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A Chemical Orthodoxy

Schools, Science and Education

Novice and Expert Teachers

I've been reading into the difference between novices and experts in different domains. Most of my reading has been about students but I found this fascinating paper via Harry Fletcher-Wood that I thought people might be interested in. Borko &... Continue Reading →

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Cognitive Load in Chemistry Practicals

UPDATE 14/11/2017 I have written a new practical instruction sheet for the thermal decomposition of copper carbonate for my year 7s (hence imprecision in method). When I made it I was surprised at just how many steps it broke down... Continue Reading →

Rosenshine Observation Form

Rosenshine's Principles of Instruction have probably had a bigger effect on my teaching than any number of CPD sessions, lesson¬†observations or blog posts. To me they represent masterful, systematic teaching geared and optimised¬†to enable long-term learning. I wanted to share... Continue Reading →

Encoding and Retrieval

One of our student teachers had a bit of a difficult time in a Q&A sequence at the beginning of the lesson. As part of our subsequent discussion, we looked at the difference between encoding and retrieval and how the... Continue Reading →

Practising Declarative Knowledge

This is not a particularly exciting post, but I think it's an important one (and it'll probably be my last for a while). A lot of people online have been trying to build science resources featuring SLOP: Shed Loads of... Continue Reading →

Playing at Psychology

There are a lot of teachers, like myself, who have a growing interest in psychology and its application to the classroom environment. I can't speak for anyone else but my studies in this area have been completely "student-led" and are... Continue Reading →

Niches and Knowledge

In 1135 a young Jew was born in Cordoba, Spain. His parents named him Moses, the son of Maimon. He spent much of his early years in transit, moving with his family from place to place, like many of his... Continue Reading →

We Need To Talk About Misconceptions

As people grow up, they gain knowledge of their surroundings. For example, if a child goes outside on a cold day, they will no doubt feel the sensation of cold all around them. However, when they touch something metal, it... Continue Reading →

Evolutionary Educational Psychology: A Summary

I've recently been looking into scientific misconceptions and by what processes they are acquired (e.g. "heavy things fall faster than light things"). I came across Nick Rose's excellent blog on the topic which I highly recommend. He references Geary's theory... Continue Reading →

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