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 … Continue reading Teacher Autonomy: Part II – Curriculum & Teaching

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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 … Continue reading Writing in Science: Guest post by Hochman and Wexler

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 … Continue reading Teacher Autonomy: Part I – Behaviour

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 … Continue reading Procedural & Declarative Knowledge: My #CogSciSci Talk