I have a few bones to pick with the traditional approach to interviewing teachers. Some of the aspects of the process could be easily improved and if I ever find myself in a position where I can change it, I bloomin' well will! Right. Here goes. The Interview Letter (paraphrased) Dear Mr Taylor In three … Continue reading If I could change interview lessons…
Question 1: How many giraffe are living wild in Africa in the year 2000? a) 10 003 b) 10 030 c) 10 300 d) 13 000 For many pupils this wouldn't pose too much of a problem but I have had all four of those options suggested when … Continue reading Science Snippet 4: Bar Models to the Rescue!
The Language of Science One my favourite factoids (which I cannot recall the source of and therefore substantiate) is that pupils learning GCSE science encounter more new words than when they study a foreign language. Usually directed at MFL teachers. Usually they don't believe me! It is quintessentially captured in the following quote from Via, … Continue reading TSFL: Teaching Science as a Foreign Language
Venue: Wig and Mitre in Lincoln on 21st Spetember 2019 The event was superbly organised for @EducatingLincs by Helena Brothwell and Mark Wilkinson and after being asked to present on worked examples following a moan (from me about a lack of exciting edugatherings in the north) on Twitter I got signed up! So pleased I did as it … Continue reading Worked Examples at #BrewEdLincs
This snippet will work well in the majority of subjects and has taken inspiration from several sources. The examples given are from my science lessons. The Worked Example Effect It first peaked my interest when I saw a maths example where problems were shown to pupils "in parallel" to help manage cognitive load by really … Continue reading Science Snippet 3: Worked Example Effect
Earlier this year I wrote a piece for TES explaining a new routine which the T&L team at my academy had introduced the previous summer (follow this link for the TES article). I could have blathered on for thousands of words about tracking the speaker but with a guideline from Jon Severs of about 1500 words there … Continue reading Tracking the Speaker 2: Reasons from Research
Since reading Adam Boxer's excellent blog on the Slow Practical, in which he explores the cognitive demands placed on pupils by practical work, I have been carefully guiding pupils through experiments. As Adam points out, one of the disadvantages is that it takes more time and while practical work does need to be guided for … Continue reading Science Snippet 2: Integrated Instructions