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Information about the Let’s Think Programmes

Let’s Think lessons aim to accelerate the development of students’ thinking so that they become more intelligent, faster. The programmes involve a set of fifteen to thirty problem-solving classroom activities, delivered over two years, which provide learners with interesting and puzzling challenges. Carefully orchestrated by trained teachers, students tackle the problems collectively, reach their own conclusions, and reflect on the thinking processes they used. As they progress through the graded problems they become more confident, both at solving the puzzles and at knowing when they are ‘stuck’, and seeking help from peers or their teacher. The programmes start from students’ current levels of thinking and extend them through lively scenes of interactions which accelerate the development of their thinking (based on the premise that the minds of children develop through experiences and challenges rather than just maturing with age).

Internationally recognised, peer reviewed research carried out in the 1980s and 1990s at King’s College, London, has repeatedly shown that students who experience a Let’s Think programme score higher than matched control groups in a number of cognitive and attainment tests including GCSE examinations; these include: 

  • measures of cognitive development immediately at the end of the programme and subsequently;
  • the subject matter of the programme (eg. science, mathematics) up to three years after the end of the programme;
  • subjects remote from the subject context up to three years after the end of the programme. For example, students who followed Let’s Think over two years in a science context when they were 12-13 years old went on to score significantly higher grades in an English examination taken when they were 16.