Welcome to The Expansive Education Network 












Welcome to the Expansive Education Network





One of the Expansive Education pillars is to expand the goals of education to include expansive dispositions or habits of mind. This is what our action researchers aim to do through their enquiries.




Expansive Education bases its thinking on the following approaches.  What capability will you focus on developing through your teacher enquiry?

1. Habits of Mind

‘Habits of mind’ (HoM) as an approach to teaching and learning is the specific creation of Art Costa and Bena Kallick who suggest that there are sixteen habits of mind which define what humans do when they behave intelligently.


Costa, A. and Kallick, B. (2002) Discovering and Exploring Habits of Mind. Alexandria, Virginia: Association for Supervision and Curriculum Development.


2. Building Learning Power  

At the same time, parallel thinking in the UK widely in use among primary and secondary educators is Guy Claxton’s Building Learning Power with its 17 habits of mind.

Claxton, G. (2002) Building Learning Power. Bristol: TLO Ltd.

3. Character Skills


Nobel Laureate James Heckman and his colleague Tim Kautz at the University of Chicago have identified a set of skills that are generally valued across all societies and culture.


 Character skills. (Heckman and Kautz, 2013)


4. Prosocial and Epistemic Attributes

Guy Claxton and Bill Lucas have distinguished between two kinds of attributes, a set which are to do with

becoming a better person which they have called ‘prosocial’ and another group which they have termed ‘epistemic’, which relate specifically to the development of children into powerful learners.


Two kinds of attributes for success in life (Claxton and Lucas, 2013)

5. The Creativity Wheel

The Centre for Real-World Learning (CRL) has recently developed thinking about the habits of mind of creative thinkers and of engineers.





Lucas, B., Claxton, G. and E. Spencer (2013) ‘Progression in Student Creativity in School: First Steps Towards New Forms of Formative Assessments’, OECD Education. Working Papers, No. 86, OECD Publishing. http://dx.doi.org/10.1787/5k4dp59msdwk-en


Here are some examples of how the creativity wheel has been embedded into schools thinking:

For more information visit: http://www.thomastallisschool.com/tallis-pedagogy-wheel-guide.html


 For more information visit: Rooty Hill




6. Engineering Habits of Mind





 Lucas, B., Hanson, J., and Claxton, G. (2014) Thinking like an engineer. London: Royal Academy of Engineering. Available: www.raeng.org.uk/thinkinglikeanengineer



Supported by

Coordinated by

Pioneers and University Partners


Image result for manchester university logo   Image result for schools of tomorrow logoImage result for campaign for learning logoImage result for curee logoImage result for institute for the habits of mind logoImage result for d & T association logoImage result for sapere logoImage result for thinking schools international logoImage result for learning through landscapes                    Image result for cce            Image result for royal academy of engineering logo             Image result for primary science teaching trustlogoImage result for ucl ioe logo       Image result for pta uk logoImage result for ssat logo                                                                                                                                                                                                                                                                                                                                                                                    

Powered by Wild Apricot Membership Software