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

1. What were the common misconceptions that were identified in training session 1?
   
2. Why do you think these common misconceptions occur?
   
3. What foundational knowledge would pupils need to have in place to avoid developing a misconception?
   
4. How can developing metacognitive strategies, such as how to evaluate their learning, help when addressing misconceptions?
   
5. How have you anticipated a misconception with your current class?
   
6. How have you monitored work to assess whether misconceptions are forming?
   
7. Which strategies from training session 1 do you think would have an impact on the pupils you teach?
8. What would you like to see more examples of in training session 2?
   
9. Let’s agree on a focus for this half term, linked to anticipating and addressing common misconceptions.