I teach music lessons professionally and spend hours every day playing with this exact concept. To me it's really about building off of what a student already 1

I teach music lessons professionally and spend hours every day playing with this exact concept. To me it's really about building off of what a student already 1) knows conceptually (rules) and 2) has experienced (intuition). What I've learned is that you can't teach any type of rule until all it's "prerequisite phenomena" has been experienced. Music education has a bias of more "doing" and experiencing and less "talking" about (or it should at least). So it has a keen way of turning ideas and concepts into action rather quickly. I think many other disciplines in school can learn a bit from how music is taught frankly: there is a very quick turnaround from concept to application/experience and therefore to emotional context of some sort, which really is the end goal to all learning. Why do you care about X? So if a rule simply is an equation of some sort, or a statement of relationships, then the prerequisite phenomena is making sure every variable is defined within it; so that one can focus solely on the relationships within the objects instead of the undefined variables. This covers many different grounds depending on the style of the learner and the material at hand. Sometimes (rarely) words are enough (if you're building familiar rules into new rules and the experiential phenomena is all done in the mind "ah-ha!") and usually, a student needs to hear the sound of a major scale vs a minor scale and try to describe it with words before telling them what actually makes it sound different theoretically. And even then, there are different ways to explain it. If the student picked up major scales really well (prerequisite phenomena), I will use the modal approach to learning minor scales (it's the major scale but starting from a different note), if the student picks up the scale tones and is better with spacial relationships, they usually already talk about the differences between what they just played as a sharp/flat 6th or 7th scale tone. And there you have it, they've just instructed YOU how they think about a concept. Music is a great example of how there is no single correct way to explain the theory. First off, music practice and artistic decisions always came first, the theory came later as people tried to understand and teach it. And it is the bias of educators to find a single correct way to understand it within themselves that leads to them only prescribing one way to do something (memorize this!). Teaching really is listening more than it is speaking.