![]() This will give pupils the opportunity to idea what's the same and what's different between the methods to develop a deeper understanding.Īn interesting piece in the book was about attributing an example to a person - fictitious or an actual person in the room - and how this can discourage pupils from using this method ("This is what Molly does, not me."), and so I'm likely to not use names with worked examples, but to present them as either correct or incorrect. This way pupils have had the opportunity to learn something new in a different way to how we'll discuss problem solving - rather than me always verbally telling them something, then them working on it, and repeat.īut what about multiple methods to do the same thing? Well, we can present these as worked examples side-by-side, referred to as 'case comparisons'. Having introduced a formula through worked examples, problem solving tasks can then build upon the new knowledge. Maybe to introduce a new formula, so pupils see a formula and its use simultaneously, or to introduce a simple procedure so that I don't oversimplify things in my own explanations and pupils engage with, and think about, this new idea fully. I'm thinking mostly about using them to introduce an idea - during the early acquisition phase. This is a common theme through CPD I've taken in lately and arcs back to Willingham's "Memory is the residue of thought" quote.įor me, it means that automaticity needs to be broken to encourage thought, taking pupils out of autopilot and their normal routine by doing something different, or asking a different question where it might not be expected, and making changes to how ideas are shared is a simple way in which to do this. My main take away from the book is that pupils won't learn unless they're thinking. I think that pupils need a broad and balanced diet in their education, and if it would be appropriate for me to introduce an idea with a worked example, rather than through the standard method of me telling them stuff or an inquiry approach, then great! Michael's writing style is accessible, even to someone who finds it difficult to pick a book up and stick with it, and ultimately, I've been convinced to bring worked examples into my lessons as part of my repertoire. I found it to be thought-provoking and enjoyable.
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