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Teaching skills to mastery 
Co-funded by 
the Seventh Framework Programme 
of the European Union 
Introduction 
FP7-Science-in-Society-2012-1, Grant Agreement N. 321403
Teach skills to mastery 
The UK Curriculum says Insert your own statement 
‘Working scientifically’ is described separately at the 
beginning of the programme of study, but must always 
be taught through and clearly related to substantive 
science content in the programme of study.
The US Science Standards say: 
Skills integrated with content in ‘learning performances’ 
“Construct an explanation of the Big Bang theory based on 
astronomical evidence of light spectra, motion of distant 
galaxies, and composition of matter in the universe”
What the UK inspectors say Insert your own statement: 
Enquiry is mentioned 25 times in ‘Maintaining Curiosity’ (2013)
What psychologists say: 
“inquiry-based instruction places a huge burden on 
working memory. The onus should surely be on those 
who support inquiry-based instruction to explain how 
such a procedure circumvents the well-known limits of 
working memory when dealing with novel information” 
(from ‘An analysis of the failure of constructivist, discovery, problem-based, 
experiential and inquiry-based teaching)
What research says: 
• break skills into components + teach one at a time 
• use modelling and focussed practice 
• help students integrate skills into the whole task 
• give lots of practice across a range of topics
Teach skills to mastery 
What happens in practice: 
• Lack of explicit teaching 
• Skills often marginalised in curriculum time 
• ‘expert blind spot’
What TEMI offers 
• Learning performances in curriculum materials 
• Gradual Release of Responsibility model 
• Content-and skills-first versions of lessons 
• Cognitive strategies (Lifelines)

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TEMI workshop: introduction to gradual release of responsibility and enquiry

  • 1. Teaching skills to mastery Co-funded by the Seventh Framework Programme of the European Union Introduction FP7-Science-in-Society-2012-1, Grant Agreement N. 321403
  • 2. Teach skills to mastery The UK Curriculum says Insert your own statement ‘Working scientifically’ is described separately at the beginning of the programme of study, but must always be taught through and clearly related to substantive science content in the programme of study.
  • 3. The US Science Standards say: Skills integrated with content in ‘learning performances’ “Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe”
  • 4. What the UK inspectors say Insert your own statement: Enquiry is mentioned 25 times in ‘Maintaining Curiosity’ (2013)
  • 5. What psychologists say: “inquiry-based instruction places a huge burden on working memory. The onus should surely be on those who support inquiry-based instruction to explain how such a procedure circumvents the well-known limits of working memory when dealing with novel information” (from ‘An analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching)
  • 6. What research says: • break skills into components + teach one at a time • use modelling and focussed practice • help students integrate skills into the whole task • give lots of practice across a range of topics
  • 7. Teach skills to mastery What happens in practice: • Lack of explicit teaching • Skills often marginalised in curriculum time • ‘expert blind spot’
  • 8. What TEMI offers • Learning performances in curriculum materials • Gradual Release of Responsibility model • Content-and skills-first versions of lessons • Cognitive strategies (Lifelines)

Editor's Notes

  1. The subtitle shows the two innovations covered. The coverage of each workshop is described in later slides.