Cognitive acceleration in the classroom

The three pillars of cognitive acceleration, as described in Chapter 2, are theoretical. However, they have provided a useful framework for the development of Let’s Think through Science! and other cognitive acceleration programmes.

In moving from theory to practice, two further ‘pillars’ are needed to complete the model of cognitive acceleration: ‘concrete preparation’ and ‘bridging’. These are described below.

Concrete preparation

Pupils cannot simply be thrown a new and difficult problem, then left alone to struggle, rather they need to be led towards it and introduced to it. You, the teacher will help them to establish:

  • what the activity is about;
  • what they already know about this topic;
  • what new vocabulary will be used.

This phase is called ‘concrete preparation’, and it sets the scene for the problem.

Bridging

The thinking abilities developed during a particular activity need to be generalised for use in other contexts. Therefore the final ‘pillar’ of cognitive acceleration is identifying where else similar thinking can be used and applied, this is known as ‘bridging’. In Let’s Think through Science!, bridging does not necessarily come at the end of the lesson; you may find opportunities for it at any time.

The five pillars of cognitive acceleration

The Let’s Think through Science! activities will provide practical examples of all five pillars of cognitive acceleration in action:

  • concrete preparation;
  • cognitive conflict;
  • social construction;
  • metacognition;
  • bridging.

An initial familiarity with the terms, and the opportunity to refer back to their definitions from time to time (above and on pages 4-5), will help you to understand:

  • why the activities are the way that they are;
  • how to teach Let’s Think through Science!,  since the method required is somewhat different from normal teaching practice.

 

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