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Abstract

Much of the theoretical basis is derived from Vygotsky's theories i.e. that higher levels of human cognition are developed in the inter-personal context of cultural transmission. This has been amplified and systematized by Feuerstein and his colleagues, as the theory of structural cognitive modifiability. Also of relevance are many recent Information Processing theories of intelligence and cognitive development, in particular, Sternberg's Triarchic Theory of Intelligence and Borkowski's modification of Campione and Brown's theory of intelligence as comprising the architectural system (the biologically-genetically determined properties necessary for processing information) and the executive system (environmentally learned components that guide problem-solving—comprising knowledge-base, schemes or rules for thinking, control processes and meta-cognition).

This paper amplifies the theoretical base, and then goes on to describe developments to date: the evolution from an intervention at Standard 8 level (Third Year of High School) aimed mainly at the meta-cognitive aspects of problem solving, into a broader programme for Standards 6–9 (First 4 Years of High school) which includes specific training in thinking skills and problem-solving together with curriculum development to include further training within the lessons of school subjects.

The extended TASC programme, aims to develop in the pupils:

certain attitudes towards learning (in all contexts, not only in school), e.g. an active approach to thinking and problem solving, avoidance of impulsivity, perseverence, development of internal locus control and positive self-image

Basic Thinking Skills necessary for making sense of experience whether in or out of school, e.g. stable spatial and temporal elationships, ability to make comparisons and to categorize

Tools for Effective Thinking and Problem-Solving Strategies

Meta-cognition knowing how to and knowing when to use strateg ies.

The extended TASC programme also aims to improve the effectiveness of teachers as facilitators of children's “learning to learn.”

As far as the curriculum is concerned there are short and long term aims:

The short term general aim is to modify existing syllabuses in order to maximise the achievement of the general aims for teachers and pupils.

The long term aim is to reconstruct the curriculum and rewrite syllabuses in order to achieve the general aims for teachers and pupils.

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TASC: A Model for Curriculum Development

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