GETCA 2025

Research shows that investing time in identifying and developing lagging prerequisite skills leads to better outcomes for new learning. This session will seek to answer 1. How do we identify priority outcomes and the prerequisite skills needed to master them? 2. What do we know about the development of knowledge and skills--looking at cognitive skills through the work of Bloom, Webb and Hess 3. How do we assess student prerequisite skills before new learning? 4. Once we know what skills are lagging, how do we support students to develop them? 5. How do we scaffold learning to support prerequisite skill development? At each stage, participants will be invited to develop ideas to use in their classroom practice.