Study of the efficacy of a teaching-learning system for Language in Primary that incorporates teaching thinking and cooperative work:
cognitive and non-cognitive variables
Syllabus guidelines are currently being offered claiming the importance of cooperative work, creative thinking, problem-solving and critical thinking to achieve effective learning, making students active agents controlling their own learning (Duckworth, Akerman, MacGregor, Salter and Vorhaus, 2009; Claxton et al., 2011; Whitebread, 2014; Wolters, 2010).
Debate still rages on how this teaching should be given. Two main focus points have been suggested:
a) incorporation of specific programmes for teaching to think within the syllabus but as separate, and therefore non-regulated, teaching
b) incorporating teaching of thinking skills through infusion within the different school subjects. This second model seems to be more effective and schools that are bringing it in are supported by constructivist theories of learning (Costa, 2000; Dewey & Bento, 2009; McGuinness, 2005).
Specifically, good proposals are derived from the field of theoretical/empirical psychoeducational research on self-regulated learning and associated lines of work such as carried out by researchers from the Zero Project at the University of Havard on teaching for understanding, how to make thinking visible and creating thinking cultures. Outstanding contributions within this framework come from Paris & Paris (2001), Ritchhart & Perkins (2008), Swartz & Parks (1994), Swartz, Costa, Beyer, Reagan & Kallick, (2008); Schwartz & McGuinnes (2014, 2016) and Tishman, Perkins & Jay (1995).
In this project, we want to study the efficacy of the teaching-learning system developed at the Irabia-Izaga school in Pamplona (Spain) that follows this second infusion model: the ComunicARTE project. Among the benefits of a syllabus focused on developing thinking and above all through an infusion focus, it can be said that positive effects are expected in terms of metacognition that is the core of self-regulated learning and also positive repercussions in what are known as “non cognitive skills”, “life skills”, “personal skills” or “character skills” that are so relevant for success in 21st century society and that, more specifically, are associated with wisdom and making weighted decisions (González-Torres & Artuch, 2014, Larkin, 2010; Moos & Ringdal, 2012). However, its repercussions are not so clear when acquiring specific content (Walsh, McGuinness, Sproule & Trew, 2010; Larkin, 2010).
A project by:
School of Education and Psychology. Department of Learning and Curriculum.
External assessment: The project has been positively evaluated by: