recall is fast enough to enable the application of the knowledge and enable these to become steadily more sophisticated. to be integrated into tasks involving multiple steps or more Active learning is central to enable filtering and linking what they complex concepts. are encountering against prior knowledge, establishing gaps and generating new connections. Many people might regard this as a lower level of learning but there is abundant evidence that lack of automaticity with Research on this mode of learning stresses the importance of: fluency in Foundational knowledge and skills has wide ranging Scaffolding & Metacognition: consequences. Children who fail to achieve these in primary Overtly showing and articulating thought processes school face a widening gap in performance thereafter. when modelling skills and introducing subject Automaticity with fluency gives access to Conceptual and content Collaborative Learning. Research is crystal clear on the ways this Connections made to past learning concepts type of knowledge and skills are best learned, in summary: Higher order questioning- explain, justify, what if... It is focused on essential content A mixture of individual, pair and group work that build Learners move stepwise/ hierarchically through learning mental schema objectives with progression related to competence ‘Active’ learning: Learning involves numerous learning rehearsals which are Examining similarities and differences in concepts as near to errorless as possible e.g. Venn Diagrams Learning is best organised in short and frequent sessions Activities that map and extrapolate ideas and (the ‘Spacing Effect’) concepts e.g. graphic organisers, concept maps Accuracy and not just fluency is always necessary Novel applications of knowledge e.g. simulations, Prior learning and new learning are interleaved. mysteries Cognitive replay: Paraphrasing & summarising Think-pair-share Conceptual Learning Plan-do-review cycles Self & peer assessment It is widely accepted that the way we develop our Challenge assignments: understanding of the world is by building networks of Writing/ designing/ creation assignments involving connections between units of information, usually referred to as deductive and inductive reasoning schema. The task of teachers in Conceptual Learning is to enable learners to develop schema in relation to the curriculum
recall is fast enough to enable the application of the knowledge to be integrated into tasks involving multiple steps or more complex concepts. Many people might regard this as a lower level of learning but there is abundant evidence that lack of automaticity with fluency in Foundational knowledge and skills has wide ranging consequences. Children who fail to achieve these in primary school face a widening gap in performance thereafter. Automaticity with fluency gives access to Conceptual and Collaborative Learning. Research is crystal clear on the ways this type of knowledge and skills are best learned, in summary: It is focused on essential content Learners move stepwise/ hierarchically through learning objectives with progression related to competence Learning involves numerous learning rehearsals which are as near to errorless as possible Learning is best organised in short and frequent sessions (the ‘Spacing Effect’) Accuracy and not just fluency is always necessary Prior learning and new learning are interleaved. Conceptual Learning It is widely accepted that the way we develop our understanding of the world is by building networks of connections between units of information, usually referred to as schema. The task of teachers in Conceptual Learning is to enable learners to develop schema in relation to the curriculum and enable these to become steadily more sophisticated. Active learning is central to enable filtering and linking what they are encountering against prior knowledge, establishing gaps and generating new connections. Research on this mode of learning stresses the importance of: Scaffolding & Metacognition: Overtly showing and articulating thought processes when modelling skills and introducing subject content Connections made to past learning concepts Higher order questioning- explain, justify, what if... A mixture of individual, pair and group work that build mental schema ‘Active’ learning: Examining similarities and differences in concepts e.g. Venn Diagrams Activities that map and extrapolate ideas and concepts e.g. graphic organisers, concept maps Novel applications of knowledge e.g. simulations, mysteries Cognitive replay: Paraphrasing & summarising Think-pair-share Plan-do-review cycles Self & peer assessment Challenge assignments: Writing/ designing/ creation assignments involving deductive and inductive reasoning