Helping children think: deliberately averting your gaze as a learning strategy

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What are the implications?

In completing this digest the author began to ask the following questions about the implications for teachers and school leaders:

Teachers

In the study the researchers identify that gaze aversion is a behaviour exhibited by Year 1 pupils when they are thinking. Is this true for your pupils too? You might want to pay special attention to your pupils when they are tackling challenging mental problems to see if they use gaze aversion. Which pupils are using it often? Does it seem effective for these pupils?
The study explains that gaze aversion has been found to be a beneficial strategy for dealing with cognitive challenges, for young children right through to adults. How might you incorporate gaze aversion into problem-solving activities with your pupils? Could you ask pupils who seem to use it successfully to describe what they do and how it could help others?

School leaders

This study has shown the positive impact of pupils using gaze aversion. In what way could your institution make information available to staff about the potential benefits of promoting this technique with pupils? Would staff be interested in holding a focus group to discuss their ideas and experiences of gaze aversion?
The study identified that the use of gaze aversion can develop rapidly in young children. Would some early years’ professionals be interested to carry out some practitioner research to explore which pupils use it, and which could make effective use of this strategy?

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction How does gaze aversion influence pupils’ problem solving? How does gaze aversion develop in Year 1 pupils? What is ‘gaze aversion’? How was the study carried out? What are the implications? Where can I find out more? Send us your feedback Collated digests To find out more about collated digests click here Get Word Reader Helping children think: deliberately averting your gaze as a learning strategy This digest found in Thinking skills Send to a friend Word doc 50KB Printer friendly Collate for later What are the implications? In completing this digest the author began to ask the following questions about the implications for teachers and school leaders: Teachers In the study the researchers identify that gaze aversion is a behaviour exhibited by Year 1 pupils when they are thinking. Is this true for your pupils too? You might want to pay special attention to your pupils when they are tackling challenging mental problems to see if they use gaze aversion. Which pupils are using it often? Does it seem effective for these pupils? The study explains that gaze aversion has been found to be a beneficial strategy for dealing with cognitive challenges, for young children right through to adults. How might you incorporate gaze aversion into problem-solving activities with your pupils? Could you ask pupils who seem to use it successfully to describe what they do and how it could help others? School leaders This study has shown the positive impact of pupils using gaze aversion. In what way could your institution make information available to staff about the potential benefits of promoting this technique with pupils? Would staff be interested in holding a focus group to discuss their ideas and experiences of gaze aversion? The study identified that the use of gaze aversion can develop rapidly in young children. Would some early years’ professionals be interested to carry out some practitioner research to explore which pupils use it, and which could make effective use of this strategy?