By school knowledge we mean the ideas, terms, and constructs that teachers bring into the classroom from the domain (Science, History etc). These procedures stimulate students to think about what the ideas are, whether or not they understand them and how they are connected to each other.
These procedures allow both the students and the teachers to identify existing conceptions, ideas and beliefs. These then form the starting point for subsequent extension, restructuring (if necessary) and linking to school knowledge.
These procedures encourage students to ask questions, offer ideas and look for the extent of their understanding. They promote an improved learning environment in the classroom which involves increased trusts between teachers and students, and between students. Students become more willing to listen to, and learn from each other.
These procedures are intended to foster and promote the active processing of written notes, before, during and after reading. Written notes can include textbooks, handouts, teacher notes and students' own notes.
These procedures are intended to help students analyse problems, plan their solution, and search for the reasons behind the algorithms they use. Most of the articles focus on numerical problems but the procedures are applicable in many non-numerical problems.
These procedures aim to promote reflection about learning in ways which,compared with the other groups, are more general and less directly linked to content. All of these procedures encourage students to monitor their learning:to reflect on what they are doing, why and how they are doing it, whether they understand it, what they need to know and whether or not they have everything required.
These procedures represent an attempt to reflect the goals of active learning in assessment tasks. They encourage students to learn from their mistakes and provide ways of sharing some responsibility and control of assessment with students.
These procedures encourage students to reflect on the structure of texts, of different genres and provide scaffolds to help them plan, construct and edit their own texts.
