Embedding Retrieval Throughout Your Teaching

This is the fourth blog in the CogSciSci symposium on retrieval practice in the classroom, following on from contibutions from Adam Boxer (How to not screw up retrieval practice) and Damien Benney (Retrieval practice, retrieval roulette, schema, spacing and even a nod to Rosenshine) You should read the introduction to this symposium here before reading thisContinue reading “Embedding Retrieval Throughout Your Teaching”

Retrieval practice in the classroom: a CogSciSci symposium

It’s pretty easy to get things wrong in education. Brain gym, learning styles, pyramids and more: history is replete with schools and teachers running with ideas that never had any kind of empirical basis to suggest they were worth pursuing. Unfortunately, even when an idea or intervention has evidence behind it we don’t always getContinue reading “Retrieval practice in the classroom: a CogSciSci symposium”

Explicit Instruction with Choral Response, Think-Pair-Share, and Quizzing

Kevin Fulton, Elementary Science Department Head at Taipei Fuhsing Private School (@Fultonofscience) has been integrating a number of cogsci strategies into his teaching. In this fascinating blog post he examines the impact that explicit instruction, choral response, think-pair-share and low-stakes quizzing has had on his pupils. -cogscisci editor —————— Explicit instruction is a teaching frameworkContinue reading “Explicit Instruction with Choral Response, Think-Pair-Share, and Quizzing”

Appositives as retrieval practice

Birmingham based NQT Austin Dwyer (@AustinDDwyer) was inspired by a blog post on using appositives by CogSciSci editor Tom Chillimamp and has had a go himself. The sentences produced by his pupils led him to experiment in using appositives as a structure for retrieval practice. This seems a great idea and is something I’m nowContinue reading “Appositives as retrieval practice”

A cognitive science primer

Many of us in the CogSciSci community spend a lot of time talking to other teachers about cognitive science and evidence based practice. A common topic of discussion in the forum is about different routes to introducing colleagues to a different way of conceptualising science education. Adam recently wrote an article for Education in ChemistryContinue reading “A cognitive science primer”

Assessment for Learning in Science

What does AfL in science look like? What are its defining characteristics? How is it different to AfL in any other subject? What difference does that make for improving and observing teaching in science? Almost two years ago, when CogSciSci was still embryonic, a number of our members ran an online symposium on Assessment forContinue reading “Assessment for Learning in Science”

What makes one question harder than another?

Assessing challenge and difficulty has to be at the forefront of our thoughts. How do we teach students in a way that makes the material easy enough to understand, but hard enough to promote and provoke meaningful and memorable thought in our students? This blog by Adam unpicks the “traditional” approach to questioning and challengeContinue reading “What makes one question harder than another?”

Book review: Visualising Powerful Knowledge to Develop the Expert Student

This post by Christian Moore Anderson explores the work of Ian Kinchin and how you can use concept networks as a tool to visualise student learning and schema-formation. We’d be really interested if anyone turned these kinds of maps into a classroom resource, so if you are inspired to do so please share with us!Continue reading “Book review: Visualising Powerful Knowledge to Develop the Expert Student”

Is science a foreign language?

This blog by CogSciSci editor Ian Taylor tackles one of the most intractable problems of teaching science: the sheer volume of new vocabulary we expect students to acquire. Drawing on a range of different evidence sources, Ian shows how if you approach science teaching in the same way that you would a foreign language yourContinue reading “Is science a foreign language?”

Practicals, demos and knowledge: CogSciSci responds

This post launches a new series of blogs, where we ask teachers from the CogSciSci community to respond to a specific article, blog post or educational event. We hope you find it interesting and if you would like to contribute or suggest a piece of reading for us to discuss please be in touch withContinue reading “Practicals, demos and knowledge: CogSciSci responds”

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