees and citizens?

Through mediums like woodworking.

Here are 10 examples of how woodworking develop cognitive (thinking) skills

1. Spatial Reasoning

Spatial reasoning is a fancy term for being able to use your mind's eye to manipulate 3D objects (or even 2D ones). Remember Tetris, it's a good example of using spatial reasoning

It is thought that spatial reasoning helps students in subjects like math and science visualize the particular problem in their head better (which makes it easier to solve.)

HOW?

When kids first begin woodworking, using tools forces them to use their spatial reasoning.

Learning how to hold the tool, and how they need to use it on their work.

Joining pieces of wood together is also a common instance of using this spatial reasoning. Kids need to think about how the different pieces fit together.

Woodworking can be the first time students are working with 3D objects as opposed to 2D objects in their exercise books (which they would have done in maths.)

2. Spatial Awareness

Spatial awareness extends spacial reasoning by putting yourself in the space with things around you. Driving your car in traffic or passing the ball in a team sport is a good example outside of woodwork.

Spatial awareness helps build perspective in people and can get students thinking more about the context of a situation, which can be important in a range of subjects and life.

HOW?

Thinking about how to set up a task (i.e. cutting) is the most common way spatial awareness gets used in woodworking.

It gets young people thinking about:

How they are going to hold a particular tool?

Where they will put the wood?

Where does their feet need to be?

Which angle will they use the tool from?

How their arms will move when working on wood?

How can they might be able to make the job easier?

3. Math

There's plenty of math in woodworking. You can do basic algebra with wood (if you need something to be in the middle of something else you will have one size, but not the other sizes)

Here are some of the branches of mathematics that get used in woodworking:

HOW?

Woodworking teaches maths in a more kinesthetic (learning by touch and feel) than your typical maths class (mostly visual and some auditory).

Kinesthetic learning can help students who are struggling in math give them another pathway to understanding what is happening in class.

And for everyone else, this is another way to enforce the skills that young people need to learn. To help them build stronger neural pathways in the brain.

4. Fine Motor Skills

Fine motor skills are used when you are using your hands, fingers and basically doing precise work (like writing). Your brain needs to practice these fine movements to build the smaller muscles in your hands, and learn to be better at using them.

HOW?

Measuring and using tools is how woodworking develops fine motor skills.

Because working with wood provides such clear and instant feedback, it allows young people to auto-correct by themselves.

The repetitiveness of certain tasks (like sawing) can help build fine motor skills quite quickly

5. Creative Thinking

Creative thinking is found to be an important skill in business. (Source 1, 2 and 3).

CEO's see it as important the ability to come up with new ideas, and think outside the box to get the edge on their competition.

They also see it as a way to navigate 'unexpected future challenges, whatever they might be'.

HOW?

My old woodworking teacher once told me 'everyone makes mistakes, it's how you fix them that determines how good of a cabinetmaker you are'. This is one way that woodworking flexes the creative thinking muscle in young people.

Another is by engaging their imagination.

Wood also has set properties (which work like rules) that are simple to understand. This way, young people can work with these 'rules' to get a particular desired result.

6. Critical thinking

To put it simply, critical thinking is being able to effectively narrow down choices and select the best one.

In this way, critical thinking is involved in deciding on what won't work, what is the best course of action, and identifying when something is finished.

HOW?

This happens in woodwork when young people are forced to start thinking about what they want/need to do.

For example a student might need to remove some wood. He or she might work through their critical thinking by asking themselves

Is it best done with the saw, chisel or both?

In what order should I do the job?

Which is the best way for me to clamp the work to the table and still have access to the job?

7. Self Management (and Task Management)

Self-management is about managing your time, your effort and your goals. In this way, it is a precursor to Project Management.

Learning to prioritize, recognize and act on feedback, as well as developing self-confidence all fall under this one large skillset.

HOW?

Woodwork is a project-based discipline. Unlike more traditional subjects, it starts with the goal of completing a particular project and spends the class time working towards that completion.

This puts students in control and gives young people the experience needed to manage their resources.

Working in a project based environment also allows exposes students to different scenarios based on their actions. (I.e. if they don't make a relief cut far enough down on their wood, the chisel, which is the next step, might break their project.)

8. Selective Attention

Selective attention is the ability to choose what you pay attention to. To be able to put distractions to the side and focus.

This can seem quite basic at first glance, but because of the high volume information society we live in, it's something young people need to learn.

Especially because of the exposure they have. We adults had some relief from all of the input when we were growing up, but young people today don't get that.

HOW?

When you are working with wood, you need to watch what you are doing.

It sounds ridiculously simple. However, I catch students all the time not watching and focusing on what they are doing.

Here's an example:

I caught a girl the other day cutting a piece of wood while looking what her friend was doing. I stopped her and showed her that she had put a lot of marks on her work that weren't supposed to be there.

She corrected (it can help if it gets pointed out in a kind way) and carried on

If she didn't correct, the piece of wood would have been ruined and needed to be done again. I've found the redoing of work will drive the point home and almost force students to use their selective attention.

9. Logic and Reasoning Skills

These skills help us draw conclusions, find relationships between things (such as objects, images, symbols), conceive rules to help give us answers and make sense of the things around us.

They also help us reason, and form a basis in reason which we can then use to understand what has happened and what is likely to happen in the future (or move forward)

What a mouthful.

To make it a little easier to understand, a non-woodworking example is those math puzzles where there are a series of numbers and you are asked to find the pattern

In this example, seemingly random numbers have some sort of connection. And finding the right connection and making sense of the 'input' is what logic and reasoning skills is all about

HOW?

In woodworking, there are solid reasons behind why things are done, and why particular tools are used.

Another old woodwork teacher told me 'there is many different ways to do something, but there is always the best way'

For young people, being able to think about something as simple as using a saw, chisel, drill, and other tools gives a basis for creating and strengthening these logic and reasoning skills. They can start to predict what tool should be used when and what is the best course of action for the next step.

In other words, a student can think logically about what process they can use to get their desired result.

10. Problem Sensitivity

This was a new one to me before I started researching this article but I am glad to have found it

According to this source, problem sensitivity is 'the ability to tell if something is wrong or likely to go wrong.'

It isn't about solving the problem but simply identifying it.

Although it seems like stopping here gives this cognitive ability little value, being able to identify problems early can save a lot of time, energy and money in business and other post-school pursuits.

HOW?

Because woodworking is a project based discipline, working step-by-step forces students to not only identify, but work through problems (challenges is the word I like to use in the classroom) as they appear.

Project based learning gives students experience in identifying when something 'isn't right', which is a core way of teaching this cognitive ability. Then let's them use their creative and critical thinking skills to try and solve it.

In Summary...

Getting started with woodwork can seem daunting, intimidating, old fashioned or even 'only for certain people'. But if you are even a little bit curious I recommend you check out my courses on getting started.

The truth is anyone can do woodworking, and as it helps develop the brain in so many ways, it's beneficial for everyone.

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Brain Development That Happens When Young People Take Up Woodworking

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Woodworking has been around many years in schools. Not just because it's practical, but because it forces students brains to develop, grow and strengthen

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Foundations of critical thinking skills  and cross-curricular priorities

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Foundations of critical thinking skills  and cross-curricular priorities

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‘As children make with wood they are learning skills that will empower them to shape their world’

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In this blog I look at the importance of woodwork in early childhood education - building confidence, especially creative and critical thinking skills well as providing a foundation for lifelong learning and incorporating all curriculum areas.

'As children make with wood they are learning skills that will empower them to shape their world'

Today in the UK the majority of children will have no experience working with real tools in their entire education. This is clearly a disservice to children as many jobs require the skilled use of tools. It is seldom encountered in primary schools as part of D&T, the majority of schools avoid work with resistant materials. In secondary schools the current picture is bleak. Less than half of secondary schools offer D&T anymore as a GCSE subject, and nearly every week there is another school that cuts its provision. This erosion was hastened in 2004 as D&T was no longer compulsory, and then the status of D&T was diminished further by not being an EBacc subject, and many schools, academies and MATs are discontinuing to provide D&T. This decline is currently happening at an alarming rate. On the other hand the government is emphasising the fact that we need more pupils going on into engineering, manufacturing, design and innovation industries.

This has left many children with having no experience at all of working with tools in their entire education. This is clearly a disservice to children, with many being denied this opportunity unless they are fortunate to be able to learn these skills in the home environment. Many children will need practical skills to work as electricians, scientists, plumbers, technicians, carpenters, builders, dentists and mechanics etc. There are a vast number of jobs in which the ability to be competent with tools plays an important element, from creating prototypes in engineering and technology to using medical instruments in surgery or dentistry. Recently several universities have published reports about prospective students missing the practical skills set that provide a foundation for theory, skills that are particularly relevant to subjects such as engineering, product design and science. Practical skills with tools are also immensely useful to us all in our daily lives, be it doing DIY projects, undertaking hobbies or making repairs.

Currently we are beginning to see a changing tide - starting from the early childhood sector - in nursery schools and reception classes. A noisy revolution is taking place! - It wonderful to see this renewed and growing interest. Many are surprised by the idea of young children working with real tools. Woodwork actually has a long heritage in early childhood education going right back to the days of Froebel's Kindergarten (mid 1800's), but woodwork was nearly completely eradicated in the 80s and 90s with the onerous culture of risk aversion and over-zealous safety concerns which were fuelled by the litigation culture. Fortunately the current thinking around risk has become more balanced. This turn-around started with Lord Young's review of Health and Safety (Common Sense, Common Safety) in 2010 and since then the HSE, DoE and OFSTED have all advocated a more balanced attitude to risk. The prevailing current thought is that children need opportunities to experience risk, learning to self-risk assess rather than be over-protected and wrapped in cotton wool. In recent decades it had almost disappeared but it is now making a comeback, with renewed interest from many schools.

I am on a mission to promote woodwork in early childhood settings and primary schools - I'd love for all children to be able to gain from the rich opportunities woodwork provides. I have worked alongside children of all ages and witnessed just how empowering it can be for children to work with wood. I now regularly deliver training, speak at conferences and also provide many free resources for teachers on my website https://irresistible-learning.co.uk/resources/ I have written 'Learning Through Woodwork' (Routledge) and many journal articles. I am currently coordinating the Big Bang Research Project - gathering data on the impact of woodwork on children's learning and development (University of Bristol). Over the last two years I have also undertaken international research as part of a Churchill Fellowship - looking at examples of best practice in the USA., Nordic Counties, NZ and Japan.

There is something really special about woodwork. It is so different from other activities. The smell and feel of wood, using real tools, working with a natural material, the sounds of hammering and sawing, hands and minds working together to express their imagination and to solve problems, the use of strength and coordination: all combine to captivate young children's interest. It provides a truly unique experience.

But what about the safety I can hear you say! Woodwork is actually a low-risk activity as long as some basic safety measures are put in place and appropriate tools are used. Children's behaviour is exemplary at the woodwork bench - they are engaged and doing something they enjoy. It is also important that children get to experience risk and challenge within a controlled environment so they learn to make decisions and judgments themselves and thus will be more able to protect themselves in new circumstances. This is an important aspect of child development.

Today, teachers who provide woodwork, regularly observe exceptional levels of engagement, with deep focus and concentration accompanied with persistence and perseverance with challenging tasks - especially with complex problem-solving. Woodwork is a wonderful medium for expressive art and creative design and it also has the benefit of encompassing many other areas of learning and development providing a truly cross-curricular activity. Mathematical thinking is developed, scientific knowledge is gained, technological understanding is developed through working with tools, and children become engineers as they construct. Woodwork is exceptional for developing children's creative and critical thinking skills as children tinker and experiment with the possibilities of wood and tools and then go on to express ideas and resolve their work. Woodwork is not about what children make - it is all about the changes that are happening within the child. Woodwork has a significant impact on children's self-esteem and confidence and it develops a sense of agency - that "can-do" mindset.

Woodwork is a medium for children to express their creativity and imagination. It is important not to set projects whereby all the children create the same object. The secret to children remaining really engaged in woodwork is that they are following their own interests and solving their own problems to create their work. All exploration becomes more meaningful when it has been initiated and is led by children. By building their creative and critical thinking skills they will be laying the foundations to become the creative innovators of the future.

Initially, their work is often purely experimental - tinkering with the possibilities of the materials and tools. Children then go on to express their imagination in a variety of creative ways by producing work that they personally find interesting. They gravitate to more complex constructions ranging from literal work to representational and more abstract work.

Design and practical skills are combined in the woodwork process. Design involves defining the task, making a plan of action, deciding how to proceed, and refining and responding accordingly as the work evolves. The practical skills or craft transform the designs into things. These processes go back and forth as work is often fluid and evolving as children adapt, refine and change it as it progresses. Older children may also wish to draw some initial designs to help articulate their ideas.

The success of many nursery school re-establishing woodwork is having a knock on effect with increasing numbers of primary schools now showing an interest in developing their provision. As a medium for expressive art and design the possibilities are endless and it provides so many connections with other areas of learning. It does take some effort establishing woodwork but when you see the children's enthusiasm and exceptional levels of focus and engagement and the enjoyment and pride in their work it makes all the investment seem very much worthwhile.

It is wonderful to see the growing enthusiasm for woodwork right across the United Kingdom within the early years sector. Working with real tools offers children new experiences and encompasses all areas of learning and development. Woodwork allows children to become the innovators, makers, sculptors, tinkerers, engineers and architects of tomorrow. The experience of working with wood leaves a deep memory. Once having learnt how to work with tools they become a part of children's DNA.

It would be wonderful if every child could have these experiences. As a teacher, it is a joy to see children so deeply focussed on an activity, witnessing their growing confidence, their persistence with challenge and their resilience in the face of failures. It is a delight to watch their creativity, observe their problem solving and see their pride in their achievements.

As children make with wood they are learning skills that will empower them to shape their world. Let's provide all children with this valuable opportunity.

I have founded 'The Big Bang Project', and am establishing the Early Childhood Woodwork Association ( https://earlychildhoodwoodwork.org/ ) to actively promote woodwork, to both schools and policy makers and hopefully bring the wonder of woodwork to more children - as part of this I intend to develop more free resources for teachers especially free training videos.

Pete Moorhouse ([email protected])
https://irresistible-learning.co.uk

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Creativity in education - the wonders of woodwork

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In this blog I look at the importance of woodwork in early childhood education - building confidence, especially creative and critical thinking skills well as providing a foundation for lifelong learning and incorporating all curriculum areas.

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Some great strategies and tools for supporting students to develop higher-order thinking skills

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This page provides guidance on supporting the high-ability student to develop their higher order thinking skills. It is easy to assume that students who appear to move through tasks quickly have all the skills they need. A teacher may also think these students have little more to develop.

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Quick and informative overview of Ed QLD's plan to increase student agency.

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The 4 C's Communication, collaboration, creativity, and critical thinking

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The 4 C's Communication, collaboration, creativity, and critical thinking

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This was a great short video exploring the real-life application of learning.

Generation Alpha has a need to know "why" they need to learn what they're learning and are not satisfied with generic responses.

Great hints on how to implement the 4 C's into your classroom.

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Introduction to 21st Century Learning with Helen Soule

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This is one I have trialled on my kids at home aged between 9 and 15.

There are an assortment of ready-made lessons and learning activities that can be set for students and so many areas where kids can just get creative and explore on their own.

A great first step into CAD and similar programs.

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Explore our free Tinkercad lesson plans, developed in partnership with teachers to align with standards including ISTE, Common Core, and NGSS.

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An accidental find while searching for resources for my children to be doing something more productive during the school holidays. A variety of STEM programs, competitions and resources available in QLD.

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Over the past two decades, REA's unique applied learning programs have put "Cool" back into Science, Technology, Engineering and Mathematics (STEM).

Our programs link schools, industry, TAFE, universities and parents in a collaborative and entrepreneurial environment focused on attracting students to take up STEM based subjects at school and careers after leaving school.

A major reason behind the success of our programs is the practical and applied learning techniques we employ. We confront students with exciting challenges, we equip them with world-class tools and connect them to industry mentors to facilitate development of their thirst for knowledge.

Our programs deliver curriculum-based learning outcomes from the earliest years of primary education through to senior high school. We have created an environment in which students are self motivated to learn. The programs are not just about technical skills but also develop the many "soft skills" industry is asking for, making them more employable.

Our programs have a dramatically positive impact on classroom dynamics. Student engagement improves across all schools subjects and 86% of teachers highlight that participation has changed the way their schools engages with the concept of STEM.

Even the students are reflecting the impact with 51% of participants more interested in studying higher levels of Maths, 60% more interested in studying higher levels of Science and 70% of all students changing their career path motivations to be STEM based.

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Over the past two decades, REA's unique applied learning programs have put "Cool" back into Science, Technology, Engineering and Mathematics (STEM). Our programs link schools, industry, TAFE, universities and parents in a collaborative and entrepreneurial environment focused on attracting students to take up STEM based subjects at school and careers after leaving school.

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Thinking skills in Design and Technologies

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Thinking skills in Design and Technologies

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If your like me and need a bright and busy visual to make sense of information this is a great resource.

Linking each higher order thinking skill to a level of design thinking and further to activities that can support development of these skills.

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Making use of social media like Pinterest, Facebook and Reddit not only provides a wide pool of inspiration but helps us link in with other educators or professionals who share our interests and passions.

Not everything professional learning network needs to be teachers - professional learning can occur anywhere.

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Discover recipes, home ideas, style inspiration and other ideas to try.

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Using the SAMR model in your classroom in a meaningful way will likely look different depending on your school, demographic, subject area or the age of your students. These are all variables to consider when planning how you will use technology in your lessons.

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SAMR Model: A Practical Guide for K-12 Classroom Technology Integration

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Discover how to enhance student learning using integrated classroom technology and the SAMR Model in your K-12 blended classroom.

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Design and Technologies / Year 7 and 8 / Knowledge and understanding / Technologies and society

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Design and Technologies / Year 7 and 8 / Knowledge and understanding / Technologies and society

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Scootle elaborations on Version 9. Curriculum -

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A fun brain break where retrieval is a game

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A fun brain break where retrieval is a game

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Giving students a break from "learning activities" doesn't mean they stop learning.

Make learning fun! help kids find joy in getting involved.

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Practical Woodwork - Joints - Details - Kahoot!

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Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn - any subject, in any language, on any device, for all ages!

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I really like this one - I use this pretty frequently.

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Raising the level of student literacy skills

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Raising the level of student literacy skills

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With the use of engaging and encouraging daily challenges students can practice their literacy skills in a safe and gamified online learning environment.

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Writer's Toolbox is an educational writing programme powered by patented AI. Designed to help students master writing-without doing the work for them-Writer's Toolbox gives real-time, individualised feedback at scale: in every topic, for every student, at their most teachable moments.

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The Complete System to Transform School Writing Results | Writer's Toolbox

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Guiding thousands of teachers and students, Writer's Toolbox is a proven success. Double state NAPLAN growth in Australia. Double writing effect scores in New Zealand.