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Today's Teach like a Champion technique was 'Name the Steps'. In it, Doug Lemov says, "Champion teachers help their students learn complex skills by breaking them down into manageable steps, and, often, giving each step a name so that it can be easily recalled." Sounds like a good tip, doesn't it? Do you sense my caution?
Naming the steps is a good technique to use as a coping mechanism. It makes students feel safe because they know how to approach a question. But here's the problem I have with it. If we want to create an enquiring mind, we shouldn't tell them how to answer test questions. We should rather be exploring the topic in a real way. This is exactly what John encouraged.
Yes, this means don't give them problems to do on the first day, and maybe not even on the second day. First introduce the need to count particles, then show how to do the counting without actually counting them.
For me, the most useful part of the webinar was seeing how relatively simple it was to build a motor. This makes it a great activity for students to do.
As Amber said, planning is not just about lesson plans. It also includes classroom setup, planning instructions, planning worksheets and even planning to deliver a variety of different types of instruction.
Assessment is a big topic to cover in one hour. As a result, we chose to focus on two things, a design grid to help with setting assessments and a target graph for learners to use in monitoring their progress. I highly recommend that you watch the Maths webinar on assessment to see some other suggested assessment strategies.
So many of our guests have emphasized the importance of teaching understanding rather than how to work with the formulae - or 'plug and chug'. Philip agreed with them. He said that it would take him 5 minutes to teach how to work with the calculations, but the students would not be able to understand Grade 12 work if they hadn't developed the concepts behind the calculations sufficiently.
In the context of electric circuits, this means establishing the idea that since unlike charges attract each other, it needs work to separate positive and negative charges; when they are separated, there is an attractive force between them. If you keep them apart, each charge has potential energy with respect to the other charge. If there is some way for the charges to move, their potential energy becomes kinetic energy.
To be honest, I was worried that the show would be boring and filled with old teaching techniques, but then...
She suggested almost exactly the same teaching method to teach both. I decided to challenge her. Why shouldn't these sections be taught at the same time? It took a while before I was satisfied with the answer. From what I understand, these two sections are very similar in their teaching methods and this the content even, but they go in two different directions in Grade 11. Magnetism is applied in motors, and electrostatics turns into calculations.
Do you think this explanation was enough? Please let me know your thoughts by commenting below.