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The Round – Autumn Term 2017
The first edition of Wildern’s professional development bulletin for this academic year kicks off with Professor Robert Coe’s ‘poor proxies for learning’: these are things that we see and sometimes assume mean that learning is taking place – Coe tells us to avoid making such inferences. Read More…
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The Round – Summer Term 2017
The final edition of Wildern’s professional development bulletin for this academic year begins with a really interesting demonstration that shows how we often mistake skills problems for knowledge problems. The main article this term is about ‘threshold concepts’ – the pieces of troublesome knowledge within your subject that, once mastered, will unlock greater understanding. Read More…
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The Round – Spring Term 2017
The Spring 2017 edition of Wildern’s professional development bulletin kicks off with a summary of Robert Bjork’s important paper ‘Assessing Our Own Competence’, which distinguishes the difference between learning and performance in the classroom. Read More…
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The Round – Autumn Term 2016
In this term’s edition of Wildern’s professional development bulletin there is an article on learning styles and how the theory behind them has been debunked by cognitive psychologists. Read More…
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How do we encourage girls into STEM activities?
By Jessica Ross (Mathematics) and Faye Burton (Mathematics)
How effective I thought this was:What we did:
Through our project this year, we aimed to encourage more girls into STEM acitivities. Statistics show that just 13% of STEM professionals are women. We aimed to raise awareness of the opportunites the STEM subjects offer and foster an interest in girls at GCSE level. Read More… -
Using models to facilitate memorising
By Ali Gregory (Science)
How effective I thought this was:What I did:
I have continued a project which I began last year using 3D printed models to assist in memorising an entire topic within the Science curriculum. The topic is divided into 8 sections, and each section has an associated symbol or model. Read More… -
Times tables – how can we improve knowledge and fluency?
By Tamsin Stratton (Mathematics)
How effective I thought this was:What I did:
I gave a timed mixed timestable test to 2 sets of low-ability pupils (one year 8 , one year 9), to test their both their knowledge and speed at completing the test. Then over the next 5 weeks, I focused on one timestable per week. Read More… -
3D printed robots
By George Denman (Technology)
How effective I thought this was:What I did:
I have been working with a small group of year 7 students as a trial using BQ robotics kits and the 3D printers.
They have followed the design process from research, design ideas, testing/modelling and making. This project has allowed the students to learn how to use the modern technology of 3D modelling and printing. Read More… -
Homework prediction stickers
By Georgina Gant (Mathematics) and Nicola Pierce (Mathematics)
How effective we thought this was:What we did:
Nic and I set our classes the task of predicting what they thought they would get for their homework in terms of progress and attitude grades. Students had to then reflect on their homework in relation to what they predicted prior to doing the homework. Read More… -
The Round – Summer Term 2016
This term’s edition of Wildern’s professional development bulletin features a short introduction to Ebbinghaus’ forgetting curve which is the basis for spaced learning. The main feature is on psychologist and education researcher Barak Rosenshine’s 10 principles of instruction. Read More…