Developing Curriculum for Deep Thinking
The Knowledge Revival
Nearly all teachers and other stakeholders in education pursue a common aim: We want the students whom we teach and guide during their formative years to think deeply about what we teach them. We want them to be able to go beyond their current experiences and have a deep understanding of the world. We want to enable them to thrive and find their path through life, long after their formal education ceases. We want them to be able to think critically, work together, solve problems, read for understanding, and perform many other complex tasks. If we want students to be able to do all this, we should just include it in the curriculum and teach them, right?
In this book, we discuss why this apparently obvious strategy of simply teaching children how to “think deeply” does not work, and we offer an alternative way forward. Insights from cognitive and educational psychology, sociology, and curriculum studies are employed to underpin the current knowledge revival that is being widely observed in education. The authors propose a knowledge-rich curriculum as not only the most effective approach to acquiring both knowledge and complex cognitive skills in school but also as a critical lever to ensure equitable opportunities for all pupils.
To understand how a knowledge-rich curriculum can enhance learning, three overarching principles are discussed: (1) content-richness, (2) coherence, and (3) clarity. These principles are illustrated through practical examples from schools and teachers who have successfully implemented knowledge-rich curricula.
The publication, Developing Curriculum for Deep Thinking: The Knowledge Revival, is the result of collaboration with internationally renowned academics and is available via open access. A Dutch translation is expected by the summer of 2025.
Developing Curriculum for Deep Thinking - The Knowledge Revival
The book
- explains why the seemingly simple approach of teaching pupils ‘how to think deeply’ often falls short.
- advocates for a knowledge-rich curriculum as the foundation for effective knowledge acquisition, the development of complex cognitive skills, and as a means for equitable opportunities for all children.
- combines insights from cognitive psychology, sociology, and curriculum studies to highlight the current “knowledge revival” in education.
- Offers actionable guidelines to create effective knowledge-rich curricula
Authors
Tim Surma, Claudio Vanhees, Michiel Wils, Jasper Nijlunsing, Nuno Crato, John Hattie, Daniel Muijs, Elizabeth Rata, Dylan Wiliam, Paul A. Kirschner
At questions for
- Textbook screening
- Advice on curriculum construction for primary education
- Curriculum screening for primary education
- Keynotes, professionalisation for curriculum professionals