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This tweet from the #MichaelaScience conference seems to have attracted the attention of a lot of progressive teachers.
Conceptual understanding emerges from knowing the idea’s constituent facts. You cannot understand what you don’t know. 1/
Conceptual understanding emerges from knowing the idea’s constituent facts. You cannot understand what you don’t know. 1/
This is especially true of a complex concept. We teach a rigorous curriculum so expect our pupils to grasp difficult ideas. It would be daunting for pupils to explain a concept without secure base knowledge. That’s why drill is such a useful tool. 2/
With repetition, costituent ideas are learned to automaticity. Of course the facts needs to be understood. It would be silly to believe we teach facts in a vacuum of understanding. We can empower pupils to grapple with complex ideas through drill at first. 3/
In our last #MichaelaScience department meeting, we discussed the best way to teach pupils to tackle Q's where they must decide whether a substance is a solid, liquid or gas at a given temperature.
We started with this, were pupils plot a number line with labels 1/
We started with this, were pupils plot a number line with labels 1/
We then realised that in the Maths department, pupils use a vertical number line. This also matches a thermometer, so we updated it to this - how exciting! 2/
We also realised it would be really helpful to draw the particle diagrams when pupils practice, like this 3/
