Things you'll need to decide on as you plan(Decisions)



Bringing together two sets of constraints

Focusing on the learners:

Distinguishing–eliciting–connecting. How to:

  • bring calculations back to the lived-in word
  • relate very abstracted descriptions to very practical concerns
  • keep power and energy separate, yet related
  • keep calculations linked to physical concerns, showing what cannot happen
  • Teacher Tip: These are all related to findings about children's ideas from research. The teaching activities will provide some suggestions. So will colleagues, near and far.

    Focusing on the physics:

    Representing–noticing–recording. How to:

  • deal with power as that which accumulates energy
  • separate descriptions that link snapshot to snapshot from descriptions of processes
  • construct explanations in careful, explicit steps
  • Teacher Tip: Connecting what is experienced with what is written and drawn is essential to making sense of the connections between the theoretical world of physics and the lived-in world of the children. Don't forget to exemplify this action.



    Prepare for teaching across the topic using these links

    topic kitset topic path core ideas (topic) decisions to make (topic) suggestions (for the topic) topic issues



    This is a nugget in the TL thread – connect all three threads from any link

    Physics Narrative (PN) Teaching & Learning Issues(TL) Teaching Approaches(TA)

    >>



    SPT and IoP Logo

    privacy link