Teaching is a complex job. As an experienced teacher walks out of a classroom their mind subconsciously assesses a 3D mental map the lesson has just created.
A bad lesson:
A bad lesson may lead to a morose consideration of a stubbornly undulating, terrain. The high points of the teacher’s mental topography are the children or groups of children this professional just knows have ‘got it’. The lows are failures of understanding, so painfully apparent to the professional, from all the lesson’s subtle (and less subtle) feedback cues. To tend to the understanding of all 30 children (to mix my metaphors) can often feel like spinning multiple plates.
But I realised a while ago that teachers shouldn’t only create ‘understanding’ – the transient appreciation of the content learned just now. That newly learned content needs to be remembered because ‘if nothing has been stored in long term memory, nothing has…
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