Spring week 2
Mentor materials
Discussion - anticipating and addressing common misconceptions in the ECT’s subject or phase
Duration: 60 minutes.
Outcome
By the end of this session your ECT will have:
- identified 2 or 3 common misconceptions in their subject
- examined the foundational knowledge pupils would need to have to avoid these misconceptions occurring
- observed a modelled demonstration of how to effectively introduce one of these misconceptions
- identified strategies for anticipating and addressing misconceptions
- discussed how to support pupils to develop self-regulation and metacognitive skills around the identifying of misconceptions
Reference materials
- Planning for effective assessment
- Monitoring misconceptions
- Helping pupils master important concepts, knowledge and skills - part 1
Key questions and talking points
- What were the common misconceptions that were identified in training session 1?
- Why do you think these common misconceptions occur?
- What foundational knowledge would pupils need to have in place to avoid developing a misconception?
- How can developing metacognitive strategies, such as how to evaluate their learning, help when addressing misconceptions?
- How have you anticipated a misconception with your current class?
- How have you monitored work to assess whether misconceptions are forming?
- Which strategies from training session 1 do you think would have an impact on the pupils you teach?
- What would you like to see more examples of in training session 2?
- Let’s agree on a focus for this half term, linked to anticipating and addressing common misconceptions.