What is the TOC?

What is the "thinking curriculum"?
	A broad set of educational trends and approaches.	If "curriculum" defines content, then the "thinking curriculum" aims to broaden the frame to include a more direct reference to thinking, learning styles, pedagogy etc. Instead of seeing curriculum primarily in terms of content, the Thinking Curriculum also promotes more systematic reflection upon the thinking skills and processes involved in teaching and learning.

	A potentially misleading name.	The name runs the risk of implying that thinking had been absent till now, or that it supersedes an "unthinking curriculum". "Thinking orientated curriculum" is slightly better, implying a shift of emphasis towards explicit focus on thinking and learning, rather than a black and white distinction.

	A contrast with traditional approaches. Read more on the comparsion with traditional approaches.	Society is changing in complex ways and traditional approaches and goals of schooling are not always suited to today's students, environments and workplaces. There are compelling arguments to rethink the way students are prepared for the modern world, and the inherited structures of schools. In simple terms, the thinking curriculum aims to move emphasis more toward higher order skills toward authentic context toward links across subject disciplines toward generic, transferable skills toward student choice

	Links with the needs of the modern workforce; information age and rapid change.	Business is often among the proponents of new approaches; as content driven curricula often does not lead itself to the needs of the modern workforce. Even in the hi-tech arena where one might assume that content heavy maths and science curricula would be desirable, Intel and IBM have made significant investments to support the reconceptualisation of education. Singapore is one interesting case study of a nation that has recently recognised traditional approach to such curriculum was not equipping students for the modern workplace, and embraced widespread use of thinking skills.

	Draws on research about brain fumction and student learning	Research into brain function is giving concrete information about how students learn, what conditions and structures lend themselves to learning, what is meant by "intelligence". Data on student engagement is regarded as important. Current research showing that the teacher is the most important determinant of student progress, as well as the importance of relational connection for students, and the need for relevance of material, encourages teachers in professional reflection on how teaching and learning occurs.

	More than a toolset.	Some understandings of Thinking Orientated Curriculum have been limited to skill sets ("teachers use Blooms taxonomy, Multiple Intelligence grids, graphic organisers, deBono, etc" ). These may all be very relevant approaches, but the underlying premises of Thinking Orientated Curriculum is broader than a particular tool set. A "mindset" is more important than a toolset. Read More [see Fogarty's 4 Quad model]

	A general trend.	A wide range of approaches, theories and strategies can be loosely grouped under the umbrella term of Thinking Orientated Curriculum. Higher order thinking (creativity and synthesis; as opposed to simple recall or limited application) is often held as a goal; but broader approaches, such as emotional intelligence, multiple intelligences, social competencies are all embraced in broader notion of "successful learners" and "good thinking". School structures, architecture, timetabling, assessment are all relevant. Hence there is no one Thinking Curriculum approach; rather there is something of a educational climate. One measure of this is the way in which educational bodies across the world are grappling with re-organising their curricula in ways that still refer to traditional subject disciplines but also use big picture themes to integrate the knowledge (eg Victoria's "essential learnings").

	More than a swing of the pendulum.	Those with a sense of educational history might be inclined to read this as periodic swing towards one end of the "process vs content" continuum. However there is a recognition that "thinking skills" can not be taught in the abstract. Indeed content is the vehicle through which development of higher order thinking, flexible thinking, fluency of ideas, problem solving, reflective awareness of thinking and transferable learning take place. Mastery of content is not downplayed; but the implicit goal that can creep into some curricula- that of recalling acres of content - is replaced by the goal of deeper skills and lifelong foundations of "learning how to learn"