This is a rare opportunity to see expert live teaching of Let’s Think in English, maths and science.  At ‘Metacognition Live!’ delegates will:

  • Observe Let’s Think tutors teaching lessons in North London schools during the morning,
  • Transfer to Elizabeth Garrett Anderson School for a keynote by Let’s Think author Carolyn Yates,
  • Participate in subject focused metacognition workshops,
  • Hear from Dr Helen Lewis, University of Swansea, on nurturing metacognition with young children.
 On booking, each delegate must select from the following options for lesson observations: 
  • Primary English
  • KS3 English
  • KS1 Maths
  • KS2/3 Maths
  • KS2/3 Science
  • Let’s Think Year R/1

Cost for full day attendance per delegate £150 or £250 for 2 delegates from the same school. Cost for afternoon only attendance at Elizabeth Garrett Anderson School £50 per delegate. Book here.

Professional development

Maths and science programmes

Three Let’s Think Maths programmes will be running in London this year for primary teachers:
  • A six day programme for teachers in Year 1-2: cost £450
  • A six day programme for teachers in Years 3-4: cost £450
  • A programme for Reception teachers with two full days and four half days, including a coaching visit to your school: cost £450
Find out more and book your place.
 A new Let’s Think Science programme will also be running in London this year for primary teachers. This will be a four-day programme and the cost will be £350.  Find out more and book your place.

Let's Think in Hampshire

Over three terms, Sarah Seleznyov will support a cluster of Reception and Year One teachers to teach Let’s Think small group guided activities. The programme launches on 17th September 2019.

Let's Think in English: Leading and Deepening

A one year, four sessions course for teachers leading LTE in their setting and wishing to develop their teaching, leadership and understanding of the programme.

The cost of £250 per delegate is heavily subsidised to make the course affordable. October 16th/17th launch sessions. Please contact Michael Walsh for details and booking at

Memorable, thought-provoking, enjoyable - lessons to transform your English curriculum 

We are providing an introductory course for Let’s Think in English at King’s College London on Wednesday 2nd October.

The day will focus on how Let’s Think in English can help schools respond to the curriculum focus in the new Ofsted inspection framework.
The cost is £50, or free for LTE Network members. Click here for more information. 

Let's Think Day - 29th January 2020

Ruislip High School is a Let’s Think accredited secondary school described by the Let’s Think board of trustees as ‘a model of good practice’. The school has taught Let’s Think lessons in English, mathematics and science since 2011. 

We would like to invite colleagues to join us on Wednesday 29th January 2020 to learn more about the Let’s Think approach, observe cognitive acceleration in action and have the chance to speak to practitioners. Click here for further information and to book a place.


Do you want to get involved? 

Are you an experienced Let’s Think practitioner who is interested in getting more involved with Let’s Think?  The Let’s Think Forum is a registered charity led by a group of academics, teachers and tutors.  You can find out about our members here. We meet three times a year to develop and deepen our own understanding of Let’s Think and to take important decisions about how best to further the cause of the charity.
If you have time to get involved with us, please contact

Are you interested in CASE?

In response to many schools revisiting and seeking help to start with CASE we are launching a discussion group. CASE is long established so we now need a flexible forum that supports new and old advocates and

one that facilitates the further development and evolution of CASE. It is envisaged that this forum will be the first port of call for those who are new but it will also carry out its activities in a way that is comparable with Let's Think pedagogy with challenging content and problems and space for social construction. In this way the network will encourage the involvement of keen practitioners, and old friends, who have always been the life blood of the approach. The network will be a collaborative space for tips, shared practice, research and information that broadens and extends thinking beyond the Let's Think approaches.
The CASE network will be active from June 2019, so please email Alan Edmiston if you would like to be part it.

Research and Reading

The effects of metacognitive training versus workedout examples on students' mathematical reasoning

Kramarski and Mevarech (2010) explored how “metacognitive training” compared with “worked-out examples” training influenced the learning of Grade 8 (UK Year 9) Israeli mathematics students.

Their results seemed to mirror many Let’s Think programmes and also raise questions about the claimed power of worked examples as predicted by Kirschner, Sweller and Clark (2006). Clearly the metacognitive training was strongly guided but from their descriptions it used elements of social construction, discovery and highly structured group work.

Results: Within cooperative settings, students who were exposed to metacognitive training outperformed students who were exposed to workedout examples on both the immediate and delayed posttests. In particular, the differences between the two conditions were observed on students' ability to explain their mathematical reasoning during the discourse and in writing. Lower achievers gained more …..”
A very interesting question they addressed was how the mechanisms of discourse were the key variable in the greater success of the metacognitively trained students.

Kramarski and Mevarech (2010) p464
“How did the mathematical discourse assist in increasing students’ mathematical knowledge under each condition? The findings of the present study indicate that the mathematical discourse had at least four interrelated roles in increasing students’ knowledge. First and foremost, under all conditions, the mathematical discourse led students to reread the problems several times until all pieces of information were gradually discovered, as noted in the above transcripts. Second, the mathematical discourse raised cognitive conflicts which in turn encouraged students to discuss the conflicts and suggest ways for resolving them”
Kramarski,B, Mevarech, Z (2010)  The effects of metacognitive training versus worked‐out examples on students' mathematical reasoning,  British Journal of Educational Psychology, Volume73, Issue4,

Myths of early math

Clements and Sarama give a really clear overview of certain myths about maths in the early years, which corroborate the selection of mathematical schema and the approaches taken in Let’s Think Early Years, for example:

“… young children can engage in mathematical processes, such as persevere in solving problems, reason and communicate about their reasoning, and search for and understand different kinds of patterns and structure”
“children who learn mathematics with intentional activities are more likely to engage in higher-quality socio-dramatic play during free-choice play time.”
Clements, D. and Sarama, J., 2018. Myths of early math. Education Sciences, 8(2), p.71.

EEF Improving Literacy in secondary schools

The Let’s Think team are encouraged to see the inclusion of Accountable Talk as one of the 7 key recommendations for improving literacy in secondary schools.
Accountable Talk is the trademark for a series of programmes developed in the U.S. by Lauren Resnick that have a strong theoretical and research link to Cognitive Acceleration programmes.  To build the cognitive architecture needed to do well in an academic discipline, students and their teachers need to be accountable to their community, to the way knowledge is constructed and to patterns in reasoning.

The Accountable Talk Sourcebook and guidance leaflet are widely available to download free of charge.
Resnick, L., Asterhan, C. and Clarke, S. (2018). Accountable Talk: Instructional Dialogue that Builds the Mind. Educational Practices Series. [online] The International Academy of Education and the International Bureau of Education. Available at:
Accountable Talk, Resnick et al, handbook, videos, resources.

Interview with...

Jaenn Tschiffely

I taught for nine years in a one room school for children from age 5-14. In this setting I was able to witness the changes in reasoning and thinking that come through natural development as I had learned at University when studying the theories of Piaget. Additionally the Vygotsky’s ideas of social construction and group ZPD were on display daily. 

So, when I heard about Let’s Think from a colleague who had been trained and used it for many years, the ideas resonated with me immediately. 
I was especially excited to hear about the English program as my assignment at the time was teaching EAL in an international school in Switzerland.  My Master’s thesis had been on developing curriculum for students in upper elementary to middle school who were new to the language of instruction so that they would not miss that critical time to transition from concrete to formal operational thinkers.  I had posited that language was a critical part of this development and was difficult for children new to the language of instruction and often delayed their development.
In Switzerland we were able to secure funding for the Let’s Think in English training for one year through an action research grant available through our school.  Additionally, I made the decision to travel to London once every two months for training in Let’s Think Maths.  
Even with my background, I found much about the training challenging, most specifically butting out and letting the children develop their understanding together, only intervening to ask the questions that would help them recognize misconceptions and develop their thinking.  I found listening closely to the students exciting, but exhausting.  Because of my role in the school I was able to team teach with both 5th and 6th grade teachers (ages 10-12) in my school and found myself able to teach three to five English lessons per week. This team teaching with another teacher receiving training meant that there were two of us in the room to listen and was very helpful in developing our skill using the methodology.
This immersion in Let’s Think methodology also impacted my approach to the professional development I was involved in providing in our school.  This brought awareness to the methodology for teachers not involved in the action research.  Soon I was able to wrangle invitations to teach in Grades 2 and 3 as well.  I began to add the maths lessons as I was progressing in my training with this program.  
When I left Switzerland for Dubai and another international school I took my training in Let’s Think with me and continued to teach in classrooms with other teachers and to use the methodology when presenting to colleagues.  And again when I returned to the US to teach on the Native American reservation.
My primary role has been to provide English instruction for students whose mother tongue is not English in schools where English is the language of instruction.  I am currently teaching in Singapore and am including Let’s Think in English in my instructional plan.  I continue to keep the reasoning pattern in the front of mind when teaching, but also am aware of my primary responsibility to provide English instruction.  Let’s Think provides ample opportunity for the students to develop their understanding of academic vocabulary.  I hear my students who are new to English using the words claim, evidence, inference and speculation.  Along with my instructional assistant, we have found ways to scaffold the vocabulary necessary to understand the stimulus.

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