2. In the process of planning this inset
what were the founding principles?
Practical Constructing Thinking Skills
Investigating how light intensity varies Choose a starter that can’t be solved
with distance? immediately. Create cognitive conflict!
But start with concrete preparation ……..
Key Skill: Then offer alternatives …. The two
graphs… link to maths. Provide more
Inverse Proportionality concrete background.
Then construct the meaning of the idea
Inverse Square Law (how is this different through collaborative work. ‘Social
from just an inverse relationship?) construction’ and ‘trial and error
experimentation’.
Then derive the relationship from the
evidence and revisit the abstract
problems.
Resolve the conflict!
Throughout encourage metacognition and
reflection.
3. In the process of planning this inset
what were the founding principles?
Practical Constructing the thinking skills
Investigating Polarisation and the Building an initial foundation for learning.
relationship between two consecutive Concrete preparation…..
polarisers. What background science will the
students need to get started?
Key Skills What do they already know (sunglasses!)?
How can I make this concept visual?
Building an abstract model, and an
explanation of how ‘something works’. How can I help them construct a model
through concrete experience?
Relating a trend in the data to a possible
‘mathematical fit’. What extra information will the students
need to spot the mathematical
derivation?
(This is probably beyond the realms of
their usual learning – do they need
prompts?)
4. Metacognition
Reflecting on Thinking
• At first I thought that ………..
• Then I realised that ……….
• I had a problem with ……….
• It got better when …………
• If I did this in a group again I would ……..
