Choke points and Pitfalls- reflections from a virtual day at ResearchEd Warrington

We are proud to welcome Dr Sarah Benskin– Assistant Principal: Curriculum, T&L and CPD; Science teacher and lover of educational research to the world of blogging. Here she has a great run down of the virtual offer fro rED Warrington. I am a big fan of ResearchEd and have attended several events, both in personContinue reading “Choke points and Pitfalls- reflections from a virtual day at ResearchEd Warrington”

CogSciSci Tamworth2022

It’s here! The next CogSciSci conference is just around the corner! Join us in Tamworth on Tuesday 31st May to discuss all things cognitive science and science education. This year’s theme is on curriculum. Talks will discuss a wide range of issues around the intent, implementation and impact of the science curriculum in a rangeContinue reading “CogSciSci Tamworth2022”

Disciplinary Knowledge – Intent

By Ryan Badham At the very end of the previous academic year, we were joined by a team of Ofsted inspectors whom corroborated our own opinions of the strengths and weaknesses of our department and curriculum, namely great retention of substantive knowledge by our students but a weaker retention of disciplinary knowledge by our students.Continue reading “Disciplinary Knowledge – Intent”

HoDSciSci January Roundtable: The Quality Assurance of Remote Learning.

We kick off the first HoDSciSci post with a remote learning roundtable. Here a few willing HoDs have answered questions focussed on the quality assurance of remote learning.   In today’s post we have Darren Walkerdine, Ryan Badham, Nik Rorke and Chris Smith. All four have their students learning via live lessons, which appears to beContinue reading “HoDSciSci January Roundtable: The Quality Assurance of Remote Learning.”

An Open Letter to NQT Mentors and School Leaders about Science Teacher retention

Dom Shibli is a Senior Lecturer at the University of Hertfordshire for Secondary Science (@ShibliDom) This is usually an exciting time of year for me as the student teachers complete their training and start thinking about their ‘proper jobs’ in July or September. I derive a huge amount of satisfaction knowing that they are inContinue reading “An Open Letter to NQT Mentors and School Leaders about Science Teacher retention”

Guest post: Completing a #CogSciSci module (and lesson planning)

Abby Camilleri (@CamilleriMiss) is a Physics teacher at St Anne’s Academy in Middleton. She’s recently completed the (totally free!) CogSciSci Introduction to Cognitive Science module. Having submitted her end of module task (“Describe how you have used the characteristics of Long Term Memory and Working Memory to plan a lesson”) we asked Abby if she’d beContinue reading “Guest post: Completing a #CogSciSci module (and lesson planning)”

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”

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