### There's a good chance you could improve your teaching if you were to:

**Try these**

- Using and sharing an effective toolkit for thinking about circuits that allows you to make predictions
- Connecting thinking about your toolkit to choices made in assembling circuits on the benchtop
- interpreting equations as relationships between physical quantities
- giving a physical interpretation to equations
- using a range of representations to relate physical quantities (diagrams, words, mathematics, apparatus)

**Teacher Tip: **Work through the Physics Narrative to find these lines of thinking worked out and then look in the Teaching Approaches for some examples of activities.

**Avoid these**

- encouraging the
dash to the formula

- using triangles to rearrange equations
- relying on rote substitutions into formulae
- using an incoherent set of ad-hoc rules and metaphors, each of restricted validity

**Teacher Tip: **These difficulties are distilled from: the research findings; the practice of well-connected teachers with expertise; issues intrinsic to representing the physics well.

This appears as Ee01TL as Ee01TLnugget16 in the full materials.