abstract - habitsofmind.org - ic… · web viewwalk around the school on any thursday morning and...

Building a Thinking and Learning Community: One School’s Story

Richard Owens, Woodleigh School, Australia

Abstract

This paper focuses on the process of building a learning community based around the Habits of Mind at Minimbah, the Junior Campus of Woodleigh School. It explores the research basis that informed the development of the implementation plan, along with challenges and tensions involved in leading such change in a successful school with a reputation for focusing on the whole child. Importantly, the paper draws directly upon the insights provided by teachers, students and school leaders in relation to their own learning about the Habits of Mind. The paper concludes with some reflections on the future for Habits of Mind at Woodleigh.

Correspondence: [email protected]

International Conference on the Habits of Mind - Towards a Thinking and Learning Community

Thursday Morning Assembly

Walk around the school on any Thursday morning and all you would see is an unmanned front office,

a vacant staffroom, empty classrooms and a silent playground. For a time, you would be forgiven for

considering the school deserted - until you heard the unmistakable sounds of many children’s voices,

all talking, laughing and singing. Following the sounds would lead you down to the school hall -

standing room only at the back - with parents, teachers and students jammed in to join together for

another weekly assembly. This weekly ritual is not the staid formal function that you would expect to

see at an independent school; but rather a joyous, and often even raucous, celebration of everyday

student life and learning at Minimbah, the Junior Campus of Woodleigh School.

Teachers rarely take centre stage on Thursday mornings. Instead, students present collections of

skits, songs, speeches and plays that tell of their lives and learning over the previous few weeks at

school. Each year level in the school from the Early Childhood Centre’s four year olds to the senior

Year Six students take their turn, with parent attendance most always resulting in a full house. The

student presentations each week are diverse, often quirky, and sometimes filled with a mischievous

sense of humour.

If you were to watch the different classes present their items over the course of a term, you would

be struck, at first, by the wildly varied focus of each assembly. After a while, however, certain

themes would become familiar and shared understandings would begin to emerge from amongst

the myriad of different student voices and performances on display. You would see begin to see

children that are not only sharing what they have learnt about the different topics under their

investigation, but also the ways in which they were thinking while they were learning. You would see

students reflecting upon the effectiveness of the different learning strategies they selected for

approaching tasks. You would see students celebrating the ways in which they have got better at

using the different dispositions they employ for learning and also projecting forward as to how their

new understandings of themselves as learners might help them in the future. By attending the

weekly assemblies, you would be gathering together an insight into the dynamics and ongoing

development of a Thinking and Learning Community at Woodleigh School’s Minimbah Campus.

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Woodleigh School

Woodleigh School is a small, semi- rural, independent school located on the Mornington Peninsula in

Victoria, Australia. The school is spread across two campuses, comprising of a Junior Campus

(Minimbah, K – Year 6) and a Senior Campus (Woodleigh, Years 7 – 12). While maintaining a fine

academic reputation, the school is also firmly committed to the development of the whole child.

Emphasis is placed on the development of students who are independent, open-minded, resilient

and socially responsible. Woodleigh has a strong reputation for taking on students who have

difficulty in fitting into more traditional school settings, along with wider acknowledgement for the

development of some innovative and unique academic programs. While the school’s philosophy is

built around the three R’s – respect for self, respect for others and respect for the environment – the

student-centred focus of the school is perhaps best summed up in the advice given by one of the

school’s most influential principals, Michael Norman (1982) – ‘We ought never to do for young

people what they, with a struggle, could be expected to be doing for themselves.’

The State Context

The implementation of the Habits of Mind at Woodleigh is set against the wider background of a

climate of change for schools across the State of Victoria. The education sector in the state

undertook considerable reform in response to the introduction of the Victorian Essential Learning

Standards (VELS) in 2005. The VELS Framework is composed of three, equally important Strands for

student learning. The Physical, Personal and Social Learning Strand focuses on developing

knowledge, skills and behaviour in the areas such as Health, Physical Education, Civics, Personal

Learning and Interpersonal Development. The Discipline-based Learning Strand focuses on the

development of knowledge, skills and behaviour in traditional academic areas such as Mathematics,

English and History. The Interdisciplinary Learning Strand focuses on the development of knowledge,

skills and behaviour that can be transferred across a range of learning areas, such as Thinking and

Information Technology. With the teaching of thinking processes and learning dispositions an explicit

part of the state curriculum framework, there continues to be a noticeable movement in schools

across Victoria towards the work of educators like Costa and Kallick (2000), Marzano (Marzano and

Pickering 1997) and Ritchhart (2002) who have focused on the development of thinking skills and

effective student dispositions.

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A Spirit of Change

The Habits of Mind were not adopted at Woodleigh as an isolated attempt to target social skills or

improve student resilience within the school, but rather as part of a broader vision for the reform of

teaching and learning. The Habits of Mind were seen as offering a common language for the further

development of a school-wide community already devoted to the promotion of effective thinking,

openness, independence, life-long learning and social responsibility. The motto of Woodleigh is ‘A

School of Independent Thought’ and it is a slogan that reflects the school’s deep commitment to the

individual needs of each student. With the adoption of the Habits of Mind, the school was looking at

entering into a reform process that honoured its traditions and philosophies, while staking out fresh

areas for inquiry and investigation that could carry it forward into a new era.

The evolution of the Habits of Mind at the school began in late 2006, with new appointments being

made for the leadership of professional learning and curriculum development at both of the school’s

campuses. A key goal for the school was the development of a ‘Thinking Curriculum’. While a range

of well-established, innovative programs that promoted thinking were already in existence at the

school, what was lacking was the cohesion of a clearly articulated vision and shared approaches that

could help to unify the efforts of the school’s teachers and more precisely target improvement in

student learning. The Habits of Mind were seen as offering a common language that could help

bridge these gaps and provide a universal foundation for the further development of the curriculum.

The decision was made to launch the staged implementation of the Habits of Mind within the school

at the Junior Campus. The idea was to create a kind of ‘pilot program’ that could test and develop

some structures and processes for working with the Habits of Mind that could later inform the

strategies used for wider implementation across the whole school. The Junior Campus seemed like

the right choice for a number of other reasons, including the small staff size (11 full time teachers,

plus a number of part-time and sessional staff), the traditional focus of primary teachers on all

aspects of their students’ development and the fact that I held responsibility for teaching and

learning at the campus and had a background in leading work with the Habits of Mind in a previous

school.

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The Thinking Curriculum model

The Habits of Mind are seen as an integral component of the school’s broader conception of the ‘Thinking Curriculum’. The model in use at the school draws upon the work of a number of influential educators in the field of thinking, including Costa and Kallick(2000), Ritchhart(2002), Perkins(1992; Perkins and Salomon 2001) and Marzano (Marzano and Pickering 1997). It is comprised of the following key parts -

Subject Content: A focus on what is defined by the Standards in the VELS Framework as being essential knowledge and skills within traditional curriculum areas, such as English, Science and Mathematics

Thinking Skills: A focus on explicit and integrated teaching of Thinking Skills, such as Comparison or Decision Making, with the intention of allowing students to develop transferable skills and also be directly involved in the construction of their own understandings

Performance Tasks: A focus on the application of students’ skills and knowledge to the completion of rich and challenging tasks that involve problem solving or engagement with real life situations and issues. Performance tasks are seen to help to drive the curriculum forward, promote higher levels of engagement and reveal insight into the depth of student understanding of a given topic

Disposition: A focus on the development of students’ ability to become self-monitoring, self-managing and self-directed in their learning through the development of effective dispositions (Habits of Mind)

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THE THINKING CURRICULUM MODEL (Costa 2001, Marzano 1997, Perkins 2001, Harpaz 2007)EFFECTIVE LEARNING DISPOSITIONS – Habits of Mind, explicit, infused, developmentalPERFORMANCE TASKS – transfer of knowldege and skills, problem solving, real life situationsTHINKING SKILLS – explicit, developmental, interdisciplinarySUBJECT CONTENT – essential knowledge and skills


The Research Background

The implementation of the Habits of Mind at the Junior Campus was informed by my own ongoing

research into the development of professional learning communities. As part of my post-graduate

study, I had examined the ways in which the development of a professional learning community had

supported teacher leadership and learning in the implementation of the Habits of Mind in my

previous school. The research findings from this first case study helped to shape the approaches and

strategies adopted when introducing the Habits of Mind at Minimbah. For these reasons, it is

worthwhile spending some time exploring this research background and its implications for ongoing

practice and research at Woodleigh.

School Context

The research project was based at a large, multi-campus school in Melbourne, Victoria of around

2,500 students. For administrative and teaching purposes, the respective campuses were divided

into separate Junior, Middle and Senior Schools. The geographical distance between each campus

presented ongoing challenges to the effective management of both professional learning and

curriculum development at the whole school level, with factors such as travel time and staff logistics

requiring constant, careful consideration. In addition, further challenges were presented through

the division of staff work into sub-schools. Although such an organizational strategy did also allow

for a certain level of teacher collaboration and exchange, some difficulties associated with this

division included the balkanization of the staff into special interest or year level areas and a lack of

opportunity for ongoing exchange between the different sub-schools.

Description

The research project was focused upon a curriculum development initiative that I ran over the

course of a year at the school. The program was designed to support the implementation of Costa

and Kallick’s Habits of Mind and to help teachers’ explore the links between this work and the

Victorian Essential Learning Standards. The workshops were initially targeted towards Middle School

teachers (Years 5 – 8), however, attendance was open to all teachers on a sessional, interest-related

basis. Via the school’s intranet, upcoming workshops were advertised, with the focuses for each

session detailed and teachers able to come along to whatever workshops specifically caught their

attention. The workshops drew interest from teachers at each of the campuses and from all

teaching levels within the school, with participation eventually widening to include the attendance

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of educators from a number of other schools, both locally and internationally. The number of

teachers attending each of the workshops fluctuated between fifty and one hundred over the course

of the year, with variations subject to factors such as staff availability and the level of interest shown

in a given workshop.

Method

The research study focused on exploring how the development of a professional learning community

could support teacher learning and leadership in the implementation of the Habits of Mind within

the school. The idea was to explore in detail the structures, processes and interactions that

supported teacher learning in relation to the Habits, along with the ways in which the learning

community itself could effectively be led and developed. A centrepiece of the research was a series

of interviews that were conducted over the course of the initiative with a collection of participating

teachers. As I held responsibility for leading professional learning at one of the school’s campuses

and was also interested in improving my own practice, my own journal writing and observations also

constituted an important source of data for the study.

Findings and Conclusions

The research study found that the following areas constituted important focuses within the learning

community for supporting teacher learning and leadership with the implementation of the Habits of

Mind -

Developing shared vision, mission and values

Shifting mental models: adopting the Habits of Mind

Evolving team learning: processes and practices

Distributing leadership for action and change: supportive and shared

Investigating and applying systems thinking

Improving professional practice: developing and diversifying teaching pedagogy


The shared understanding of and commitment to the Habits of Mind emerged principally through

the sustained, collaborative inquiry of staff involved in the community. My own role as the formal

leader of the community was important in terms of establishing a shared focus through introducing

the Habits of Mind to the school and in providing the time and space required for teachers to

regularly meet and work together. Sustained, collaborative inquiry into both student and teacher

work with the Habits of Mind allowed the staff to explore each others understandings and values,

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leading towards the emergence of common beliefs and a shared commitment to working with the

Habits of Mind in the school.


Teachers participating in the community consistently spoke about the importance during the

implementation of having the time to explore what the Habits of Mind meant in their own lives. The

ability of the teacher to establish a personal connection with the Habits of Mind was found to be a

determining factor in their eventual professional uptake of the Habits in the classroom. Ongoing

professional dialogue was found to play an important role in allowing teachers to surface, articulate

and test their professional beliefs, with personal reflection upon such discussions often leading to

different ways of seeing classroom practice in relation to the Habits of Mind.


The central focus of the learning community upon teacher participation in an ongoing, collaborative,

action learning cycle was found to play a crucial role in developing small teams and in supporting

their learning. From a leadership perspective, the ‘action’ element of the work ensured to a degree

that the participating teachers remained focused on issues related to the impact of the Habits of

Mind on everyday student learning and their own regular classroom practice. Teachers reflected that

over time they found themselves spontaneously engaging in a ever widening variety of collaborative

enterprises focused on the Habits of Mind that greatly increased the scope and focus of the original

community.


The distribution of leadership was proven to be crucial as regards sustaining the development of the

community and in terms of the diversification of the focuses for its ongoing work. The provision of

opportunities for teachers to take on leadership roles during large, formal workshops helped build

individual confidence and supported a transition in the way teachers saw themselves. Teacher

leadership also saw the foundation of small interest groups based around faculty or year level

groupings that broadened the scope of the community’s work and allowed for the development of

more specialised applications of the Habits of Mind. At a more basic level, due to the rapid growth of

the community, the willingness of teachers to take on the pedagogical leadership of the community

allowed me to focus on rapidly increasing administrative demands.

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The research showed that the application of systems thinking strategies helped target and reform

school structures and processes that inhibited teacher learning and leadership. The alignment of

teacher and leadership learning, in particular, was to prove pivotal in the successful development of

the community and in the spread of teacher practice incorporating the Habits of Mind. The lack of a

wider appreciation of the systems thinking approach and the learning that was being generated

within the community by the senior leadership of the school can also be seen to have led to the

eventual closing down of the community.


The data collected during the study revealed that the characteristics of the learning community

supported teachers to experiment with, reflect upon and diversify their professional practice.. The

participating teachers in the study each stated that they felt their ongoing work within the

community with the Habits of Mind enabled them to promote the development of effective learning

dispositions amongst their students and that students had improved their ability to become more

self-directed with their work as a result. Each teacher also reported that participation in the

community had changed the way they viewed their own role and their everyday practice. While the

gathering of data regarding the direct impact of the Habits of Mind on student learning lay beyond

the scope of the research study, a common feature of discussion amongst teachers during the study

was on how the infusion of the Habits of Mind within their practice had allowed them to focus on

teaching the whole child.

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Key dimensions of the Professional Learning Community – Case Study One







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Key dimensions of the Professional Learning Community – Woodleigh, Minimbah Campus







Improving Student Learning

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Woodleigh – Minimbah Campus

An Implementation Overview

In launching the implementation of the Habits of Mind, the approaches taken at the Junior Campus

were informed by the findings from the previous case study. During the 6 month planning and

preparation phase of the initiative, a small and informal reading group developed, with some

classroom trials focused on introducing the Habits of Mind resulting from this initial engagement at

different year levels across the primary school. The planning and preparation phase at the Junior

Campus was important in terms of building support and understanding amongst the leadership

group for the initiative and in determining where the Habits could fit within the wider curriculum

and school philosophy. A formal launch was held late in the year, as a way of raising awareness of

the initiative, with staff from both campuses in attendance.

The following year, the focus switched to the commencement of an ongoing action learning cycle,

supported by regular workshops held on curriculum days at the start of each term. James Anderson

was approached to establish an ongoing relationship with the school as a consultant and ran a series

of workshops designed initially to develop a shared understanding of the Habits of Mind amongst

staff. As the year progressed, the focus of these workshops switched to include additional focuses

such as strategies for introducing, infusing and assessing the Habits of Mind. Regular staff meetings

were devoted to collaborative planning of lessons and units that infused the Habits of Mind, with

teachers taking what they had developed back to trial in their classrooms. Student work samples

from different classrooms were bought back for further discussion and reflection, with the learning

that evolved from these meetings informing future practice across the school. The action learning

within the school has now progressed through several cycles, with consideration of the

developmental growth of focus Habits of Mind an explicit part of the planning process at several

year levels.


At Minimbah, the momentum of the formal workshops and staff meetings has been complimented

by the impact of the informal professional dialogue and spontaneous exchanges between staff,

students and parents that have grown up around the Habits of Mind. The Habits of Mind have

offered a shared language for discussion regarding the development of effective learning

dispositions in the school and have helped provide a shared portal through which the various

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stakeholders in the school can view the development of both the ‘Thinking Curriculum’ and a

‘Thinking Community’. The language of the Habits of Mind has found its way onto walls, into

curriculum documents and across the pages of meeting agendas until it has become a familiar part

of the school landscape.

On a recent day, I visited the lower primary wing during the morning and saw a Prep (5 year old)

class discussing how they needed to ‘Think Interdependently’ whilst collaborating on a series of

literacy tasks. Over lunch, I had one of the instrumental music teachers share a draft of some of his

mid-year reports with me. Where previously he had only focused on the students’ musical

achievements, the teacher now included direct comment, using the language of the Habits of Mind,

on the dispositions his students were using for engaging with their learning and with each other

during their lessons. During an afternoon meeting, a group of upper primary teachers discussed the

development of a new pastoral program for their students, with conversation centred on which

Habits of Mind were of the most crucial importance for the development of a supportive

community. A long day concluded with a pre-school information night, with parents engaged in a

forum on their hopes and dreams for their children as they began their schooling. As parents talked

with the Head of the Campus about how the school equipped its students to deal with life’s

challenges, his reply again drew upon the Habits of Mind and how the school was focused on helping

students develop the dispositions they needed to become life-long learners. Listening to the

discussion, I couldn’t help but agree with him and think about the multitude of ways in which the

Habits of Mind had helped create shared vision, mission and values within the school.


One of the most challenging aspects of the school’s journey with the Habits of Mind to date has

been dealing with resistance from different teachers from within the school. While adopting the

Habits of Mind within all classrooms has never been a mandated policy, some teachers have felt

threatened and uneasy with the change. A number of reasons were put forward early by resistant

teachers, ranging from a general dislike of ‘more change and more work’ through to deeply felt

philosophical opposition to the integration of non-academic goals within traditional subject –based

teaching time. Rather than confronting these teachers, the approach was taken to continue to leave

open the space for dialogue with these teachers and focus to a greater extent on the wide array of

work being produced by the teachers who had chosen to engage with the Habits. The experience of

the case study was particularly valuable in this instance as research showed that teachers needed to

find their own way into an understanding of the Habits of Mind and their place in their own

professional practice.

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One of the most powerful forces for shifting mental models within the school has been the work and

voices of the students themselves. With student work incorporating the Habits of Mind on display

around classrooms and students regularly including reflections on specific Habits within their

assembly items and at school events, many teachers have suggested that it has been through

working with and listening to students that they have discovered the true value of the Habits of

Mind for their own professional practice. In essence, part of the challenge in working with resistant

staff has been in learning to respect and accept their individual decisions, while leaving the doors

open should they wish to engage with the work being generated within the school. With the Habits

of Mind becoming an increasingly important part of the school culture, however, the leadership

team has also started to move towards incorporating an understanding of or willingness to take on

the Habits of Mind being one of the conditions for employment at the campus.


During the first 18 months of the initiative, the focus of the campus’ work with the Habits of Mind

was mainly focused on whole school workshops and meetings designed to establish a shared

understanding and some common approaches for working with the Habits of Mind. As time

progressed, however, teachers began to come forwards as individuals or in small groups and express

their interest in taking their work with the Habits in new directions. Over the past 18 months, two

members of staff have undertaken additional training outside of school time after expressing their

interest in helping to lead the school’s work with the Habits of Mind. They have since become the

nucleus of a small group of teachers working on a more detailed and long-term plan for the ongoing

development of the Habits within the school. At the lower end of the school, another small group of

teachers have commenced an action research project examining how the Habits can support the

development of a social skills program, while at the upper end of the school work continues on

building a new approach to pastoral care built around the Habits of Mind. While the whole school

approach was important in establishing a common foundation, the distribution of leadership has

resulted in the infusion of the Habits of Mind into an ever-widening number of areas beyond my

dreams from when they were first introduced.

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Australian researcher and academic Gary Hoban (2002), amongst others, reminds us that if we want

to create a productive and supportive learning environment for students, we must also strive to

create the same sort of conditions for all staff, including school leaders. The adoption of the Habits

of Mind within a school is not an easy, simple or quick task and the findings from my initial research

emphasize the importance of developing systems that align the learning of school leaders and

teachers as a means of supporting and sustaining complex change. For the leadership team at the

school regular and ongoing participation in the workshops, meetings and planning sessions related

to the Habits of Mind have ensured that decisions and future planning at the school is always

informed by a close understanding of the work being undertaken each day within classrooms. The

allocation of meeting times, focuses for professional development and the setting of new directions

within the school has increasingly become a matter of responding to the voices of teachers, the new

directions set out by their learning and their direct identification of the needs of out students.

At another level, the leadership group has also devoted time to exploring the meaning of the Habits

of Mind for their own practice. Metacognition was seen as an interesting place to start due to the

way it can be regarded as a kind of meta-habit – the essential Habit of Mind with which we need to

engage if we are to effectively consider other productive dispositions and ways of thinking. The

seminal work of Argyris and Schon (1978) on the learning organization is interesting in this regard. In

their writing, these authors differentiate between two different types of learning that can occur

within organizations – single-loop learning and double-loop learning. They describe single-loop

learning as focusing on changes of strategies that leave the values of a given theory of action in the

organization unchanged. By way of contrast, double-loop learning is described as learning resulting

in a change in the values behind the theory of action.

One example of a system we have set up to promote the challenging and questioning of our

assumptions and values is the Professional Review. It is an approach that draws upon an process

developed by John Edward and Bill Martin (2005) in their work on developing teacher-centred

schools. The Review is a formal meeting time set aside each year at which teachers and leaders

discuss how they can best support each other and the school in the year ahead. Topics explored in

such meetings include the setting of new directions for the school, professional development plans,

different ways in which teachers can be better supported and focuses for improvement in classroom

practice. The questions and topics explored within the meeting are voted on and set by the whole

staff each year in a series of meetings running up to the reviews. The Review is seen as the starting

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point for an ongoing professional discussion that continues throughout the year and is a process that

helps challenge the thinking and actions that we undertake throughout the year.

Improving professional practice: developing and diversifying teaching

pedagogy

The adoption of the Habits of Mind at Minimbah has had a noticeable impact upon teaching and

learning within the school. The ongoing, collaborative work of teachers has worked to create a

support and knowledge network that helps sustain an ongoing inquiry into the possible applications

for the Habits of Mind within our community. When reading over the reports of a cross-section of

teachers prior to leaving for this conference, I was struck with a kind of epiphany that gave me an

insight into the nature of this change. In report after report, across a range of subject-based and

pastoral areas, it was powerful to notice the consistency with which teachers used the language of

the Habits of Mind to describe the learning dispositions of the students in their care. What was even

more powerful was the fact that these descriptions were often accompanied by the description of

plans and strategies, some of which were proposed by the students themselves, designed to support

ongoing developmental growth with the Habits of Mind.

Improving student learning

At the end of last year, the students who graduated from our Junior Campus attended a special

ceremony traditionally held by the school to celebrate their achievements and symbolically mark

their passing into secondary school. Last year, for the first time, however, students were also asked

to present a folio of their work in an Expo that immediately preceded the graduation ceremony. As

parents, family members and teachers both past and future circulated amongst the displays, the

students talked about the work they had selected and about the insight they felt it revealed into

their own learning. Students reflected on the challenges they had meet throughout their studies and

the strategies they had employed for overcoming these barriers to learning. They shared the work of

which they were most proud and talked about how it had helped them develop as an independent

learner. On an evening where the focus had traditionally focused on the school acknowledging

student achievement, the emphasis had expanded to include the opportunity for students to

showcase and celebrate their ability to self-monitor, self-manage and self-direct their own learning.

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Future directions

Although the school is three years into its journey with the Habits of Mind, it still feels like a

beginning. The initial notion of the development of a professional learning community has expanded

to embrace the idea of a wider Thinking and Learning Community that includes students, teachers,

school leaders and parents. While the school has achieved much over the past few years, a few key

focuses for the further development of the Habits of Mind within the school have emerged,

including –

Design and development of more authentic learning opportunities for parents and the wider

community

Further implementation of the Habits of Mind across the secondary campus

More explicit and specific planning for development of the Habits of Mind in curriculum

documentation across all levels of the school

Revisiting and improving assessment strategies

Incorporation of the language of the Habits in landscape art projects following the

completion of the school’s building program

Development of a long term plan for the Habits of Mind within the school

In addition to continuing with my own role within the school, my research continues with a fresh

focus on examining the learning stories of the teachers, students, school leaders and parents who

are my co-learners within my community. If I had to select a focus Habit of Mind that rests at the

heart of our community, it would perhaps best be summed up in a deep and ongoing commitment

to getting better at Thinking Interdependently.

"There is no such thing as a 'self-made' man. We are made up of thousands of others. Everyone who

has ever done a kind deed for us, or spoken one word of encouragement to us, has entered into the

make-up of our character and of our thoughts, as well as our success."

George Adams, philosopher

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References

Argyris, C. and D. Schon (1978). Organizational learning: A theory of action perspective. Reading, Mass. U.S.S., Addison Wesley.

Costa, A. and B. Kallick (2000). Discovering and Exploring Habits of MInd. Alexandria, USA., ASCD.

Hoban, G. (2002). Teacher Learning for Educational Change. Buckingham, U.K, Open University.

Martin, B. and J. Edwards (2005). When voices are heard that are usually stilled - Teacher designed schools. The Twelfth International Conference on Thinking, Melbourne, Australia.

Marzano, R. and D. Pickering (1997). Dimensions of Learning Trainer's Manual. Alexandria, USA, Association for Curriculum and Supervision Development (ASCD).

Perkins, D. (1992). Smart Schools. New York, Free Press.

Perkins, D. and G. Salomon (2001). Teaching for Transfer. Developing Minds. A. Costa. Alexandria, VA, USA, ASCD.

Ritchhart, R. (2002). Intellectual Character. San Francisco, USA, Josey-Bass.

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