Using LVT with teachers in training

Using LVT with teachers in training has proven very valuable. The need to nurture an understanding of the relationship between words, thoughts and learning is critical as they acquire the classroom skills that enable them to progress towards Qualified Teacher Status. In order to demonstrate this relationship we use LogoVisual Thinking (LVT) kits. In this way the trainees get the benefit of the experience of using this powerful tool as well as beginning to see how it can be used very effectively in their teaching.

In the Merseyside & Cheshire GTP consortium part of the taught programme addresses the notion of Creative Thinking for Better Learning. We look at theoretical aspects of thinking and learning and the relationship these have with the use of language and then look at practical approaches and methodologies that can be used to generate talking and thinking and learning. We address the notion of the ‘thinking classroom’ and how there are a number of components to this when successfully achieved.

Using LVT with teachers in training

The trainees’ understanding of learning processes develops rapidly as their experience grows and it soon becomes clear to them that an important part of being an effective teacher is the ability to create opportunities for learners to use talk, not in a random and haphazard way, but in a way that will allow the discussion of the ideas and concepts that they are learning about meaningfully. The trainees begin to understand the need for learners to make meaning together and that in order to do that time and opportunity for this has to be at the heart of the lesson planning process.

In our guidance to the trainees we stress the importance of the careful planning of thinking episodes within the context of the whole lesson and the fact that these need to be appropriately resourced as part of the learning strategy and that time has to be allowed for these to take place in the classroom.

The principle thinking tool that we use is the LogoVisual Thinking (LVT) kit. This captures the imagination of the trainees and shows just how effective it is at generating and channelling thinking and providing the opportunity for dialogue, for discussion and for interactive learning. Trainees respond very positively and are eager to take the techniques into the classroom. These are some of the responses given when asked what they had taken from the session:

“I gained increased confidence in taking part in in-depth debate, taking different viewpoints into consideration.”

“I could use LVT in PE theory to help students plan and answer questions.”

“I now appreciate how thinking can impact upon learning ヨ engaging learners is the key to how they learn.”

“The simulation was good and showed the power of LVT.”

“I have taken away new ideas to use within LVT which I will be using in my subject area.”

“The text books tell us what we need to do but do not tell us how. This session has been fabulous to help and shape ideas for creative activity in the classroom.

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