Throwing out that old RUCSAC

This is my classroom

Experts, say Hattie and Yates, see and represent problems on a deeper level, whereas novices focus on superficial aspects. With this in mind, take a closer look at one of the most prevalent strategies for solving problems:


In some variants of the acronym, the U even stands for ‘understand the problem’! If children practise solving problems in this way, they can only get better at analysing the superficial structures of the problems. Some of the advice leads children to develop near useless strategies when problems get trickier. At its worst, I’ve seen (and probably set up myself) lessons where children are told that they are doing subtraction word problems. Every problem has the same sort of language pattern and children could feasibly get by simply by picking the numbers out and subtracting one from the other.

Take the ‘underline’ and ‘choose which calculation’ advice. Underlining key words may well be…

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