Evidence of the benefits of Let’s Think through science!

In the trial schools in Hammersmith and Fulham and in Harrow, teachers and pupils were
overwhelmingly positive about these methods of teaching. Positive effects can be seen by
accessing schools’ Ofsted reports: these refer directly to the programme, and to pupils’ use of
talk, questioning and collaboration.
Finally, here are some of the many very positive remarks made by teachers in response to
the questions on their final feedback forms at the end of the trialling.
How has this programme affected your classroom practice?
• ‘I was always nervous of teaching science, but now I have learnt to let the pupils discuss
more openly without my intervention.’
• ‘ When I joined the programme, I … enjoyed teaching science but … wanted to give the
answers. It has helped me to develop my questioning skills and my ability to encourage
pupils to think for themselves:
• ‘I don’t settle for a “yes” or “no” answer so often now: I like to ask them “Why?” or
“How?”‘
• ‘It has enhanced my ability to maintain an open, comfortable learning environment where
the pupils feel safe in expressing their ideas’
• ‘ My expectations of the students have led to me teaching science with great enthusiasm’
• ‘It has helped me to encourage pupils to reflect on what they say and to verbalise their
thoughts/reasoning’
• ‘I feel I now give all my students, instead of just the ones with their hands up, a greater
opportunity to share their own ideas’
• ‘I feel like a better teacher.’
Has the programme had any effect on your pupils’ learning and social behaviour?
• ‘They are more ready to learn from each other rather than seeing this as “copying ideas”
• ‘They are more willing to comment on what others have said and challenge ideas that they
don’t agree with’
• ‘Their understanding and acceptance of the importance of listening has really improved’
• ‘Pupils are more aware of how they reached a decision or changed their mind’
•They are more able to express themselves, not so worried about right or wrong answers!
• ‘They enjoy talking about themselves as “thinkers’:
• ‘Pupils who lack ability and confidence, in areas such as literacy, have been able to
demonstrate their intelligence verbally, which has possibly changed their [peer perceptions]:
• ‘The high-ability pupils in my class have been stretched in ways that they don’t always
experience in day-to-day lessons’
• ‘Generally there is a greater willingness to work cooperatively in groups and they have learned ways of doing this without killing each other!’
• ‘I have seen evidence of pupils working together and cooperating as a “group” — bringing to
light the difference between this and sitting at the same table in a group of six, which we
often say is group work but actually involves very little real interaction’
• ‘I believe that it has helped one particular child in my class who had problems with social
interaction — particularly as he no longer responds aggressively when other pupils disagree
with him:
Research into measuring the effects that Let’s Think through Science! for seven- and eight-year-
olds and Let’s Think through Science! 8 & 9 have on pupils’ cognitive and scientific
development, and also the impact that the related professional development has on teachers’
classroom practice, is currently being carried out. Analysis of the quantitative and qualitative
data produced from this will be made available once the research is complete.

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