An Integrated Framework for Thinking About Learning

Abstract

Recent theories and definitions of giftedness and talent take a broad view of cognition, as well as taking account of the conative, affective, and situational aspects of learning. There is also a growing body of research which suggests that thinking skills approaches can be effective in helping to create powerful learning environments and in helping individuals to maximise their potential. We believe that broad-based taxonomies, models and frameworks for understanding the processes involved in thinking and learning should inform both the identification of gifted and talented individuals and the planning of appropriate educational experiences. In this paper we put forward an integrated framework which draws on educational, psychological, philosophical and sociological work over the last half-century and helps provide for course designers, teachers and learners a ‘language for thinking about learning’. We illustrate how this framework can be used to deepen understanding and improve management of the multi-dimensional aspects of successful learning.