Cultures of Thinking

Teachers at Clifton Hill Primary have long regarded thinking as integral to the learning process, and we have strived to create learning opportunities that elicit critical and creative thinking in our students. However, in 2016 we began the journey of further deepening our own understanding of how different forces are at play when creating the culture of our classrooms, and we started to explore how we could harness these to create a culture of thinking.

What is a Culture of Thinking?

Ron Ritchart of the Harvard Graduate School of Education describes cultures of thinking as “places in which a group’s collective, as well as individual, thinking is valued, visible and actively promoted as part of the regular day-to-day experience of all group members”. To put it simply, in a culture of thinking the learning is considered more valuable than the work.

The Cultures of Thinking (CoT) project began as part of Project Zero at Harvard Graduate School of Education in Boston, USA. Project Zero aims to explore how intelligence, understanding, thinking, creativity, cross-disciplinary and cross-cultural thinking, and ethics can be supported in different contexts. The CoT project has aimed to focus teachers’ attention on the forces that shape a group’s dynamic. Their research—of which a large part took place in Melbourne at Bialik College—“has shown that students recognize CoT classrooms as being more focused on thinking, learning, and understanding”. Three core principles that underpin the CoT approach are:

Learning is a consequence of thinking
Coaching and providing feedback propel learning and create momentum
We learn when are being challenged, stretched and pushed in novel ways, performing just beyond what we able to already do on our own.

How is Clifton Hill Primary developing a culture of thinking?

In 2016, a group of our teachers participated in a 2-day workshop that introduced the philosophy, which kickstarted our interest and passion. Since then teachers have attended a variety of professional development days, the Annual ‘Cultures of Thinking’ Conference, and have participated in regular discussion groups at school. We have had 16 teachers complete online courses through Harvard Graduate School of Education, all with the aim of further evolving Clifton Hill Primary as a culture of thinking.

On 7 September, we are using a whole-school curriculum day to further develop the abilities of all teachers to create a culture of thinking through a variety of methods. This includes slowing down and making time for thinking, developing and using the language of thinking with our students, making the classroom environment rich with the documents of thinking practices, making our own thinking visible by articulating and modelling our own thought processes, and encouraging our students to focus on their learning, rather than the work.

How can parents support a culture of thinking?

Harvard Graduate School of Education has developed the following ideas for parents who wish to cultivate thinking in their own children, and to support the approach we are taking at school.

1. Name and Notice Thinking

Use the language of thinking to name and notice the thinking your child is using and thus make it more visible (‘I like how you have used what you already know to make connections.’ ‘That’s a perspective I hadn’t thought about.’)

2. Develop a Growth Mindset

Develop a growth mindset in your child by focusing your praise on process, learning, and effort (‘You really worked hard on this and have learned a lot’ ‘You’ve really developed as a musician’), as opposed to ability (‘You’re so clever’ ‘ You’re good at math’).

3. Challenge but Don’t Rescue

When your child encounters difficulties, don’t jump in to solve the problem and rescue him/her. Instead, ask questions that will help him/her to think through the problem, identify, and choose a course of action to moving forward.

4. What Questions Did You Ask Today?

Our questions drive us as learners. Instead of asking your child, “Did you learn anything today?”, you could say, “Did you ask a good question today?” This will encourage your child to be more invested in the types of questions they ask at school.

5. Focus on the Learning Over the Work

Learning is the goal of an assignment. Take a moment to ask your child what the purpose of each homework assignment is, what do they think the teacher wants them to learn and get better at as a result. Then monitor the learning, not the work.

6. Support Your Child in Arguing Effectively and Persuasively

Research has shown that teenagers who argued constructively with their parents by building a case and providing evidence for their position were more enabled to speak up, voice an opinion, and use evidence in other facets of life.

7. Provide Time to Pursue Passions

Students need time and space to pursue their passions and interests. Pay attention to your child’s learning and passions outside of school and make time for them.

8. Make Your Own Thinking Visible

You are a model for your child of what it means to be a thinker and a learner. Model your own interests, passions, curiosity, reflection, learning, and thinking for your child.

9. What Makes You Say That?

By simply asking, “What makes you say that?”, in a curious and non-judgmental tone after someone has given a response, we are able to get a window into the thinking behind that person’s initial response.

Sally Meadham

Curriculum Leader

Community Notices

Justin Coulson Parent Workshop - Melbourne

Clifton Hill Cricket Club - Junior

Jellis Craig