Cognitive load relates to the amount of information that a person can hold in their working memory at any one time. During learning, information is held in your working memory until it has been processed enough to transfer into your larger capacity long-term memory. If new information is not transferred, it will most likely be […]
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Revision experts Primrose Kitten and Jessica Walmsley discuss three simple steps to revise Science successfully at Key Stage 3.
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‘Metacognition has become a bit of a buzz word of late, often grouped in with the latest resource or strategy that does the rounds online. But, is it worth all the hype and how can you incorporate it into your science classroom?‘ Lauren Stephenson Metacognition is commonly referred to as ‘learning to learn’ and it […]
Read more Adam Boxer, one of the authors of the new Oxford Revise 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 how to do it. So […]
Read more 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 […]
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. What is 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 […]
Read more 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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By Emma Bishop, Subject Leader for Science in a Devon Academy During my 23 years as a teacher, I have endured my fair share of jumping through Ofsted-generated hoops. Fads have come and gone and the days of high stakes lesson observations where we were falling over ourselves to show rapid progress are still fresh […]
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