Unlocking higher-order thinking skills Exploring systems thinking, analogical problem solving and metacognition in our secondary classrooms - Cambridge Future Conference Workshop - July 15-16, 2026

Oct 23, 2026

Uploaded by Margaret

This Cambridge Future Conference workshop prepares secondary educators to connect higher-order thinking skills with subject knowledge through systems thinking, kind and wicked problem-solving, and metacognitive skills. Participants review best teaching practices, share classroom experiences, and examine how complex thinking supports the Cambridge learner attributes. Sessions include structured activities to help learners build skills, while discussion addresses how instant access to information changes the role of memorising subject knowledge and how working memory and long-term memory support problem-solving.

LanguageEnglish

CategoryExam

FormatPDF

Pages43

Reading Time1 h 48 min

AccessFree to download

Agenda

Connections between skills and knowledge in the Cambridge Pathway

Systems thinking, problem-solving and metacognitive skills

Teaching practices and learner attributes

Activities to develop higher-order thinking

Working memory and long-term memory

Simplest model of the mind possible

Requirements for effective problem-solving

Cambridge Future Conference, preparing Unlocking higher-order thinking skills Exploring systems thinking, analogical problem solving and metacognition in our secondary classrooms Irenka Suto and Florence Kemsley 15 to 16 July 2026 Schools July 2026 -ready: learners to thrive Agenda This workshop delves into the connections between skills and knowledge in the Cambridge Pathway. We will also: • explore systems thinking, kind and wicked problem-solving, and metacognitive skills • discuss best teaching practices and share experiences • examine the relationship between complex thinking skills and the Cambridge learner attributes • participate in activities to help learners develop these skills. Cambridge Schools Conference, July 2026 Future-ready: preparing learners to thrive | Which of the following, if any, do you view as important to learn to be ready for your next step in education? And for your future after finishing education?
| | | | --- | --- | --- | | | |
[cambridge.org/future](cambridge.org/future) | |

| -ready-learners
Cambridge Schools Conference, July 2026
Future-ready: preparing learners to thrive | | | | Students and teachers agree that subject knowledge is critical for students' nextstep in education
Question: Which of the following, if any, do you view as important to learn to be ready foryour next step in education? Please select all that apply
Cambridge Schools Conference, July 2026
Future-ready: preparing learners to thrive | | --- | --- | | | But are less likely to see it as important for students' future after finishing education
Question: Which of the following, if any, do you view as important to learn to be ready foryour future after finishing education? Please select all that apply
Cambridge Schools Conference, July 2026
Future-ready: preparing learners to thrive | | --- | --- | “ As AI gets more popular and more widely available, the need to memorise subject knowledge becomes less important as we can find and implement subject knowledge easily with the help of AI.” Student, India Cambridge Schools Conference, July 2026 Future-ready: preparing learners to thrive |
Can’t we access all the information we need instantly? | | | --- | --- | | | | | Cambridge Schools Conference, July 2026
Future-ready: preparing learners to thrive | | Have knowledge-poor meetings made you frustrated? Cambridge Schools Conference, July 2026 Future-ready: preparing learners to thrive | Just about the simplest model of the mind possible
| | | | --- | --- | --- | | | | Working memory
(Your mental notepad) Long-term memory
(Storehouse of factual & procedural knowledge) | | Cambridge Schools Conference, July 2026
Future-ready: preparing learners to thrive | | | | Just about the simplest model of the mind possible
| | | --- | --- | |

Problem-solving skills require:
• adequate info from the environment
• the required facts & procedures in the long-term memory
• room in the working memory. | Working memory
(Your mental notepad) Long-term memory
(Storehouse of factual & procedural knowledge)
Cambridge Schools Conference, July 2026
Future-ready: preparing learners to thrive |

FAQs

What core skills does the workshop focus on building in secondary classrooms?

The workshop focuses on systems thinking, kind and wicked problem-solving, and metacognitive skills, linking these skills to learner development in the Cambridge Pathway.

How does the agenda connect complex thinking skills with Cambridge learner attributes?

It examines the relationship between complex thinking skills and Cambridge learner attributes, positioning thinking capabilities as part of broader learner development.

According to the workshop materials, what role do working memory and long-term memory play in problem-solving?

Problem-solving requires adequate information from the environment, the required facts and procedures from long-term memory, and room in working memory to process and apply them.

Oct 23, 2026

Uploaded by Margaret