Tag: Cognitive Load Theory

Secondary Science 2- Making it easier to do the interesting stuff…

8 October 2018

The introduction to Recommendation 4 begins “You cannot do science without knowledge. Pupils have to learn new concepts and vocabulary and apply this learning in new contexts. So being able to remember information is important for success in school science.”

So in the same way that learning the words to a choral work off-by-heart didn’t prevent me from singing it musically, taking memory and cognitive load into account when teaching Science doesn’t mean producing robotic students, who can recite lots of “facts” at me without truly understanding them […]

Author: Niki Kaiser
Posted on: 8 October 2018
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NorReL March links- Memory and the Science of Learning

20 March 2018

Many thanks to all who came along to the Research Leads Network meeting this month. We had a full and varied Agenda including contributions from within the Opportunity Area, around Norfolk… and across the Atlantic! […]

Author: Niki Kaiser
Posted on: 20 March 2018
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Will they remember this next year? 5 key points for long-term learning

28 February 2018

We encounter a huge amount of information all the time via our senses. If we paid attention to it all, we would very soon be overloaded and unable to deal withany of it. For this reason, much of what we encounter is very quickly forgotten, unless we pay attention to it, and make a point of remembering it. […]

Author: Niki Kaiser
Posted on: 28 February 2018
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Journal Club- reflections on our first term

6 January 2018

I gave Journal Club a bit of a revamp when I started as Research Lead back in September. One of my key aims as Research Lead has been to appeal to the masses of our teaching staff, to cater for the busy teacher who believes they don’t have time for research in amongst everything else they have to do. […]

Author: Vicki Barnett (Research Lead at Notre Dame High School)
Posted on: 6 January 2018
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“What does this look like in the classroom?” by Carl Hendrick and Robin MacPherson (a book review)

27 October 2017

I’ve had the book for a week now, and have read it twice already. This is one of the book’s key strengths – it is incredibly accessible and provides insights for teachers no matter their ‘research literacy.’ For those brand new to research the book introduces some key issues that all teachers should be aware of, such as the impact of cognitive science on how children learn, and how to use research on assessment and marking to lower work load. For those more familiar with some key areas of research, the book expands on these areas further as well as introducing some new areas to be aware of. Personally I feel relatively research literate and yet still found the book incredibly insightful. […]

Posted on: 27 October 2017
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Dual Coding- what, why and how.

16 October 2017

Many may consider it to be a new term to describe an old technique, but dual coding is the combination of visuals and words in the classroom to aid learning. It has garnered attention since the Learning Scientists named it one of their six strategies for effective learning. It is argued that a combination of auditory and visual aids increases both retention and recall amongst students. […]

Author: Vicki Barnett (Research Lead at Notre Dame High School)
Posted on: 16 October 2017
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