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These processes would perhaps be more akin to procedural knowledge (knowledge of how to do something, sometimes referred to as 'skills') than it would be to substantive knowledge (knowledge of established knowledge' to substantive knowledge. Sticky Knowledge or Residue Knowledge? Sticky Knowledge and a Knowledge-Rich Curriculum When Michael Young wrote about a knowledge rich curriculum

Here's a snippet from my longer blog post What Are All The Different Types Of Knowledge? An example of this, taken from the OfSTED History review would be that "disciplinary knowledge is knowledge Disciplinary knowledge is not the same as skills, and it is not having a personal knowledge of how to Knowledge vs. Skills: What's More Important? Knowledge vs. Skills: What's More Important?

In my last blog post I wrote about the basics of knowledge organisers - if you don't yet use them, that Knowledge Organisers, Key Fact Sheets, 100% Sheets - whatever you call them - are de rigueur right Further, they might come across the word 'terrarium' and link it to their knowledge of what an aquarium Obviously, putting the etymology on the Knowledge Organiser is only step one - what you do with that If vocabulary is the gateway to knowledge learning, and understanding etymology is a path to vocabulary

Computing: "Procedural knowledge is knowledge of methods or processes that can be performed. Anderson theorised that all procedural knowledge begins as declarative knowledge and therefore argues This is the kind of knowledge that is often confused with disciplinary knowledge, and for this reason Disciplinary knowledge is knowing how we know a piece of substantive knowledge, whereas procedural knowledge posts: Knowledge vs.

Here's a snippet from my longer blog post What Are All The Different Types Of Knowledge? OfSTED's Science review states that substantive knowledge is "knowledge of the products of science", For a free downloadable summary of procedural knowledge, and some other key types of knowledge, click posts: Knowledge vs. Knowledge vs. Skills: What's More Important?

What are Knowledge Organisers? Other blog posts about knowledge organisers: Using Knowledge Organisers in Primary - Jon Brunskill On Knowledge Organisers - Michael Tidd Knowledge Organisers - Joe Kirby How To Use A Knowledge Organiser Histoire Knowledge Organisers: Fit For Purpose? - Heather Fearn Curating Knowledge/Organising Knowledge - Clare Sealy

report from the Sutton Trust: "The most effective teachers have deep knowledge of the subjects they teach , and when teachers’ knowledge falls below a certain level it is a significant impediment to students Lee Elliot Major First and foremost it is necessary that you, as a subject leader, have good subject knowledge You can also use your subject knowledge to produce a range of curriculum support documentation so that and Articles The internet, and other published media such as magazines, are a great source of subject knowledge

hinterland knowledge, and a term which refers to both: Core Knowledge Core knowledge cannot be properly Core knowledge is the knowledge that, within a particular lesson or topic, curriculum designers and teachers Any type of knowledge can be core knowledge - its core-ness is defined by the fact it has been chosen Component Knowledge Component knowledge is a term used simply to mean "individual pieces of knowledge of 'tacit' knowledge: Informal Knowledge In the Ambition School Leadership article 'The Hidden Knowledge

OfSTED's Science review states that substantive knowledge is "knowledge of the products of science" Disciplinary knowledge is not the same as skills, and it is not having a personal knowledge of how to Computing: "Procedural knowledge is knowledge of methods or processes that can be performed. Disciplinary knowledge is knowing how we know a piece of substantive knowledge, whereas procedural knowledge They will use their procedural knowledge of drawing to represent their knowledge of volcanoes.

First of all, what is disciplinary knowledge? I explore that here and here. Disciplinary knowledge is the knowledge of how practitioners in each field have come to know what they Residue Knowledge and Disciplinary Knowledge In my blog post 'SEND Provision Across The Curriculum: Start and End Points' I share Christine Counsell's idea of residue knowledge. I went on to suggest that this residue knowledge could be linked to disciplinary knowledge, providing

I replied: "Skills are a kind of knowledge - a knowledge of how to do something. knowledge and procedural knowledge). You can also download a summary below for free: Skills as a type of knowledge When it comes to knowledge So, if we are pitting skills against knowledge, and skills are actually a particular kind of knowledge Subject differences in (substantive) knowledge vs. skills (procedural knowledge) But asking which is

How can we boost their background knowledge so that they can make inferences and understand the texts How can we build background knowledge before they read so that they can make inferences and understand , states that ' The research conducted by Barnes et al. (1996) and Cain et al. (2001) suggests that knowledge Cain et al. arrived at the conclusion that …even when they had the requisite knowledge base from which Knowledge availability is therefore not a sufficient condition for inferencing (p. 857).'