Teaching to mastery There’s a lot of research supporting the idea that students learn better when they immediately use knowledge to solve problems. It means moving away from just testing students with recall questions and leaving harder problems to the end (We know this is not very effective because many students cannot apply their knowledge). Instead, you construct the unit around a series of problems. Problems start simple – see Activate on the next slide. Then they get progressively harder – see Apply-Analyse-Act. Each problem is designed so it students will acquire a new concept or skill while solve it, and practise previously learned ones. This is a ‘gradual release of responsibility’ not ‘discovery learning’. With early problems, teachers model and students just follow. It is only towards the end that students are likely to solve problems independently. The next slides show a sample Year 7 unit organised in this format: Slide 2 lists the problems and knowledge Slide 2 shows how the problem sequence introduces and practises knowledge. © Mastery Science, 2017

Draft Contact forces unit Teaching to mastery version How can we make a vehicle go as fast or slow as possible ? unit theme: design Goals Big idea Forces predict motion Can we work out how an object will move? interactions between objects produce forces. Depending on whether the forces are balanced or unbalanced, its motion will change or not. Friction acts against motion. The motion of objects in a fluid depends on density. Enquiry process Consider evidence What can data help us do? Graphs, tables and charts identify patterns in data and suggest relationships between variables. Problems tor learning Activate AO1 Can you use prior knowledge to explain what forces do Apply AO2 Can you use knowledge in unfamiliar situations to find missing forces in balanced force situations calculate density using: density = mass/volume explain floating and sinking explain what factors affect friction explain how friction affects motion Analyse AO3 Can you combine knowledge with given information to evaluate how a technology reduces friction* compare materials when stretched compare factors in floating & sinking Act AO1-3 Can you integrate concepts and skills to design a toboggan for a safe, steady speed * Knowledge to acquire Key concepts AO1 Balanced or unbalanced, whether the forces on an object cancel out determines motion Friction resists motion and depends on the force between Density, how compact a substance is Skills AO1 Calculate a mean from a set of data Recognise a linear relationship between two variables from tables and graphs Scientific terms AO1 Friction and air resistance, weight or gravity, reaction, upthrust, tension, compression, net force, mass Draft AO1, AO2, AO3 are the GCSE assessment objectives *More details about this task to be provided on slide 2 © Mastery Science, 2017

   Learning problems to introduce & practise knowledge Knowledge acquired through problems (minimum 3x each) Balance d & unbalan ced Density Resistive forces Calculate mean Recognise linear relationship Find missing forces  Compare mass, volume and density Explain floating & sinking How friction affects motion What factors affect friction Evaluate a technology for reducing friction Compare stretched materials Design a safe toboggan Compare factors in floating & sinking  introduced  practised