Appendix 7 - Possible survey questions that can be adapted for data collection
Using 1-5 scale
1. Most of our students use the ‘language of thinking’ e.g. higher-order thinking, critical, lateral or divergent thinking, analysis etc.
2. Our teachers have a common language for teaching and learning e.g. there is a common understanding of what the term “analysis” means and how it should be assessed.
3. We explicitly teach thinking in our classes e.g. Bloom’s Taxonomy, Multiple Intelligences Theory.
4. Most of our teachers can use at least two (2) thinking tools for assisting students to analyse a topic or issue e.g. KWL, Y-Chart.
5. When our students are asked to perform a task at a specific level of thinking e.g. analyse, evaluate or design, they understand what is required of them.
6. Our school supports brain-based learning e.g. supportive classroom environment, catering for different learning styles.
7. We have a whole-school approach to teaching thinking and thinking skills.
8. Our students learn about the brain and how it processes information.
9. In our classes there is a balance between teacher-directed and student directed learning.
10. Our students are assisted/explicitly taught strategies to support different levels of thinking e.g. how to recall information, how to analyse, how to evaluate and make decisions.
11. Our school allocates time for teachers to meet in professional learning teams to share ideas on lesson planning and delivery e.g. innovations in learning, new technology, research into brain-based learning.
12. Our school has a clear pathway for where we want students to be in terms of their thinking skills throughout their schooling.
13. New teachers are introduced to our Teaching and Learning program during the induction process.
14. Our school has structures in place to enable teachers to receive quantitative feedback on their classroom teaching and learning practices.
15. At our school, the teaching and learning goals are explicit and our teachers are confident in planning and implementing these goals.
16. At least once or twice a year, most teachers have the opportunity to teamteach or have a colleague sit in one of their lessons.
17. Our school has a clearly articulated Learning to Learn program e.g. students learn skills for life-long learning.
18. Our school has developed a ‘repertoire’ of thinking skills that are explicitly taught across all the grades levels e.g. from P–12 taking into account the developmental needs of the students.
19. Our school provides our teachers with a comprehensive range of resources to support quality teaching and learning e.g. Teacher reference, charts, AV resources, access to Professional Development.
20. Our students are explicitly taught the attributes required to be a successful learner e.g. Habits of Mind.
1. Most of our students use the ‘language of thinking’ e.g. higher-order thinking, critical, lateral or divergent thinking, analysis etc.
2. Our teachers have a common language for teaching and learning e.g. there is a common understanding of what the term “analysis” means and how it should be assessed.
3. We explicitly teach thinking in our classes e.g. Bloom’s Taxonomy, Multiple Intelligences Theory.
4. Most of our teachers can use at least two (2) thinking tools for assisting students to analyse a topic or issue e.g. KWL, Y-Chart.
5. When our students are asked to perform a task at a specific level of thinking e.g. analyse, evaluate or design, they understand what is required of them.
6. Our school supports brain-based learning e.g. supportive classroom environment, catering for different learning styles.
7. We have a whole-school approach to teaching thinking and thinking skills.
8. Our students learn about the brain and how it processes information.
9. In our classes there is a balance between teacher-directed and student directed learning.
10. Our students are assisted/explicitly taught strategies to support different levels of thinking e.g. how to recall information, how to analyse, how to evaluate and make decisions.
11. Our school allocates time for teachers to meet in professional learning teams to share ideas on lesson planning and delivery e.g. innovations in learning, new technology, research into brain-based learning.
12. Our school has a clear pathway for where we want students to be in terms of their thinking skills throughout their schooling.
13. New teachers are introduced to our Teaching and Learning program during the induction process.
14. Our school has structures in place to enable teachers to receive quantitative feedback on their classroom teaching and learning practices.
15. At our school, the teaching and learning goals are explicit and our teachers are confident in planning and implementing these goals.
16. At least once or twice a year, most teachers have the opportunity to teamteach or have a colleague sit in one of their lessons.
17. Our school has a clearly articulated Learning to Learn program e.g. students learn skills for life-long learning.
18. Our school has developed a ‘repertoire’ of thinking skills that are explicitly taught across all the grades levels e.g. from P–12 taking into account the developmental needs of the students.
19. Our school provides our teachers with a comprehensive range of resources to support quality teaching and learning e.g. Teacher reference, charts, AV resources, access to Professional Development.
20. Our students are explicitly taught the attributes required to be a successful learner e.g. Habits of Mind.