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A presentation about the progression model

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A presentation about the progression model

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This is Alexander's talk from the 2018 conference where he presented the model. It may be interesting if you would like more details.

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Conference I 2018 I Stages of Competence Development

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Are there any useful frameworks for the development of thinking in the Harvard's list you are not familiar with? Which ones caught your attention?
Are there any other useful frameworks for the development of thinking you'd like to add? Which ones?
Use comments for your answer.

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Look at a Harvard project on social and emotional learning.
Choose the terms related to the development of thinking and see how they are represented in various frameworks.

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Researchers, educators, employers, and parents agree that social and emotional learning (SEL) and non-academic skills matter for success in school and life, but it can be difficult to decide which skills to focus on - let alone how best to promote and measure them. Learn More.

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Navigate the complex field of social and emotional learning.

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Are you happy with the definition of learning outcomes for thinking?

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Are you happy with the definition of learning outcomes for thinking?

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Choose one of the examples on the left (or the curriculum of any other country you prefer).
How happy are you with the definition of learning outcomes for thinking? Why?
Use comments for your answer.

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Critical thinking and problem solving (transferable skill)

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Thinking at Key Stage 3

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Thinking in Australian curriculum

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How is progression understood in the curriculum you've chosen? Is it closer to one of the understandings on your left? How do you define progression?
Use comments for the answer.

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Stages of competence development (progression model)

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From the six aspects above, progression model is usually the one that is more difficult to understand.

Some curricula documents define learning progressions through levels of achievement. An achievement chart in Ontario, where learners move from limited to high degree of effectiveness will be one of the examples. This understanding of progression may be called a performance standard.

An alternative way of looking at progression is through phases of learning. Here different types of learning outcomes are defined for each step towards becoming more competent. Stages of competence development model used in the Thinking Approach would be one of examples.

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Is it a thinking curriculum? Give it a try

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Is it a thinking curriculum? Give it a try

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Choose a country or an institution where curriculum is familiar to you. Try to answer the six questions on the left about the chosen curriculum.
Use comments for your answer.

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Alexander Sokol, PhD, a teacher trainer, researcher and educational consultant. He is the academic director of TA Group and he is the principal developer of the educational technologies developed by the company.

Alexander defended the dissertation on the development of thinking skills in language education and received his doctorate in educational sciences from the University of Strasbourg, France and the University of Latvia. Prior to that, he obtained a masters degree in linguistics from the University of Latvia.

Dr.Sokol taught English for 7 years at the tertiary and 13 years at the secondary level. He started working as a teacher educator in 2001 and since then has run about 2800 hours of workshops in 26 countries. He has published 27 papers, including chapters and articles published by Routledge, Springer, Elsevier and British Council. He participated in 47 conferences in 20 countries, altogether making 67 presentations, from which 17 were keynotes ones.

Alexander coordinated 9 international projects with an overall budget of over five millions euro. Three of these projects were supported by the European Union, one by UNICEF and the other five by the Nordic Council of Ministers. As a consultant, his customers included UNICEF, UNESCO, UNDP, EACEA, British Council, Islamic Development Bank, Ministry of Education of Tajikistan, National Education Academy of Kazakhstan, as well as a number of universities, colleges and schools.

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Below you can find some examples of how thinking is defined in the curriculum of various countries.

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Please use a separate sticker for each question.
Use the comment feature for answering questions.

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A brief guide on deciding whether it is a thinking curriculum

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A brief guide on deciding whether it is a thinking curriculum

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Answer the following four key questions about the curriculum documents you are dealing with:

1. Does the curriculum define thinking to be developed? (Scope)
2. Does the curriculum define what it aims to achieve for each area of thinking? (Learning outcomes)
3. Does the curriculum define "steps" for achieving the learning outcomes for thinking? (Progression model)
4. Does the curriculum describe mechanisms for assessing the learning outcomes for thinking? (Assessment)

Two additional questions may be useful (although they are not strictly at the curriculum level)

5. Do recommended learning materials for various disciplines demonstrate an aligned approach to the development of thinking as a key competence? (Learning materials)
6. Do the pedagogical approaches suggested in the curriculum documents / embedded in the learning materials allow for learner thinking while learning to think effectively? (Pedagogy)

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Conference  I 2022 I EN I Reflecting on the thinking curricula: what seems to be essential?