Clear Teacher Explanations 2b: dual coding – definitions & complex ideas

Dual coding involves the use of diagrams to support an explanation. In my last post, I explained that there are two types of diagrams: organising visuals & representative visuals. I discussed how organising visuals are diagrams which make the hidden structure behind an idea visible to pupils. There are four types of organising visuals, the first …

Clear Teacher Explanations 2a: dual coding – processes

Dual coding is in vogue. I’m excited by this because the use of diagrams can make an explanation significantly clearer and more memorable. However, I’m also worried, because ideas in education have a tendency to mutate and be misapplied. In my next few posts, I explain exactly how I teach using diagrams. I will do …

Clear Teacher Explanations I: examples & non-examples

The phrase “too much teacher talk” scrawled across lesson observation forms seems to be on the decline (at least, according to my Twitter feed). Teachers are abandoning ineffective discovery-based approaches, and harnessing the power of teacher-led, explicit instruction. I like to imagine sages around the country getting onto their stages and unashamedly explaining the marvels …

The best which has been thought or said?

This blog is my contribution to the Curriculum in Science Symposium organised by Adam Boxer. Links for other posts are below. With Ofsted announcing a focus on curriculum and nearly three quarters of secondary schools in England being free to make their own curriculum choices as academies, the ground for asking questions about curriculum is …

Teacher Autonomy: Part II – Curriculum & Teaching

Part II In my previous post, I argued that teacher autonomy is worth sacrificing when it comes to decisions about behaviour systems. I suggested that this is the only way true consistency can be achieved and that consistency is essential for good behaviour to flourish. This is because good behaviours are good habits, which are …

Writing in Science: Guest post by Hochman and Wexler

I am incredibly excited to share a guest post from the authors of The Writing Revolution themselves: Juditch C. Hochman and Natalie Wexler. They conclude the Writing in Science Symposium with a reflection on each of the contributions so far, and share their thoughts on how the ideas can be extended and applied to subjects …

Teacher Autonomy: Part I – Behaviour

How valuable is teacher autonomy? It seems like a no-brainer. But like with most interesting philosophical questions, nuance makes the answer more conflicted than first meets the eye. Whilst I've seen some discussions of teacher autonomy spiral into straw-man arguments and caricatures of robots ... I hope this sparks a sensible debate. In this post …

Writing in Science: A Symposium

The task of teaching pupils how to write is not reserved solely for English teachers. You cannot teach writing devoid of content, and you cannot truly say you teach a discipline unless your pupils become proficient at explaining the ideas of your subject in prose. So, teaching writing through your subject is inevitable. Starting with …

Designing a Science Curriculum: my #rEDRugby talk

On Saturday 9th June, I was lucky enough to attend and speak at my first reserachED in Rugby, hosted at the stunning Rugby School, by the marvellous Jude Hunton. Here, I share my talk with some additional thoughts I didn’t have time to explain. This talk represents my vision for a curriculum. Introduction I find …

Procedural & Declarative Knowledge: My #CogSciSci Talk

On Tuesday 29th May, the second ever #cogscisci 'Meeting of Minds' event took place. It was a thought-provoking day full of discussions about the applications of cognitive science to science learning! My talk was about how procedural knowledge should be practiced differently to declarative knowledge, using the teaching of Maths in Science as an example. This …