Image courtesy of A Dad First
Neil Gilbride was arguing on Twitter that the oversimplification of meta-cognition and cognitive psychology could end up as more pseudoscience (cf VAK, Brain Gym etc) - see tweets <here>. He cited a few bloggers who have, by and large, introduced me to these ideas. I admit that they are my main point of reference and I have been very grateful to these people to get me thinking more about my classroom practice and pedagogy. I do see them as an introduction and I want to read and learn more. Sadly, as with many of these things, time really has not allowed it.
Neil argued that teachers should, at the minimum be reading A-Level / Undergrad psychology to fully understand the ideas promoted in the blogs. He recommended the following, which I intend to check out:
- Gross <here> [<tweet>]
- Martin, Carlson & Buskist <here> [<tweet>]
- Whitebread [Primary] <here> [<tweet>]
It was very odd timing as I was literally in the process of putting together a resource to help my KS3 classes revise. How could I simplify some very complex ideas to a level suitable for 11 year old girls?
I have already done some work with KS4 and KS5 classes, and shared this information publicly <here> and at TM London <here>. As Head of Year, I set some work on it for our PHSE/Study Skills unit, however I made a crucial mistake. Staff were not fully on board as I simply provided the resources without my full rational and explanation (apart from "I think this is really good") and without them necessarily 'buying in'. It is something I need to revisit with my Y10 year group. However I actually spent a whole lesson with my Y11 GCSE RE classes doing the Learning Review I produced (See <here>) and then pointing out key things in my A5 booklet (See <here>). Some comments were:
- "This is the best revision session I've ever had."
- "Why did no one tell us this before?"
- "I have been wasting so much time."
I decided to try and put the booklet into 15 'easy to read' Tips for KS3; they have their end of year exams coming up. This was hard and impossible to avoid some technical language like memory retrieval and working memory which will need brief explanations. I also wanted to keep the language light, and appealing. However as a result, I do feel it is a little too informal (and bad English?) for a serious resource.
As always, I am very keen for feedback, especially from those who know a lot more about this than me.
Download 15 Revision Tips for KS3 <here> or share http://tiny.cc/15tipsks3