“What appealed initially was the explicit way of teaching specific thinking tools. There is a huge focus and push on ‘teaching thinking’ but what does that actually mean? I did my teacher training within the last 10 years and I certainly didn’t cover this area. Mind Lab gives us a specific framework and curriculum to follow so we know that all children are getting certain aspects/tools as they move through the school. We are also a very technology rich school and the idea of children working in the analogue mode – in a non digital way appealed as a way of providing balance. I have always been big fan of board games that develop strategic thinking. I know my own children have benefited greatly from playing these types of games and they have always enjoyed them – it seemed clear that this would be hugely engaging for children – and it certainly is!!!
Melinda Bennett, Principal, Ahuroa School
“At Cockle Bay School we are always seeking top quality learning programmes to enhance our classroom curriculum. In Mind Lab we have discovered one of the best researched, well structured and professionally presented programmes currently available in New Zealand.
The Mind Lab methodology allows us to develop our students’ Emotional Skills, Cognitive Skills and most importantly Social Skills. These skills are essential if our students are to become lifelong learners. We are proud to be associated with Mind Lab NZ”.
Darrel Goosen, DP Cockle Bay School
“While ‘thinking’ is identified as one of the Key Competencies and the NZC on p38 talks about ‘opportunities for doing this can be integrated into existing programmes of work’ at Kedgley we are also interested in looking at stand -alone specialised programmes that are clearly constructed/targeted at the competencies.
The school has invested heavily in ICT, but is aware that the research abroad (particularly UK) show no improvement in student achievement. High engagement – yes. But the jury is still out on achievement.
During 2008 Kedgley is trialling Mind Lab with one Yr 8 class. The students in this class are starting to apply the ‘thinking skills’ acquired in their Mind Lab lessons to other situations within the wider context of everyday school life.
The school is now looking at how it will deliver the Mind Lab curriculum across the whole student body”.
Paul Murphy – Principal, Kedgley Intermediate
“Offering the Mind Lab Thinking course as a part of our curriculum has been viewed by our school as a great addition to the Thinking curriculum already offered at Vauxhall.
The Mind Lab thinking strategies are closely aligned with our already established thinking programme and allow our students to draw on a wide range of tools to reflect, to ask questions and to challenge the basis of perceptions.
The games are fun, the children are engaged in the learning process and the teachers are energetic and committed to the pedagogy of thinking”.
Aaron Kemp – Principal, Vauxhall School
“I first heard about Mind Lab from some literature I came across in my professional reading. Almost simultaneously a member of my staff attended a presentation session for teachers on the North Shore. She came back full of enthusiasm for the concept and the potential to enhance learning.
We see the Mind Lab programme as a credible learning support and enhancement opportunity. Children are immediately attracted to the vehicle of challenge through games which can fully engage them in the thinking and developing of problem solving skills.
Children also learn to problem solve and compete in a collaborative and cooperative way. The group dynamic which operates in the sessions is a powerful learning strategy as children are able to learn very successfully from each other”.
Bruce Julian – Principal, Target Rd School
“Puhinui School has been looking forward to extending our thinking skills programmes to reflect the key competencies in the New Zealand curriculum.
We wanted learning experiences that would challenge our students in an authentic context in order to learn and discuss the skills and strategies for self management , social interaction and debate and critical thinking.
We were aware that Mind Lab was being trialled at Kedgley Intermediate and after talking to the Principal Mr Paul Murphy we decided to trial the programme with a group of year 5 students with the view to extending it in 2009.
So far we have been impressed with;
- the enthusiasm and engagement of the students participating
- the quality of discussions and debate ensuing from the designed activities,
- and the quality and preparedness of the presenter.
Teachers have been released on a rotational basis to observe our students in operation so we can make an informed decision as to where to next”.
Kevin Hornby – Principal, Puhinui School
Mind Lab has been an extremely positive experience for students at Stella Maris.
The enthusiasm of students each week they enter their Mind Lab session, is testimony to the high level of student engagement in the programme. Skills taught in Mind Lab are comprehensive and this is one of its great appeals. It teaches thinking, social and co operative skills all within the context of a natural child centred environment, that is, playing a game.
At Stella Maris, we have a curriculum based on inquiry based learning, so challenge, reflection and provocation are part of our everyday approach to learning because of this, Mind Lab sits naturally alongside our ‘Thinking Curriculum’ and is now, an essential and invaluable part of our school’s teaching and learning toolbox.
Christine Smith – Principal, Stella Maris Catholic School
We originally introduced Mind Lab as part of our gifted programme, but have expanded our involvement to include a wide range of our students.
The Mind Lab programme offers our students an opportunity to utilise thinking skills and to engage in problem-solving activities that expand their perception of themselves as successful learners.
The feedback from both students and parents has been very positive.
Sue Goodin – DP, Redwood School
“This has been a new experience for both the children and I, one that we are all enjoying more as the year goes on. The children are more than enthusiastic when participating in all Mind Lab activities (including some of the more timid members of the class). They are beginning to use some of the strategies they are learning in other areas of their schooling; some of them subconsciously.
The strategies the children are learning have been used in both the academic side of school as well as in social aspects.
A particular instance that springs to mind recently is a basic facts test that we have with 50 questions and a time limit of 6 ½ minutes to complete as many as possible. The children immediately thought of using the Process of Elimination thinking tool, so they could answer all the questions they know before answering the other questions. The children had to achieve 40/50 to proceed to the next level, almost all the class proceeded to the next two levels. When marking each test, I noticed as the questions got harder there were more spaces as the children had gone through and quickly identified the equations they already knew, leaving them time to work out the other questions.
The children have discovered some great language during Mind Lab sessions also. They have discovered the difference between crucial and trivial. This has helped them deal with difficult situations in the class or playground with other children as well as them being able to prioritise their work to get it completed. I also find myself referring to this concept as well in school work and home.
I think I’m allowing the children to think more for themselves in their learning, as I discover that they are more than capable of working through situations and asking for help if they need it. I am learning that I do not necessarily need to be the one passing on information, rather the strategies or tools for the children to use themselves. During our topic this term I have noticed that I have been less structured about how work is completed as I am aware that the children may be processing things differently to me or other class members.
I think there is a shift in both my thinking and the children’s thinking and I am beginning to see more independence from them. The children are beginning to use some strategies in everyday work that reflect Mind Lab thinking tools.
The children also enjoy sharing these experiences with others. We had an extra class with us for a short period of time and the children taught the other class the Submarines game, as they were teaching I could hear them talking about the different strategies that can come in useful for them”.
In reading comments we received from students we were able to see firsthand the direct impact that Mind Lab was having across their lives at school and at home.