ABSTRACT
This chapter describes Thinking Though Geography (TTG), a method within a subject, developed by David Leat. Research showed TTG students made bigger gains than comparison students. However, there was considerable variation between schools and between teachers, suggesting variations in implementation. Teachers did not always take full advantage of the range of strategies available. Theoretical underpinnings were constructivism and the role of dialogue. The structure of TTG covered four stages for lessons, and TTG strategies were classified into four groups. Ten roles that teachers took on during debriefing were outlined. Debriefing was seen as a crucial stage and not to be overlooked. Three examples were given of TTG in action, and in one case two alternative examples. There is limited information about training for TTG. Extensions of TTG are summarized, and it is spreading into other subjects. References and Bibliography conclude the chapter.
