I often see people on Twitter talking about a ‘knowledge rich’ curriculum or a ‘knowledge based’ curriculum and think, if I wasn’t teaching knowledge before, what was I doing? Of course, I’ve always taught knowledge however I have changed my view of it, particularly in how I teach my subject.
This small series of blogs will help to clarify in my own mind what I believe these terms to mean in my own teaching and how I have developed and changed what I do in practical terms. I aim to take it beyond the soundbites of politicians and tweets, to real life exemplification in my classroom. The posts will focus specifically on what I do in the classroom and my justifications.
I don’t know why I changed but almost certainly listening to others on Twitter, reading blogs, books and reading research have had a significant impact. The structures of how I teach has not changed very much; I’ve always believed in teacher exposition, students practising and getting feedback to improve, as a learning cycle. However, the emphasis on what I teach has changed. This small series of blogs* explains what I now teach is more knowledge or content focused.
The things that I feel make my teaching more knowledge based are:
- Planning schemes using knowledge
- Direct instruction with focus on context and linking of contexts
- Direct instruction & note taking
- Foundation knowledge & depth of knowledge
- Use of etymology & focus on keywords
The term ‘knowledge rich’ has been accused by some as being the new fad in education. In my case if a new fad means how my teaching has developed in recent years then I seem to have fallen for the fad and it seems to be working.
*I will add the links to the blogs on the list as I write them
Click to access The_Question_of_Knowledge_FINAL.pdf
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Reblogged this on The Echo Chamber.