My mum is an exceptional woman. An occupational therapist for most of her career, she was inspired by some voluntary bereavement counselling she did for a few years and then retrained as a psychotherapist in her 50s, completed a degree, and then a Masters, and worked very successfully with all sorts of people struggling with an extraordinary […]Read More My Mum & Misconceptions
There is evidence that early-career science teachers are particularly vulnerable in terms of retention (Allen & Sims 2017). Evidence suggests that a number of factors affect teacher retention across all subjects but it is less clear why early-career science teachers are more at risk than teachers of most other subjects. It may simply be that […]Read More Do we know anything about the impact of subject knowledge on retention of early-career science teachers?
Developing the new @SotonEd Subject Knowledge Enhancement course has led to a renewed collation of teaching resources. The Energy unit is a distance-learning component, so trainee teachers will access these resources, with a little bit of written introduction and some instructions. They will then use the resources and complete tasks before receiving online feedback from […]Read More Energy Teaching Resources for SKE
This post is part of a series – a symposium – on AfL. Part one of the series is by by Adam Boxer here. In it he sets the context of the following posts. Part two is by Rosalind Walker here. She discusses the nature of school science and implications for the classroom. Part three is by Niki […]Read More Planning for Effective Assessment in Science
My son and I have just made a major breakthrough with his times tables. I think it’s taught me something about retrieval practice that I hadn’t appreciated before. My son attends a lovely school, as far as I can tell his teachers are great, and he was “working at greater depth” across his KS1 assessments […]Read More Times tables, retrieval practice, and what I’ve learned from Y3
This is the third and final post in a series about the value of practical work in science. In the first post I have suggested that science trainee teachers (and possibly some qualified teachers too), have a tendency to make assumptions about the value, and the learning, associated with practical work in science. In the […]Read More Practical: The Fallacy of Induction
This is the second of three posts about practical work in science. In the first post I suggested that science trainee teachers (and possibly some qualified teachers too), have a tendency to make assumptions about the value, and the learning, associated with practical work in science. In this second post I’m going to illustrate this […]Read More Practical: Grinding Frustration