Sustained shared thinking can be practiced through the use of open-ended question asking. Challenging children on their creative hypotheses encourages them to think more about it. Children naturally want to learn and discover things, therefore instead of telling a child what a square is, ask them questions, so they are encouraged to use their initiative to find out themselves. Also, asking children to work in groups to solve problems will allow them to participate with sustained shared thinking among each...
Sustained shared thinking can be practiced through the use of open-ended question asking. Challenging children on their creative hypotheses encourages them to think more about it. Children naturally want to learn and discover things, therefore instead of telling a child what a square is, ask them questions, so they are encouraged to use their initiative to find out themselves.
Also, asking children to work in groups to solve problems will allow them to participate with sustained shared thinking among each other. It could be asking them to carry out a task together, or asking them to come up with an idea for something.
Furthermore, routines throughout the day mean that you can find time to sit down and have conversations with the children about their day so far. Feedback time allows children to discuss events they’ve enjoyed in the day and allows them to become deeply involved in learning. This is another form of sustained-shared thinking.
On the other hand, you could have one-to-one time with children instead of talking like a big group. This allows quieter children the opportunity to get involved with sustained shared thinking. It provokes ideas and conversations as it is more personal and can be about themselves as individuals/their wants/desires/ideas instead of those of a group.
Finally, smaller ratios allow children the opportunity to work in smaller groups, as the need for big groups is unnecessary. Therefore, children can work together in small groups to practice their sustained shared thinking.
