This document discusses learning organizations and engaging 11-14 year olds in learning. It advocates that learning organizations should be places where people expand their capacity for creative thinking and collective learning. It asks what the specific learning needs are of 11-14 year olds based on research, and what types of teaching have been shown to successfully engage this age group in international schools. It introduces the "Think, Puzzle, Explore" routine as one that encourages connecting prior knowledge, stimulating curiosity, and laying the groundwork for student inquiry.

1. in y

4. Vision
Mission
Values
Respect. Inquiry. Collaboration. Balance. Resilience. Diversity.

6. Learning organisations ...
where people continually expand their capacity to
create the results they truly desire, where new and
expansive patterns of thinking are nurtured, where
collective aspiration is set free, and where people are
continually learning to see the whole together.
Peter Senge

11. ● What are the specific learning needs of 11-14
year olds (based on current research)?
● What types of teaching and learning have
been shown to successfully engage this age
group in an international school context?
Think, puzzle, explore

14. “It’s easier to move a
cemetery than a
curriculum.”
Woodrow Wilson

15. Images sourced from:
Magnifying Inquiry
Mind the Gap
Success
Design thinking
Power of Inquiry
Grow together
Learners
Rockstars
Questions

16. Think, Puzzle, Explore
1. What do you think you know about this topic?
2. What questions or puzzles do you have?
3. What does the topic make you want to explore?
Artful Thinking by Project Zero is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
RESOURCE

17. WHAT KIND OF THINKING DOES THIS ROUTINE
ENCOURAGE? This routine helps students connect to prior
knowledge, stimulates curiosity, and lays the groundwork for
student inquiry.
WHEN AND WHERE CAN IT BE USED? Almost anywhere,
anytime. The routine can be used with artwork, text, film, etc. The
routine works particularly when beginning a topic, and when you
want students to develop their own areas of interest and
questions of investigation. The routine can also be used along a
course of study to connect prior learning to new information.