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It connects skills with knowledge through systems thinking, kind and wicked problem-solving, analogical and metacognitive abilities, and classroom best practices. Participants examine links between higher order thinking skills and Cambridge learner attributes, and engage in activities that help learners build these competencies. 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You will:  \n• explore systems thinking, kind and wicked problem-solving, analogical and metacognitive skills  \n• discuss best teaching practices and share experiences  \n• examine the relationship between higher order thinking skills and the Cambridge learner attributes  \n• participate in activities to help learners develop these skills.  \nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \nLet’s start with a question What will be more important for today’s learners, thinking about equipping them well for the future (considering technology change, sustainability issues, the pace of change, wellbeing):  \nA. Knowledge?  \nB. Skills?  \nC. Both knowledge and skills?  \nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \nWon’t we be able to access all the knowledge and information we need instantly?  \nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \n6  \nThe good news  \nCurricula can be both knowledge-rich AND skills-rich.  \nSkills and knowledge are deeply intertwined.  \n“Deeper thinking skills need content on which to work. You cannot use deeper thinking skills unless you have something to  \nthink about.” (John Hattie, 2015)  \nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \nJust about the simplest model of the mind possible  \n| Working memory\u003Cbr>(Site of awareness and of thinking) |  |\n| --- | --- |\n| | |\n| Long-term memory\u003Cbr>(Factual & procedural knowledge) |  |\n\nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \nJust about the simplest model of the mind possible  \nProblem-solving requires:  \n• Adequate info from the environment  \n• The required facts & procedures in the long-term memory  \n• Room in the working memory  \n\n| Working memory\u003Cbr>(Site of awareness and of thinking) |  |\n| --- | --- |\n| | |\n| Long-term memory\u003Cbr>(Factual & procedural knowledge) |  |\n\nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \nWhat are ‘future’ skills?  \n• There are hundreds of skills that could be considered necessary for the future.  \n• Researchers in the Digital Education Futures Initiative (DEFI) reviewed 99 frameworks. Their analysis generated this figure.  \nCambridge Schools Conference, June 2025  \nFuture-ready: preparing learners to thrive  \n9 Meta-categories of future skills  \nDEFI researchers recently conducted a scoping review ( Kotsiou et al. 2022), analysing 99 frameworks of future skills which cover 341 skills.  \nThese skills were grouped into 9 meta-categories.  \nHigher order thinking skills  \nDialogue skills  \nDigital & STEM literacy  \nValues  \nSelfmanagement","cbCaitNpyNxjQfyk","https://ap.wps.com/l/cbCaitNpyNxjQfyk","pdf",2214712,"English","# Today’s workshop\n## Skills and knowledge in the Cambridge Pathway\n## Question: knowledge, skills, or both\n# The good news\n## Curricula as knowledge-rich and skills-rich\n## Simplest mind model for thinking\n# What are ‘future’ skills?\n## Meta-categories of future skills","[{\"question\":\"What does the workshop focus on for secondary schools?\",\"answer\":\"It explores connections between skills and knowledge in the Cambridge Pathway, emphasizing higher order thinking skills and how to develop them in secondary learners.\"},{\"question\":\"Which thinking skills and approaches are covered?\",\"answer\":\"The workshop covers systems thinking, kind and wicked problem-solving, analogical skills, and metacognitive skills, along with related teaching practices.\"},{\"question\":\"How does the material explain the mental basis of problem-solving?\",\"answer\":\"It presents a simple mind model showing that problem-solving needs adequate information, relevant facts and procedures from long-term memory, and sufficient room in working memory.\"}]","Unlocking Higher-Order Thinking Skills - Exploring Systems Thinking, Problem-Solving and Metacognition in Secondary Schools | PDF",1792722696,76]