Reflective Reasoning: The Journey from Novice to Expert
Developing reasoning skills with learners is a complex business. They need to learn to become systematic thinkers and also acquire the ability to articulate such thinking in a clear, succinct and logical manner. There needs to be equal emphasis on both these aspects of reasoning and in both we need to consider progression. What would we expect from a novice reasoner as opposed to an expert reasoner? How can we help learners to progress to expert level?
This programme offers NRICH’s five-step progression of reasoning as a framework to support teachers and learners in this particular aspect of problem solving. NRICH tasks will be explored for the opportunities they provide to reason in different ways and for different purposes.
Give that children are unlikely to move fluidly from one step to another, rather that they will flow up and down the spectrum settling on a particular step that best describes their reasoning at any one time; we will discuss what tasks and pedagogical practice can support helping learners become expert reasoners, from both the teachers’ and the learners’ point of view.
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