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 … Continue reading Clear Teacher Explanations I: examples & non-examples

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 … Continue reading The best which has been thought or said?

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