Let’s Think in English blog
This page features news from the Let’s Think in English team, and blog posts from our wider community of schools.
The Wavell School, Ofsted and LTE
The Wavell School in Hampshire was visited by Ofsted on the 9th and 10th November 2021. They saw English on the first day and you can read the full report here. Megan Hill is English KS3 Co-ordinator and Pastoral Assistant at Wavell School. She started teaching Let's Think in English…
What might happen next? Internal models and the power of prediction.
“Prediction, not narration, is the real test of our understanding of the world.” Nassim Nicholas Taleb (2010). “The Black Swan: Second Edition: The Impact of the Highly Improbable Fragility"”, p.133, Random House As mentioned in my previous blog post, every year I try to teach Let’s Think in English (LTE)…
Scaffolding in Let’s Think in English
Scaffolding in Let’s Think in English “We may let the scaffolds fall Confident that we have built our wall.”. "Scaffolding" from Opened Ground: Selected Poems 1966–1996 by Seamus Heaney. Every year I try to teach Let’s Think in English (LTE) on a regular basis. As part of LTE training, tutors…
Vocabulary development: more than words
Vocabulary development: more than words Children’s range of vocabulary is a predictor of future success in education although I’m still uncomfortable with the statement published on the Ofsted Curriculum workshop slides in autumn 2018: “Simply put: knowing more words makes you smarter!” Leaving aside the unnecessary exclamation mark, we’ve all…
The Power of Stories 2: Narrative structure and lesson design
I decided to reread Daniel Willingham’s excellent “Why don’t students like school?” recently and as with all second readings you review certain aspects in a new light. In Chapter 3 Willingham draws our attention to the power of stories, which I wrote about in my previous blog here. He explains…
The Power of Stories
Stories have special powers. While most of humanity learnt to read and write in recent history - only 12% of the people in the world could read and write in 1820 - narratives have been central to human life for thousands of years. Cave paintings from 30,000 years ago appear…
Collaborative learning and group work: the why and the how
Collaborative learning and group work. Of late there appears to be a growing scepticism towards group work as an effective instruction tool. Teachers on social media explain how they were once forced to use group work during teacher training or in their schools despite their own reservations. The charges levelled…
Let’s Think in English online?
Let’s Think online? A conversation with Myfanwy Edwards by Leah Crawford Let’s Think is a classroom intervention whose powerful ticking engine lies in the social construction of understanding. The safe, meaning making community that we work so hard to develop over time, is built on carefully mediated dialogic exchanges. Yet…
In praise of neutrality
In Let’s Think in English (LTE) we support teachers to review their practise providing recommendations for them to trial and reflect upon while teaching our lessons. Without doubt the recommendation that creates the greatest emotional response is adopting a neutral stance in LTE lessons and avoiding explicit praise. This is…
Leading LTE Course Review
The “Leading Let’s Think in English” course was designed for experienced primary and secondary LTE teachers leading the programme in their setting and wishing to develop their teaching, leadership and understanding of LTE. In many cases participants had been teaching LTE for over 5 years. The objectives were to provide…
Thinking hard or Supportive Challenge
EBE Great Teaching Evidence Review In June 2020 Evidence Based Education published their Great Teaching Toolkit. It provided evidence-based insights and focused on areas of practice with potential to improve student learning and outcomes. The review identified four priorities for teachers who want to help their student learn more: …
Structural prior knowledge and the power of prediction
Structural prior knowledge and the power of prediction From reviews of effective teaching instruction to insights from neuroscience and cognitive science, there is consensus on the importance of assessing, adding to and linking prior knowledge. This could be summarised as: New learning needs to be connected to and build upon…
