Several years ago I was made to think differently by a blog post by Ewan McIntosh on designing learning through structures rather than instructions. Ever since, I have been fascinated by how we can communicate through structures, models and tools for thinking.
As I wrote in my book, ‘The Thinking Teacher’, it’s helping people to develop their thinking for a wide variety of situations that is one of the most important purposes of education and structures and models are a great way to make this tangible and workable in practice.
Since joining Nesta, I’ve been struck by the ‘Theory of change’ model which we use here to plan and develop our programmes. It resonates with me from my training as a teacher and my own work training new teachers. One of the initial challenges that many new teachers face when going into the classroom is concentrating on activity rather than learning outcomes. It’s understandable that this happens, put most people in front of a class of 30 children or teenagers and their primary concern is going to be what they do to keep them occupied.