A Chemical Orthodoxy

Schools, Science and Education

All the SLOP you need

I have finally finished updating my booklets. The page where I used to keep them got a bit messy so I'm starting a new one here. In terms of changes, I have fiddled the sequencing on a bunch of them,... Continue Reading →

Featured post

Useful bits and pieces for evidence informed teaching

Below is a list of things I have read and found interesting and have helped me develop as a teacher. I've been collecting them over the last year or so and tried desperately to keep them in order. This is... Continue Reading →

Featured post

Guidance fading: how I do it

I've written before about a simplified model to summarise the cognitive load that a student feels during a particular task: If you are unfamiliar with the model, please read about it first as it will help you a lot in... Continue Reading →

Working with a bottom set year 11: how I do it

The emotional, physical and mental exhaustion of working with a bottom set year 11 class has its own characteristic flavour. You feel frustration at students who have switched off, annoyance at students who disturb others’ learning, fear for students who... Continue Reading →

Whole-class reading: how I do it

For me, booklets have been a game-changer. The combination of lean explanations, worked examples and plentiful practice have made sure my lessons run smoothly and student productivity is maximised, and I wrote about how I use them day-to-day here. This... Continue Reading →

Dare to DEAR?

Whenever you move schools, you are inevitably bombarded with new policies, cultures, norms, habits and calendar events. At my last school, one such event was the DEAR day: drop everything and read. Someone from the English faculty picked a short... Continue Reading →

It’s just a tool! Does everything work somewhere?

It is a truth universally acknowledged that however daft a teaching idea is, as soon as you point this out online someone will tell you that it works just fine for them. Inevitably, you will be told that it is... Continue Reading →

Booklets: how I use them

Booklets have been a massive gamechanger for me. They've vastly reduced my workload, improved the quality of my students' output, helped me think more deeply about my subject and improved my pedagogical content knowledge. I now have booklets for the... Continue Reading →

Thinking Curriculum: The One Stop Shop

Thinking deeply about curriculum is new to most of us. For a long time, we've focussed a lot more on the how than we have on the what. Recent changes in mood have been revelatory to me and, I imagine, many others.... Continue Reading →

Curriculum don’ts

Everyone's talking about curriculum these days, and this is a Good Thing. As I've argued before, we've spent too long talking about generic "teaching and learning" or "pedagogy," without the realisation that content must precede delivery. There is no point... Continue Reading →

A teacher sets an assignment     I took a bit of a punt with this one, so please go easy. Loosely based on a thought experiment from SlateStarCodex here. Also I made a mistake at one point and said "fanart" instead of "fanfiction"... Continue Reading →

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