”Schools should also avoid the temptation to declare that ‘phonics isn’t working’ because pupils, especially those with mild to moderate needs, have not achieved literacy in the same timescale as their mainstream typically developing peers.” Ann Sullivan Phonics for SEN (and D)

What Makes an Explanation in Science Lessons Effective? readingforlearning.org/2024/03/29/wha… via @benrogersedu

New post - using Cuisenaire rods to model abstract physics quantities such as current, potential difference and energy. readingforlearning.org/2024/03/29/mak…

Found this from 4 years ago... readingforlearning.files.wordpress.com/2020/01/ase-vi…

Thanks Rose

Thanks Stuart ('exasperating' is my word not Kulgemeyer's - though I suspect deep down he's fuming).

A new post on effective explanations: readingforlearning.org/2024/03/29/wha… A review and brief summary of Kulgemeyer's framework for effective explanations in science education.

Here are some notes on one of my favorite videos of what effective instructional coaching can look like.

teachlikeachampion.org/blog/instructi…

I am pleased to announce a new paper with Nikos Tsourakis and Kostas Kampourakis in Science & Education (thanks Sibel Erduran for your editorial help) - we use text mining to identify case of legitimate teleology in physics and biology in science textbooks: link.springer.com/article/10.100…

New post on education academics using emotive language (which I usually find irresponsible, but which might just about be okay in this paper?). readingforlearning.org/2024/03/09/lov…

I've been reading and listening to a lot of talk about how bad blocking is (as compared to interleaving) - however, interleaving too soon has negative impact. Blocking at the start is fine! blog.innerdrive.co.uk/interleaving-d…. InnerDrive

Yes, but possibly more damaging is when colleagues agree that di has a place, but then continue to undermine it.

“There were no bright spots. In maths, reading and science, Welsh pupils are being failed by the beguiling but mistaken assumption that skills can be acquired with less knowledge than in east Asia or in England.”

A must-read for #edutwitter .

thetimes.co.uk/article/618bdf…

Surprisingly close. It would be interesting to know why people think what they do.

Thanks for this post Ollie - really interesting! How old were the participants? Thanks Oliver Lovell edthreads.ollielovell.com/p/rosenshine-w…

This is a great blog site for edu data types. Cool to see the code alongside the chart and discussion.

I'd like to go and visit a school with a high P8 for disadvantaged students, but also a behaviour policy that doesn't feature a robust sanction/consequence system. Let me know please 🙏

... not just math.

👩‍🔬 Our new guidance report on primary science teaching provides practical, evidence-based advice.

Download now:  eef.li/primary-science

I'd add that visual aids are good, but physical experience is better. When teaching the word 'light' get pupils to physically experience various light sources (and non light sources). This bit about creativity isn't in the EEF report... I think it's just opinion?