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
This morning the TES published a confusing article on key findings from the Wellcome Trust Science Education Tracker. This is a survey of over 4000 young people Y10-Y13 asking about their views on their science education and careers. The TES don’t even seem to have managed a link but the tracker, including a breakdown of […]Read More Practical: Young people’s view on science education from the Wellcome Trust Science Education Tracker
This post is based on my presentation at the Durrington High School Teach Meet #DHSTM16. It was the best TeachMeet that I’ve attended so far. Massive thanks to @shaun_allison and everyone else involved. Do follow the DHS Class Teaching blog. Although I now work on the PGCE courses at the University of Southampton, I used […]Read More Venn and the Art of Categorisation Maintenance
The approach to teaching energy has been a hot topic in physics for a while now. The long-established approach has been to list different types of energy and then to think of physical processes as involving transformation of energy from one form to another. Although it’s not inherent to this way of thinking, it’s quite […]Read More A Potentially Different Approach
Alex Weatherall and David Didau have just had an interesting Twitter exchange. David has written a blog post suggesting that a fundamental point about AfL may be flawed – he’s suggesting that learning is invisible, only performance can be seen and that therefore the idea of checking learning regularly in order to guide teaching is […]Read More Performance and Learning in English and Science
An object will remain stationary or continue to move at a steady speed in a straight line unless there is an unbalanced force. An object will remain stationary or continue to move at a steady speed in a straight line unless an unbalanced force acts on it. An object will remain stationary or continue to […]Read More Unbalanced or Resultant?
Last week the Association for Science Education (ASE) ran a New Curriculum Question Time event with a panel of moderate-to-big hitters including Brian Cartwright (Ofsted’s National Adviser for Science) and Paul Black. I wasn’t there but there are some notes on the ASE website and a little bit on Twitter. It’s not entirely clear to […]Read More Beyond 2013?