INTUITIVE LEARNING: Teaching GCSE and A-Level

I graduated in Physics from the University of Exeter in 2017, and have had a varied tutoring experience since. I grew frustrated during my degree at the methods used by my professors to teach, and the methods used by my fellow students to learn. In light of this, I created many studying techniques, which would go on to stress test and refine for specific modules. Over time, these became cemented and formalised as my default method. I have never looked backed, and have helped many along the way. My learning/teaching methods also gained the recognition from the notoriously hard to impress President of the Institute of Physics. My innovations led me to becoming the first in the lab to levitate objects using sound, and winning awards for best project and best presentations, amongst others. I deliver on the promise of intuitive learning, and the neuroscience backed concepts of "mental representations". I teach students to gain develop a feel for the concepts, such that they can visualise them mentally, with ZERO reliance on memory or learned. This allows students to face completely foreign questions, and simply build up their answers from scratch, using "first principles". It has been proven that no matter how complex a concepts, it is ALWAYS just a culmination of dozens of simpler concepts; the more complex the concept, the more simpler concepts that need stacking. This is the approach that I exploit with my students, with great success; I have taught photography students to perform differential calculus within a day. My belief is that truly understanding concepts is far easier than remembering them, whilst remaining significantly more effective too. I am also a strong advocate for testing the skill that is trying to be learnt, and by this I mean, the student MUST attempt questions, not just learn concepts. A dense question bank, with varying contexts, variables and scenarios, will force a student to isolate the core skill being tested. There is no point becoming theoretically excellent with no ability to execute. Therefore, this becomes the standard by which my students are measured.