ABSTRACT
This chapter provides a rationale for a more inclusive and whole school approach to the teaching of thinking using Reuven Feuerstein’s theory and tools. It outlines a New Zealand project which seeks to explore the value of this approach in that unique cultural context, followed by other international examples. The three-tiered model is similar to the three-tiered approach being used in the United States, where states are developing models to address the ‘Response to Intervention’ policy requirement introduced in 2008. This is seen as a multi-tiered, problem-solving approach that meets the learning needs of all students, and is to be used at all school levels. Each school will be unique in its goals and aims for its whole school teaching of thinking, to meet the needs of its learning community, and in what and how of the many concepts and tools of the Feuerstein approach it decides to use to address those needs.
