Author: Herbert Puchta

THiNK beyond language: Using insights into the teen mind to educate the whole learner

Herbert Puchta joined us live from Austria, where he encouraged us to THiNK beyond language. He gave us lots of insights into the teen mind, whilst delivering some practical advice about the best ways to educate the next generation of global citizens. He even shared some content and video footage from his course book, THiNK!… Read more »

#tbt IATEFL 2016 #3: Fostering responsibility and response-ability in the teenage classroom

In the third of a series of Throwback Thursday posts, we are sharing some of our favourite talks from IATFEL 2016. In this talk, Herbert Puchta discusses ways to foster teenagers’ responsibility and self-esteem, through critical thinking and clarification of values. He looks at the importance of scaffolding language, so that learners can speak competently… Read more »

Taking teenage students seriously

In this webinar, we were joined by Herbert Puchta – co-author of our new THiNK course – who explored how teachers can create the best conditions for teenage students to learn. Herbert began the session by looking back at a blogpost from Mark Andrews, in which Mark argued that taking learners seriously – and not… Read more »

Helping Teens to Think Beyond Language: developing teenage learners

In this webinar recording, Think author Herbert Puchta demonstrates how teachers of teens can confront some of the biggest challenges they face and develop teenage learners by going beyond language teaching. When you help teens develop critical thinking skills and self-esteem, you help them build stronger language skills. Many teachers of teenagers find their lack… Read more »

Teaching Pre-School Children: The Importance of Stories

In this week’s webinar, Super Safari author Herbert Puchta discusses the importance of stories in teaching pre-school children. After explaining what makes stories so essential to young learners, he provides suggestions for selecting and creating effective stories, then gives practical tips on working with stories in the classroom. Puchta explains that we use stories in… Read more »

Developing young learners’ thinking skills #5 – Combining the teaching of thinking and language

In the last of his posts on thinking skills in the young learners’ classroom, Herbert Puchta considers how language teaching and teaching thinking can usefully be combined. Based on Feuerstein’s Instrumental Enrichment Programme and the work done by Blagg and his associates, my colleague Marion Williams and I have developed a model of thinking skills… Read more »

Developing young learners’ thinking skills #4 – Multiple intelligences

In the fourth installment of Herbert Puchta’s series on develop thinking skills, he considers a second model of thinking skills: Howard Gardner’s Multiple Intelligences – and explores how this can be used in the classroom. Through his pioneering research into human intelligence, Howard Gardner, professor of education at Harvard University, has clearly shown that there… Read more »

Developing young learners’ thinking skills #3 – Story thinking

In his previous post on thinking skills, Hebert Puchta explored Keiran Egan’s model of the thinking process, and looked at some of the insights it offers into the development of the human mind and the language learning process. Today, he continues exploring that model by looking into story thinking. Story thinking Egan points out that… Read more »

Developing young learners’ thinking skills #2 – Thinking skills: Model 1

In his second post on developing thinking skills, Herbert Puchta explores the first of three models aimed at explaining what the thinking process consists of, how children’s thinking skills can be developed and what teachers can contribute to their development. Model 1: Language and the development of cognitive tools This model, developed by Kieran Egan… Read more »