Everyone's talking about curriculum these days, and this is a Good Thing. As I've argued before, we've spent too long talking about generic "teaching and learning" or "pedagogy," without the realisation that content must precede delivery. There is no point... Continue Reading →
https://youtu.be/Xb5rxuIeF6o I took a bit of a punt with this one, so please go easy. Loosely based on a thought experiment from SlateStarCodex here. Also I made a mistake at one point and said "fanart" instead of "fanfiction"... Continue Reading →
In 2010, the ASE published the Principles and Big Ideas of Science, the product of a conference involving a number of prominent figures within the academia of science education and edited by Wynne Harlen (1). Other than Millar and Abrahams'... Continue Reading →
Update 13/2/20: if you like this form or are planning to use proformas of any kind when observing lessons, please read thisblog by David Didau. In addition, please note that the way you observe "expert" teachers should be very different... Continue Reading →
This post has been agreed by several teachers and is shared across several blog sites. In the last couple of years, we have openly expressed concern at the approaches taken by Tes Education Resources to plagiarism and copyright violation, theft... Continue Reading →
A lot has changed recently. The new emphasis on curriculum and knowledge have led many to think about their teaching in completely different ways. For me, one of the big shifts has been the move from my teaching being resource-... Continue Reading →
A common question in the #CogSciSci email group is what to do after students have done an assessment or a mock. Most commonly, people spend a lesson "going over" the paper, where the teacher goes through each question and students make... Continue Reading →
I used to really struggle with behaviour. There would be routine periods of my lessons where I just didn't have control. Majority of students not working. Kids wandering around to have a chat. Paper airplanes. You know the drill. It's... Continue Reading →
I was recently discussing the use of a Think, Pair, Share (TPS) with a colleague. It does what it says on the tin: you pose a question or a text and have students first think about it, then pair up... Continue Reading →
A Chemical Orthodoxy 