ABSTRACT
Motivation to learn is identified as the key construct in changing the teaching of underachieving and disaffected learners who engage in disruptive and attention-seeking behaviours. Didactic formal methods do not address these problems, and so other methods are reviewed. The research and practice shows that the most effective are problem-based strategies. Strategy training and thinking skills models are discussed, but these are essentially extrinsic or ‘bolt on’ provisions. The model developed is intrinsic to the teachers’ daily provision to become a way of life in classrooms. This type of provision was termed ‘brain engage’ cognitive process strategies, and they are inclusive and permit developmental differentiation. These were shown to be constructivist and to front-load learning. Ten CPS that form the cognitive and talking curriculum are discussed and exemplified. They were developed to meet the criteria established in wider research on effective teaching and learning.
