Cultures of Thinking

Key Strategies to Foster a Culture of Thinking

• Promoting Inquiry-Based Learning:
  Inquiry-based learning is central to fostering a culture of thinking. In this approach, students are encouraged to ask questions, explore problems, and seek solutions through investigation. For example, in a science classroom, instead of simply explaining a concept like photosynthesis, a teacher might ask, “How do plants create energy?” and allow students to explore the process through experiments and research. This method not only deepens understanding but also fosters curiosity and critical thinking. According to Ritchhart (2015), inquiry-based learning makes thinking visible, helping students build connections between concepts and real-world applications. I frequently used inquiry-based learning to engage students in my work as an SLPA. For example, I didn't merely concentrate on sound repetition while I was assisting a student with articulation. "Why do you think this sound is harder to say?" is what I would question. This inquiry frequently helped students gain a better grasp of their speech patterns by getting them to consider how their mouth moved or how the sound felt. Their thinking about their own speech process was stimulated by inquiry, which improved the interaction and efficacy of therapy.
• Implementing Reflective Practices:
  Reflection is essential for deep learning. When students take time to reflect on what they’ve learned, they can make meaningful connections between new information and prior knowledge. For instance, after a group project, students might write a reflection on what they learned from their peers and how their approach to the problem evolved. This reflective practice helps students become more aware of their learning processes, enhancing their ability to think critically and make adjustments in future learning situations. As Ritchhart (2015) notes, reflective practices are key to creating a thinking classroom where students take ownership of their learning. In speech therapy, reflection is essential. After each session, I encouraged students to reflect on their progress by asking questions like, "What sounds do you think you improved on today?" Alternatively "Which exercises helped you the most?" This method helped them become more self-aware and empowered to take charge of their education. One student who had trouble pronouncing specific consonants, I remember, commented, "I feel like the tongue exercise really helped me today!" after thinking back on a lesson. This instance demonstrated how reflective activities affect a student's capacity to track their development.
• Fostering Collaborative Learning Environments:
  Collaboration plays a crucial role in developing a culture of thinking. When students work together, they have the opportunity to share ideas, challenge one another's thinking, and learn from different perspectives. For instance, in a history class, students could work in groups to debate different viewpoints on a historical event, encouraging them to use evidence and logic to support their arguments. Henriksen et al. (2020) note that collaborative environments not only boost student engagement but also promote deeper understanding through peer learning. Group discussions and collaborative tasks encourage critical and reflective thinking, making the classroom a dynamic place of learning.Even in events of one-on-one therapy, collaboration is crucial. I frequently worked in conjunction with other experts, including teachers and occupational therapists, to establish a comprehensive learning environment. One instance was collaborating with a teacher to incorporate speech objectives into lessons. By working together, the student was able to practice speaking in a real-world environment, which boosted their self-esteem and enhanced their communication abilities. Additionally, it assisted the kid in gaining important life skills like teamwork.
• Utilizing Real-World Problems:
  Applying learning to real-world problems is an effective way to develop students' problem-solving skills and make learning more meaningful. For example, a math teacher could use budget planning as a way to teach algebraic equations, helping students see the relevance of math in everyday life. When students can apply their learning to authentic, real-life situations, they become more motivated and engaged. Hamadi et al. (2020) argue that this strategy enhances critical thinking and prepares students for a rapidly changing world where innovation and adaptability are essential. In speech therapy, we typically replicate real-life communication scenarios. To simulate real-world talks, I would, for instance, design scenarios in which the learner had to provide instructions or ask for assistance. One kid who struggled with social communication found it difficult to make polite requests. By acting out commonplace scenarios such as placing an order at a restaurant, individuals gained practical experience with using speech therapy. Their speaking was enhanced, and it also gave them more confidence to deal with social situations in the real world.
• Encouraging Mindfulness and Reflection:
  Mindfulness practices help students focus on the present moment and manage the stress that can interfere with learning. By incorporating mindfulness exercises, such as breathing techniques or guided meditations, teachers can help students cultivate a calm and focused mindset. According to Miller et al. (2023), mindfulness not only improves students' emotional well-being but also enhances their cognitive abilities, allowing them to approach problems with a clearer mind and think more critically. Practicing mindfulness was an essential component of my sessions, especially with students who experienced focus problems or anxiety during treatment. Before assigning difficult assignments, I had the students do quick breathing exercises to help them focus and feel less anxious. After engaging in regular mindfulness practice, a student who frequently became upset when working on challenging sounds showed a tremendous increase in their emotional control. This improved their capacity to maintain composure and concentration throughout therapy, which led to more fruitful sessions.
• Connecting Classroom Practices to Real-World Issues

The strategies used to build a culture of thinking are not just theoretical—they have real-world applications. Inquiry-based learning prepares students to ask the right questions and think critically, skills that are essential in professions like science, engineering, and law. Similarly, reflective practices help students develop the habit of lifelong learning, a key competency in today’s rapidly evolving job market. Whether it’s solving real-world problems or working in collaborative teams, these strategies equip students with the skills they need to thrive in the 21st century. For example; I frequently observed through speech therapy how students might apply what they had learned to actual communication difficulties. One stuttering child was taught how to slow down and use deep breathing exercises. Subsequently, the student enthusiastically informed me about how they applied these techniques in a class demonstration. This connection between therapy sessions and real-world events underlines the significance of integrating classroom and therapeutic skills to everyday life. As educators, it is crucial that we adopt these practices to create a learning environment where students can develop the critical thinking skills necessary for success.

• Persuading Educators to Adopt These Strategies

Educators today face the challenge of preparing students for a future that is uncertain and rapidly changing. By fostering a culture of thinking, we can help students develop the critical and reflective thinking skills they will need to navigate this future. Teachers who have implemented inquiry-based learning, reflective practices, and mindfulness have seen significant improvements in student engagement and academic performance.

Adopting these strategies may seem challenging at first, but the benefits far outweigh the difficulties. By transforming our classrooms into spaces where thinking is valued, we are not only helping students succeed academically but also equipping them with the tools they need to become thoughtful, creative, and adaptable adults. As Ritchhart (2015) emphasizes, the goal of education should be to develop thinkers who can reason deeply, reflect thoughtfully, and act wisely in an increasingly complex world.

Conclusion

It's imperative that educators adopt inquiry-based and reflective methods. I've observed how these techniques support students' deeper engagement with the subject matter. For example, as part of our cooperation with a school teacher, we worked on helping the students include contemplation into their everyday routines. There were noticeable modifications when the student started self-monitoring their classroom involvement using the reflective skills we acquired in therapy. Encouraging other educators to implement these strategies will assist children in developing critical thinking abilities, promoting their intellectual and social development. Building a culture of thinking in the classroom is essential for developing the critical and reflective thinkers that the 21st century demands. By promoting inquiry, reflection, collaboration, and mindfulness, educators can create a learning environment that fosters deep, meaningful learning. In doing so, we prepare students not only for academic success but for the challenges they will face in their future careers and lives.

REFERENCES

Dimes, R., & Charl de Villiers. (2023). Hallmarks of integrated thinking. The British Accounting Review, 56(1), 101281–101281. https://doi.org/10.1016/j.bar.2023.101281

Hamadi, M., El-Den, J., Narumon Sriratanaviriyakul, C., & Azam, S. (2020). A social media adoption framework as pedagogical instruments in higher education classrooms. E-Learning and Digital Media, 204275302095086. https://doi.org/10.1177/2042753020950869

Henriksen, D., Richardson, C., & Shack, K. (2020). Mindfulness and creativity: Implications for thinking and learning. Thinking Skills and Creativity, 37(37), 100689. https://doi.org/10.1016/j.tsc.2020.100689

Miller, B. T., Camarda, A., Mercier, M., Burkhardt, J.-M., Morisseau, T., Bourgeois-Bougrine, S., Vinchon, F., El Hayek, S., Augereau-Landais, M., Mourey, F., Feybesse, C., Sundquist, D., & Lubart, T. (2023). Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education. Journal of Intelligence, 11(3), 54. https://doi.org/10.3390/jintelligence11030054

Ramírez-Montoya, M. S., Castillo-Martínez, I. M., Sanabria-Z, J., & Miranda, J. (2022). Complex Thinking in the Framework of Education 4.0 and Open Innovation—A Systematic Literature Review. Journal of Open Innovation: Technology, Market, and Complexity, 8(1), 4. https://doi.org/10.3390/joitmc8010004

Ritchhart, R. (2015). Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools. Jossey-Bass.