TEMI workshop: introduction to gradual release of responsibility and enquiry
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This document discusses different approaches to teaching skills, including: - The UK curriculum says skills should be taught through substantive science content. - US science standards integrate skills with content in "learning performances" that construct explanations based on evidence. - Research finds that skills should be broken into components, taught individually with modeling and focused practice, and integrated across topics with lots of practice. - In practice, skills often lack explicit teaching and are marginalized in curriculum time due to an "expert blind spot".
TEMI workshop: introduction to gradual release of responsibility and enquiry
- 1. Teaching skills to mastery Co-funded by the Seventh Framework Programme of the European Union Introduction FP7-Science-in-Society-2012-1, Grant Agreement N. 321403
- 2. Teach skills to mastery The UK Curriculum says Insert your own statement ‘Working scientifically’ is described separately at the beginning of the programme of study, but must always be taught through and clearly related to substantive science content in the programme of study.
- 3. The US Science Standards say: Skills integrated with content in ‘learning performances’ “Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe”
- 4. What the UK inspectors say Insert your own statement: Enquiry is mentioned 25 times in ‘Maintaining Curiosity’ (2013)
- 5. What psychologists say: “inquiry-based instruction places a huge burden on working memory. The onus should surely be on those who support inquiry-based instruction to explain how such a procedure circumvents the well-known limits of working memory when dealing with novel information” (from ‘An analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching)
- 6. What research says: • break skills into components + teach one at a time • use modelling and focussed practice • help students integrate skills into the whole task • give lots of practice across a range of topics
- 7. Teach skills to mastery What happens in practice: • Lack of explicit teaching • Skills often marginalised in curriculum time • ‘expert blind spot’
- 8. What TEMI offers • Learning performances in curriculum materials • Gradual Release of Responsibility model • Content-and skills-first versions of lessons • Cognitive strategies (Lifelines)
Editor's Notes
- #2: The subtitle shows the two innovations covered. The coverage of each workshop is described in later slides.