If schema is based on flawed understanding or limited experience, then it is harder for new information to stick; the schema has to be reconstructed before it all makes sense. We might revert to more primitive schema unless new ideas are clear and reinforced strongly enough. so, once students have acquired, corrected, and consolidated their understanding of individual concepts, it’s time to connect the concepts in a relationship.We will consider the need to recognise that tacit knowledge gained from experience plays a role in forming schemes. This is seen in abundance in early years education when schema formation flows from numerous experiences. It is also relevant in practical subjects: a ‘feel’ for the way forces impact on objects underpins the theory and it’s all part of the schema. During this short course we will consider links to metacognitive practices, critical thinking whilst creating an arsenal of practical ways to achieve this in the classroom.
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About the AdviserMarsha Blissett - Adviser, Services For Education
Marsha firmly believes that a quality education is the basis for social mobility and has spent her extensive career working across the West Midlands conurbation catapulting the stunted ambitions of staff and students. Marsha has held several senior positions, most recently as a Deputy Headteacher transforming outcomes in one of the most deprived parts of the county.
Marsha is a specialist in The Principles of School Leadership, Safeguarding, STEM Education and Behaviour Management this is complimented by her interest in cognitive science, not only the application to schema but also its application to the wider, often hidden curriculum.