SERVICES
Simon partners closely with schools to support them with building and nurturing cultures of thinking and learning.
Find out more below about three of Simon’s services or CONTACT us to start a conversation.
BUILDING A THINKING CULTURE
How might schools build a culture of critical and creative thinking? How might they affect lasting change? In this program, Simon leverages Harvard Cultures of Thinking pedagogy along with many years of leadership know-how to support educators with transforming the learning culture at their schools. Through the training of teachers and facilitators, and the creation of in-school, cross-faculty study groups, Simon supports schools in broadening the circle of outstanding teachers, and ensuring that professional development becomes less about ‘going on courses’ and more about leading growth from within.
One-day course in London, Monday 12th January 2026
TEACHING FOR THINKING
How To Foster Curiosity, Critical Thinking, and Deep Learning in Classrooms and Schools
What do you want the children you teach to be like when they are adults?
Picture learners who are curious question-askers, wondering at and about the world around them... learners who are balanced, reflective, open-minded yet healthily sceptical, metacognitive, and alert to nuance.
This highly practical, one-day course in London is designed for teachers and school leaders (primary and secondary) who want to transform learning by cultivating thinking dispositions, engagement, and deep understanding. Drawing on Cultures of Thinking™ pedagogy from Harvard, you’ll explore how to create classrooms and school cultures where students grow as curious and critical thinkers who love to learn.
Book your place today and start cultivating a culture of thinking in your school.
One-day course in London, Monday 12th January 2026
TEACHING FOR THINKING
How To Foster Curiosity, Critical Thinking, and Deep Learning in Classrooms and Schools
What do you want the children you teach to be like when they are adults?
Picture learners who are curious question-askers, wondering at and about the world around them... learners who are sensitive to constructedness, seekers of truth and understanding, balanced, reflective, open-minded yet healthily sceptical, metacognitive, and alert to nuance.
If this is a vision for education that excites you, this highly practical, one-day course is made for you - designed for teachers and school leaders (primary and secondary) committed to transforming learning by cultivating thinking dispositions, engagement, and deep understanding of subject matter.
Drawing on a broad research base, including Cultures of Thinking™ pedagogy from the Harvard Graduate School of Education, this course emphasises that cultivating thinking dispositions is essential alongside developing thinking skills, enabling learners to apply their abilities in meaningful ways.
Why this matters:
Becoming independent, critical thinkers and lifelong learners is just as important, if not more so, than simply covering the curriculum. Students need to take ownership of their learning, forge their own paths, and avoid over-reliance on teachers. In a world where misinformation, fake news, straw-man arguments, and polarised thinking are becoming the norm, critical thinking has been identified as a national priority in the UK Curriculum and Assessment Review interim report. It is now perhaps more important than ever for students to become curious and critical thinkers equipped with the skills to navigate a 'post-truth' world.
Who will facilitate:
The course will be led by Simon Brooks, co-editor of Cultivating Cultures of Thinking in Australian Schools: From Control to Curiosity. With decades of experience in leading learning and teaching internationally, Simon combines research-based pedagogy with practical strategies for creating thinking-rich classrooms and school cultures.
What you will explore:
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How can we create a school and classroom culture where thinking drives learning?
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What role does making thinking visible play in engagement and understanding?
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How can teachers foster curiosity, open-mindedness, and reflection in every lesson?
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How might we help students become self-directed, analytical learners while meeting curriculum goals?
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What is the relationship between classroom interactions, student thinking, and learning outcomes?
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How do we sustain moments of productive “muddle” where deep thinking and learning happen?
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How can we balance content coverage with the cultivation of critical and creative thinking?
Learning outcomes:
By the end of the course, participants will have reflected on their core beliefs and values as educators and learners, explored strategies to shape a culture of thinking in classrooms and across schools, and gained a toolkit of actionable routines and approaches to foster curiosity, critical thinking, and deep learning.
Course Details:
Date: Monday 12th January 2026
Time: 9:00am – 3:00pm
Venue: The Marjorie Sykes Room, Friends House, 173 Euston Road, London
Cost: £250
Fully Catered: Morning tea, lunch, and afternoon tea included
Who should attend:
Teachers, curriculum coordinators, and school leaders committed to embedding thinking-rich learning environments in their classrooms and schools.
Booking:
Places are limited — secure your spot today!
ACTION RESEARCH
What else might schools do to deepen teachers’ thinking about student learning and embed a culture of critical and creative thinking? Action Research is a systematic approach to investigation that enables educators to explore effective solutions to the puzzles of practice they face. In this year-long program, Simon collaborates closely with teachers as they identify and interrogate the big questions of education that matter most to them in their classroom practice. A motivating experience for all parties, Action Research allows teachers to inspire one another and drive innovation from within.
INSTRUCTIONAL ROUNDS
How might schools bring discussions about instruction directly into the process of school improvement? In this program, Simon works closely with partner schools to support them in identifying a whole-school puzzle of practice, that one big question that seems central to unlocking the next level of student achievement. Then, through a process of observation, reflection and action, key in-school players work collaboratively to advance this puzzle of practice. Often, the Instructional Rounds process provides an invaluable opportunity to partner with other schools and learn from one another. An outstanding professional development opportunity, Instructional Rounds affords schools the opportunity to target what really matters to them in terms of teaching and learning, with the potential to transform student learning outcomes for the better.