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DEEPER UNDERSTANDING TRIAL

DEEPER UNDERSTANDING TRIAL

Not left to chance, not left vague – but spelt out in detail.Įxample: After a lesson discussing the BBC Bitesize video about Trial by Ordeal in History, rather than letting them leave the class with all the great ideas left hanging in the ether, lock down the key points that everyone should have as a basis for subsequent learning. Now you’ve explored and explained it, solidify the goals: This what we’ve covered this is what you should now know, be able to explain, be able to do. After a lesson: recap and consolidate.What exactly do you want students to know by the end of lesson sequence? Form learning intentions around the actual knowledge and understanding. Before a lesson: generate precise learning intentions, not tasks.This is where good textbooks, booklets, knowledge organisers etc come in. Details: This is what you should know/understand/be able to do/explain – exactly precisely: Not headings but the actual knowledge underneath them.Look back, sideways, ahead to locate where we are on the journey, signposting the hinterland beyond and giving the specific material relevance in the context of the whole domain.

Link the focus area to a big picture: This is where we are in the bigger scheme of things – spell it out.Step One: Specify the knowledge even more precisely: It’s not about doing them or not doing them, it’s the intensity and sustained focus that matters. My suggestion is that you can still teach even better by doing these things even more. Note: If you’re teaching well, you may tell yourself that you do these things already. With those factors in mind, here are three powerful steps for teaching better. students will need independent practice which means ‘doing it myself without help’.checking needs to come before practising – to avoid practising things that aren’t sound.students need to be able to check their own understanding as much you need to check it – because they’re the ones doing the learning.everyone needs to be involved (you’d think this was obvious but often isn’t the case).

it needs to be clear what the knowledge under consideration is: Do you know it? Well, that depends on what ‘it’ is! It needs to be specified.

And ‘know’ means – recall, use, apply, explain – also known as “understand”.įundamental factors: If everyone is going to know all the knowledge under consideration, then: ‘Making it stick’ isn’t something you hope for it’s something you plan for and drive through. We’re not just throwing stuff into the room and hoping it lands. The Goal: To begin with I think an important mindset is that, when we’re teaching new knowledge, we want all students to know all of it. Underpinning these ideas is the concept of schema: that we teach consciously (and ultimately automatically) thinking about the process of building each of our students’ schema, building knowledge that is secure, deep, well organised, retrievable with some fluency and can be applied to new contexts. My aim is to try to describe highly actionable strategies for putting the principles into practice. It is also informed by the ideas of Rosenshine and Shimamura around effective teaching for understanding and recall. This post is based on my observations of teachers over the last few months and the common areas for development that emerge in feedback discussions.