ABSTRACT
This chapter describes ACTS, a methodology for enhancing thinking skills across the curriculum, adopting an “infusion” approach (for example, causal reasoning in a science lesson, classification of mathematical shapes, decision-making with reference to personal decisions or to fictional/historical characters). It was developed by Carol McGuiness, director of the ACTS project in Northern Ireland. Regarding effectiveness, much research has investigated student perceptions, with ACTS doing well. A controlled study of eight elementary schools found ACTS students did significantly better on a cognitive abilities test than comparison students, with a small-to-medium effect size. Theoretically, it emphasizes thinking diagrams, the importance of transfer and social constructivism. Regarding structure, ACTS includes pattern-making through analyzing wholes and parts, noting similarities and differences; making predictions and justifying conclusions; reasoning about cause and effect (critical thinking); generating ideas and possibilities, seeing multiple perspectives (creative thinking); solving problems and evaluating solutions (problem-solving); weighing up pros and cons; and making decisions (decision-making). An extended example is given of ACTS in action. Training for ACTS is described. Extensions of ACTS are summarized – it has spread to all regions of the UK and Thailand. References and Bibliography conclude the chapter.
