What is meant by knowledge is sticky?
The following example is taken
from How to Assess a Knowledge Rick Curriculum? Focusing on ‘sticky knowledge’ in science, history & geography & enhanced by art, DT, music, PE & computing One of the main objectives that Ofsted looks for when judging a school’s curriculum intent is ensuring sequencing, so knowledge is built over the years. The objective expects that: The subject-specific assessment objectives have been built on the above principle. In other words, rather than having yearly key assessments for each subject, you can see how an aspect of the subject is built upon by using the main
themes such as locational knowledge in geography or chronology in history. In this way, the integrity of the subject is guaranteed with the statements supporting pupils’ changes in long-term memory. As a result there is a reduced number of statements so as to achieve this. It is also important to remember as outlined by the Education Endowment Foundation that assessing too close to the point of teaching can sometimes be misleading, especially when checking sticky knowledge, that is,
learned knowledge that will stay forever. Therefore we need to recognise that new learning is fragile and usually forgotten unless explicit steps are taken over time to revisit and refresh it. Teachers should be wary of assuming that pupils have securely learnt material based on evidence drawn close to the point of teaching (Education Endowment Foundation). What do we mean by a ‘knowledge-rich’ curriculum?There is an expectation that the primary school curriculum has to be ‘knowledge-rich’. What does this mean?Amanda Spielman (2018) explains that, ‘The accumulated wealth of human knowledge, and what we choose to pass on to the next generation through teaching in our schools (the curriculum), must be at the heart of education’ So what do we need to take into account when planning and assessing our curriculum? Here are some key features to think about:
Sticky knowledge – What is it?Sticky knowledge is effectively knowledge that will stay with us forever. In other words, an alteration has happened to our long-term memory. Example – What are the key features of ‘knowledge-rich’ assessment for geography?At both key stages the sticky knowledge takes full account of the national curriculum’s main characteristics of:
There are relatively few assessment statements as these knowledge statements should be what pupils retain forever. In other words, this knowledge is within their long-term memory and will be retained. There is a difference between the knowledge which will be retained close to the point of teaching and that which will be retained forever. In effect, sticky knowledge refers to the long-term memory and should not be assessed too close to the point of teaching. When considering pupils’ improvement in subject-specific vocabulary, see the identified geographical specific vocabulary outlined in Focus Education’s ‘geographical knowledge mats’. Get in TouchJoin me on twitter @Clive_FocusEd or get in touch with the Focus Education office on 01457 821 818. Clive is a former headteacher and inspector, having inspected over 200 schools. His school gained a National Curriculum award and was featured in the Times Educational Supplement, one of three schools recognised for their quality practice. Why is knowledge sticky?These stickiness factors include causal ambiguity, unproven knowledge, lack of source motivation, lack of source credibility, lack of recipient motivation, lack of recipient absorptive capacity, lack of retentive capacity, and a barren organizational context [31] . ...
What is meant by the statement knowledge is sticky group of answer choices?What is meant by the statement "knowledge is sticky"? Knowledge is difficult to replace. Knowledge is hard to move. Knowledge works only in certain situations.
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