A pedagogical model for improving thinking about learning

Monash University
Publication Type:
Journal Article
Leading and Managing, 2021, 27, (1), pp. 99-116
Issue Date:
Full metadata record
Learning Thinking Scope© (LTS) programme is underpinned by the GTGI+ pedagogical model and four interrelated elements – Learning Clarity, Thinking Questions, Thinking Talk and Thinking Feedback. Here we unpack the pedagogical model and elements offered by the TPL programme that provide a coherent approach conducive for teachers to develop evidence-based strategies that are likely to result in learning improvement across a school. The LTS approach of efficacious teacher-led inquiry demonstrates that a multi-focused lens on learning should be soundly based on established principles from the formal and informal literature. The examples garnered from research across several contexts in New South Wales (NSW), Australia exhibit the crucial nature of using a model to develop practice protocols and school-wide routines. We consider the requirements of TPL for developing teacher thinking on their own and student learning and addressing any existing learning gaps. In highlighting the complexity required in TPL that enables continual modification of practice in context, we close by suggesting that continued cross case analysis is required to enable incremental improvements.
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