​Understanding-1st, Procedures-2nd ... How Keen Are You? 

Note: This page is also used in a different, related PD.

How keen are you to embrace an Understanding-first, Procedures-second approach?
Are you keen to adopt it across all/most lessons? Or do you think it's a once-per-month thing?
Are you feeling inspired?
What reservations, if any, do you have?
​

Some past comments ... 

Rod Krause
Over the years, i have seen students point out teachers in their past that they thought were really good teachers. When asked why they remember them, they usually respond with something like this.... "They always helped me understand the maths I was doing!" It would be interesting to try and discover what the teachers were doing for students to create these types of memories. I would think that even fairly feeble attempts of teachers trying to help in the understanding of concepts prior to teaching procedures or algorithms, has a big impact. 
Richard​
That is a great question you pose Rod. I would say that the example I provide is a clue. Asking probing questions that help kids connect the dots, drawing diagrams, making analogies, investigating, etc. A good start would be setting an activity that requires the student to think their way through, activities to which a formula cannot be applied.

Sam Rothe
I was very successful at high school maths, and actually remember saying to my maths teacher that I thought I was just good at remembering procedures and when to use them - pretty insightful I would suggest. So many concepts clicked into place when I started teaching. 
I really believe procedures have to come second, after students have had time to grapple with the concept and to make connections with prior understanding.  I have been guilty, however, when a student just does not understand, to say, ok do this. I always feel like a failure at this point, but reason that if this allows them to engage initially, I can then work on the conceptual understanding afterwards .... which often does not happen. :(
Richard​
That's a very honest and insightful post Sam. We are all guilty Sam, but only through ignorance. And sometimes, to say 'ok do this' is appropriate under the circumstances'. 

Your U-1, P-2 comment here ... 

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More past comments ... 

Rod Krause
It's very easy to fall into the habit of teaching procedures first when there appears to be time pressure. Last week, my granddaughter who is in Year 6 asked me to help her with homework on time difference. She had left it very late and had about 20 minutes before going to school! I had brief go at giving an explanation of how it worked, but resorted to doing my best to teach her how to answer the questions. It was obvious she really didn't have a clue as to either understanding why nor procedure by the time she had to leave. I guess she felt like a bit of a failure - or thought her grandad was possibly losing it.
Richard​
The moral of that story, Rod, is that having students understand conceptually is a long-term project. Intuitively, it would seem that the over-crowded curriculum is a barrier to what I refer to as an Understanding-first, Procedures-second approach. But, actually, the opposite is true. Teaching in a way that allows students to understand the concepts upon which the procedures are based - when done well - is more time efficient than the traditional. But the more significant benefit is the increased agency and understanding that results. My take, for what it is worth.

Michelle Millar
Agree that concepts before procedures is preferable. I need to get my head around how I present new topics and what needs to happen first. Need to make the time for preparation.
Richard​
Great to hear, Michelle. Two things: 1) It's not necessarily a chronological thing. It's more of a focus thing (Understanding - of equal or perhaps bigger importance) 2) Try it out in one thing at a time. (Thinking of activities where students do not have a formula to fall back on is a great place to start.)

Joseph Bailie
I look forward to implementing the U1 approach to my classes. I already trialled a version of student ownership with my Y6 class and I covered things like "resistance" and "pace" during the trial lessons. Feedback was mainly positive and I was reflective enough to see my own limitations. Patience and persistence are certainly key!
Richard​
So good to hear Joseph. Understanding first is as much of a mindset and an approach I think, and incorporates many things. Enjoy your explorations.