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1. RIGHT AGE TO ASSESS YOUR CHILD'S THINKING SKILLS DEVELOPMENT
1. RIGHT AGE TO ASSESS YOUR CHILD'S THINKING SKILLS DEVELOPMENT
IS YOUR CHILD STUDYING IN YEAR 6 OR 7 AT SCHOOL?
By the time children reach upper primary, we start to prepare them for higher intellectual engagement.
ONE THING BECOMES EVIDENT: The development of their thinking skills and the quality of their cognitive functioning underlies all their learning successes. How have these skills developed in your child and are they on the right trajectory?
2. PREPARING YOUR CHILD FOR FUTURE ACADEMIC SUCCESS
2. PREPARING YOUR CHILD FOR FUTURE ACADEMIC SUCCESS
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Laying the foundation for success at NCEA levels
As children approach their High School studies and move towards NCEA levels of study the demands on their ability to apply their THINKING SKILLS is very high. Their successes and their marks, their grades and performance, they all depend on their ability to apply complex and sophisticated thinking skills with clarity, precision and impact.
By the time they reach NCEA levels children should have formed a strong foundation for effective thinking patterns and successful learning behaviours.
3. THE CHILD WHO APPLIES HIGHER ORDER THINKING SKILLS
3. THE CHILD WHO APPLIES HIGHER ORDER THINKING SKILLS
Would you like your child to easily access their
HIGHER ORDER THINKING SKILLS in their future academic pursuits?
HIGHER ORDER THINKING SKILLS in their future academic pursuits?
Higher order thinking requires many complex thinking operations. These skills can be isolated and trained in a programmed setting. Upper primary school is a good age to train these thinking skills.
Successful learners constantly apply their HIGHER ORDER THINKING SKILLS with ease and mastery. They inevitably score higher marks and operate at the higher intelligent A-B categories.
Intelligence can be taught and Higher Order Thinkers are intelligent thinkers
4. THE CHILD WHO HAS FORMED GOOD "HABITS OF MIND"
4. THE CHILD WHO HAS FORMED GOOD "HABITS OF MIND"
Is your child developing effective THINKING HABITS that form a strong foundation for engagement in all subject areas?
The way a child develops their thinking operations at this tender age becomes their thinking habit or style. We all know when a habit is formed it sticks around for a lifetime unless conscious effort is made to change it. It is critical that good thinking habits are encouraged from an early age. Unless a child consciously learns these habits they can form ineffective habits developed by chance and not by design.
Authors Kallick and Costa identified 16 Habits of Mind. This link provides a quick description.
5. THE CHILD WHO KNOWS
"HOW TO LEARN"
5. THE CHILD WHO KNOWS
"HOW TO LEARN"
Knowing how to learn is the hallmark of a successful learner
Knowing how to learn is the hallmark of a successful learner
Would you like your child to develop LEARNING HOW TO LEARN skills?
A child who knows how to learn can meta-cognate and self mediate
Children who know how to learn have mastered the process of learning. They are fluent in the IMPORTANT STAGES of their learning and thinking processes and they are mentally prepared for deeper understanding of INDEPENDENT LEARNING TECHNIQUES. They can CONSCIOUSLY ADAPT their learning styles to suit the problems they are solving? They are empowered learners.
6. THE CHILD WHOSE LEARNING
HAS STALLED
6. THE CHILD WHOSE LEARNING
HAS STALLED
This is a good age to correct any dormant cognitive functions
This is a good age to correct any dormant cognitive functions
Is your child displaying signs of dormant cognitive functions?
As children prepare themselves to become lifelong learners and successful thinkers there are some critical issues to consider at this tender age of their brain development. It is important they understand their cognitive functioning and receive sufficient stimulation and coaching to ignite critical thinking functions, and enough practice to make these thinking muscles strong.
Lack of stimulation or specific guidance can leave some of these functions dormant and may cause the child to be alienated from learning, feeling vague and frustrated, and naturally starting to fall behind in class.
7. THE IGNITED CHILD
7. THE IGNITED CHILD
Unless children have been specifically taught how to potentiate they may go through their entire lives not knowing how to reach their higher potential
Unless children have been specifically taught how to potentiate they may go through their entire lives not knowing how to reach their higher potential
THE IGNITED CHILD HAS LEARNT TO POTENTIATE
Is an INDEPENDENT LEARNER, able to keep calm and meta-cognate during stressful times.
Has a high level of mastery over the PROCESSES of thinking from input, elaboration to output.
Is able to solve new & novel challenges strategically
Is able to IDENTIFY, ISOLATE & IMPROVE self learning skills
Has formed effective LIFELONG LEARNING HABITS with a growth mindset.
Is able to fluently transcend to HIGHER ORDER THINKING when doing assignments & tasks
Is a CREATIVE AND CRITICAL investigator
Is a POSITIVE & MOTIVATED learner
The ignited child is not only fine-tuned in their thinking faculties but also shares wisdom and values to use their functions wisely and for the betterment of self and society. The ignited child understands the power of their own thinking and is a reflective thinker and an independent learner who knows the mechanisms of how to think critically and creatively. The ignited child has a propensity for continual growth and improvement as they consciously drive and practice their thinking operations in all of life's pursuits.
At a critical age, when their brains are in a rapid development mode, our children learn to consciously select and form good thinking habits. They identify the strong principles that underlie effective learning behaviours. We coach them to expand and transcend these principles of thinking and learning across all of their school subjects for academic success, and in all other activities they do outside of school for lifelong success.
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