Adam Boxer, one of the authors of the new Oxford Revise: Revision and Practice series, explains how its Knowledge, Retrieval, Practice model leads to truly effective revision. If you’re anything like me, one of the questions you’ll be asked the most by students is how they should revise. Most students and parents don’t really know […]
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In my opinion Key Stage Three is the most important time in secondary school and the time when we can have the biggest influence on students. It’s a time where we can have a significant impact both academically and socially. I even put this to Twitter and Twitter agreed: 50% of people shared this view! […]
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Examiners’ reports are a wealth of information, giving data about how many students tried each question as well as breaking down misconceptions for every section. Are there any key messages that we can draw from the examiners reports to improve the performance of our students? Sam Holyman has looked through the reports to give you […]
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Sam Holyman shares some of her top tips for constructive, productive appraisal conversations, drawing on her own positive early career experience when preparing for the appraisals she now gives. When I first started teaching, I used to meet with my line manager for performance management meetings. It felt like an informal chat over a cuppa, […]
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Learning science involves the acquisition and retention of a large body of knowledge. To be useful, both in assessments and in everyday life, this knowledge needs to be stored durably in memory. Knowledge also needs to be accessible when attempts are made to retrieve it. Aware that students felt overwhelmed by the quantity of content […]
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It’s a bright, crisp September morning and I’m sitting in a hall, surrounded by shell-shocked teachers as we all adjust to the Autumn term and the return of our early morning get-up time. As I listen to the announcements and take part in the discussions, I realise the same words keep popping up: Ofsted, cultural […]
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Reading through the Ofsted Education Inspection Framework (EIF) [1] it’s clear that there are some implications for Science departments and teachers that need to be considered. In this blog I’ll identify three key issues and discuss them. The three issues are: The 3 Is: Intent, Implementation, Impact Key Stage 3: Two Years vs Three Years Science or Biology, Chemistry & […]
Read more Revision. A word which probably conjures up memories of the anxious weeks before exams, frantically reading through notes wielding a highlighter in an attempt to get vaguely remembered knowledge into your head. Perhaps you did some practice questions, or maybe you felt so overwhelmed that you ended up doing nothing. Whatever your approach, you would […]
Read more If you have been roaming through the education blogosphere or edutwitter you will have started to notice an increase in the reference of SLOP. SLOP stands for ‘Shed Loads of Practice’. The term SLOP was coined by Adam Boxer and Ruth Walker in the early stages in the formation of CogSciSci , a group of teachers and academics interested in […]
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By Dom Shibli FCCT Dom is a Senior Lecturer in Secondary Science at the University of Hertfordshire. He is a proud founding fellow of the Chartered College of Teaching and contributes to the CogSciSci website. He applauds the use of cognitive science within the teaching profession but hopes that it doesn’t become the next fad […]
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