This video defines a new number knowledge procedure, and goes on to outline 4 key considerations whenever we teach a new procedure:
1. What is the background knowledge required by learners?
2. Do they actually possess this knowledge?
3. We must then reduce the intrinsic cognitive load of the procedural-part expectations, in order to direct attention on the actual new procedure.
4. We can then use EXPLICIT INSTRUCTION to build the procedural fluency in the learner’s brain.