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Cyclehttps://readingforlearning.org/wp-content/uploads/2024/08/classification-of-animals-1.jpgclassification of animals (1)https://readingforlearning.org/wp-content/uploads/2024/08/circuit-for-rope-model.jpgcircuit for rope modelhttps://readingforlearning.org/wp-content/uploads/2024/08/image-2.pngimagehttps://readingforlearning.org/wp-content/uploads/2024/08/image-1.pngimage2024-08-07T14:21:04+00:00monthlyhttps://readingforlearning.org/2024/08/06/primary-science-in-a-nutshell/https://readingforlearning.org/wp-content/uploads/2024/08/image.pngimagehttps://readingforlearning.org/wp-content/uploads/2024/08/psns-cover.pngpsns-COVER2024-08-06T14:10:14+00:00monthlyhttps://readingforlearning.org/2024/07/13/reading-for-learning-or-learning-for-reading/https://readingforlearning.org/wp-content/uploads/2024/07/dallc2b7e-2024-07-13-14.11.57-an-infographic-illustrating-the-findings-of-a-study-on-the-relationship-between-science-knowledge-and-reading-skills-in-elementary-students.-the-image.webpDALL·E 2024-07-13 14.11.57 - An infographic illustrating the findings of a study on the relationship between science knowledge and reading skills in elementary students. The image2024-07-13T13:16:37+00:00monthlyhttps://readingforlearning.org/2023/10/07/using-story-books-to-overturn-science-misconceptions-in-young-children/https://readingforlearning.org/wp-content/uploads/2023/10/image-1.pngimage-1https://readingforlearning.org/wp-content/uploads/2023/10/image.pngimage2024-05-01T14:44:00+00:00monthlyhttps://readingforlearning.org/2024/03/29/making-abstract-physics-concepts-physical/https://readingforlearning.org/wp-content/uploads/2024/03/image-4.pngimage-4https://readingforlearning.org/wp-content/uploads/2024/03/image-3.pngimage-32024-03-29T14:45:27+00:00monthlyhttps://readingforlearning.org/2024/03/29/what-makes-an-explanation-in-science-lessons-effective/2024-03-29T12:21:21+00:00monthlyhttps://readingforlearning.org/2019/11/23/its-hand-wavy-but-in-a-good-way/https://readingforlearning.org/wp-content/uploads/2019/11/visible-science-presentation-23.pngVisible Science - presentation (23)Solution to the six-cup problemhttps://readingforlearning.org/wp-content/uploads/2019/11/screenshot-2019-11-20-at-08.08.22.pngScreenshot 2019-11-20 at 08.08.22https://readingforlearning.org/wp-content/uploads/2019/11/visible-science-presentation-22.pngVisible Science - presentation (22)Pupils were trained to either physically move plastic numbers; to gesture the movement without touching or to make an abstract gesture representing the grouping of numbers. https://readingforlearning.org/wp-content/uploads/2019/11/visible-science-presentation-21.pngVisible Science - presentation (21)Training learners to use abstract hand gestures when solving problems leads to better far transfer of learning. 2024-03-12T13:21:24+00:00monthlyhttps://readingforlearning.org/2024/03/09/lovely-rich-tasks-vs-tedious-exercises/2024-03-10T07:27:12+00:00monthlyhttps://readingforlearning.org/2023/12/22/among-the-top-13-million-chess-players-in-the-world/https://readingforlearning.org/wp-content/uploads/2023/12/dallc2b7e-2023-12-22-16.24.22-a-conceptual-image-for-a-blog-post-about-a-mans-journey-in-playing-rapid-chess-games-throughout-the-year-resulting-in-no-rating-change.-the-image-fe.pngdallc2b7e-2023-12-22-16.24.22-a-conceptual-image-for-a-blog-post-about-a-mans-journey-in-playing-rapid-chess-games-throughout-the-year-resulting-in-no-rating-change.-the-image-fehttps://readingforlearning.org/wp-content/uploads/2023/12/screenshot_20231222-135757.pngScreenshot_20231222-1357572023-12-22T16:28:36+00:00monthlyhttps://readingforlearning.org/2023/12/21/attempting-to-make-sense-of-working-scientifically-in-the-english-national-curriculum/https://readingforlearning.org/wp-content/uploads/2023/12/similar_different-3.jpgsimilar_different-32023-12-21T11:30:42+00:00monthlyhttps://readingforlearning.org/2023/12/10/the-art-of-the-sentence-in-primary-science/2023-12-10T19:08:12+00:00monthlyhttps://readingforlearning.org/2023/12/04/should-we-use-explicit-teaching-approaches-or-enquiry-methods-does-the-eefs-new-primary-science-guidance-report-tell-us-the-answer/https://readingforlearning.org/wp-content/uploads/2023/12/eef-model.jpgeef-model2023-12-04T19:34:38+00:00monthlyhttps://readingforlearning.org/2023/11/26/is-an-apple-a-living-thing/https://readingforlearning.org/wp-content/uploads/2023/11/f57fd4ee-f155-4013-b076-0f0f9025d3dc.jpgf57fd4ee-f155-4013-b076-0f0f9025d3dchttps://readingforlearning.org/wp-content/uploads/2023/11/7780125f-6d0c-47f3-8e28-0bb0f7401577-1.jpg7780125f-6d0c-47f3-8e28-0bb0f7401577-1https://readingforlearning.org/wp-content/uploads/2023/11/7780125f-6d0c-47f3-8e28-0bb0f7401577.jpg7780125f-6d0c-47f3-8e28-0bb0f74015772023-11-30T12:53:29+00:00monthlyhttps://readingforlearning.org/2023/10/27/trying-to-understand-why-progressive-and-traditional-teachers-disagree/2023-10-27T14:37:30+00:00monthlyhttps://readingforlearning.org/2023/10/26/when-colleagues-recommend-books-to-you-that-are-insulting-and-dismissive/2023-10-26T16:55:09+00:00monthlyhttps://readingforlearning.org/2023/10/14/a-reflection-on-science-for-children-by-marilyn-fleer/https://readingforlearning.org/wp-content/uploads/2023/10/image-2.pngimage-22023-10-14T09:34:24+00:00monthlyhttps://readingforlearning.org/2017/05/29/when-knowledge-is-wrong/https://readingforlearning.org/wp-content/uploads/2017/05/metal-cup-250x250.jpgmetal-cup-250x250A metal cup to keep drinks 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feather hammerCommander David Scott of Apollo 15 dropping a falcon feather and a hammer on the moon.https://readingforlearning.org/wp-content/uploads/2018/02/last-of-the-summer-wine.jpglast of the summer wineMy teacher acquaintances and I2021-11-20T10:09:19+00:00monthlyhttps://readingforlearning.org/2021/09/14/eef-primary-science-a-review-of-the-evidence/2021-09-14T18:04:42+00:00monthlyhttps://readingforlearning.org/2021/08/26/arguments-for-the-place-of-science-in-the-curriculum/2021-09-03T10:37:50+00:00monthlyhttps://readingforlearning.org/2021/08/17/how-to-use-the-word-energy-in-primary-science/2021-08-17T08:36:42+00:00monthlyhttps://readingforlearning.org/2021/07/28/eyfs-to-ks2-physics-progression-maps/https://readingforlearning.org/wp-content/uploads/2021/07/screenshot-2021-07-31-11.03.56.pngScreenshot 2021-07-31 11.03.56https://readingforlearning.org/wp-content/uploads/2021/07/screenshot-2021-07-31-11.04.09.pngScreenshot 2021-07-31 11.04.09https://readingforlearning.org/wp-content/uploads/2021/07/screenshot-2021-07-31-11.04.18.pngScreenshot 2021-07-31 11.04.18https://readingforlearning.org/wp-content/uploads/2021/07/screenshot-2021-07-31-11.04.27.pngScreenshot 2021-07-31 11.04.27https://readingforlearning.org/wp-content/uploads/2021/07/screenshot-2021-07-31-11.04.34.pngScreenshot 2021-07-31 11.04.34https://readingforlearning.org/wp-content/uploads/2021/07/screenshot-2021-07-31-11.04.40.pngScreenshot 2021-07-31 11.04.40https://readingforlearning.org/wp-content/uploads/2021/07/screenshot-2021-07-31-11.02.31.pngScreenshot 2021-07-31 11.02.312021-08-05T15:39:14+00:00monthlyhttps://readingforlearning.org/2021/07/27/a-progression-model-for-forces-from-eyfs-to-ks2/2022-01-03T10:56:49+00:00monthlyhttps://readingforlearning.org/2021/05/25/physics-fables/https://readingforlearning.org/wp-content/uploads/2021/05/20210525_170031.jpg20210525_170031https://readingforlearning.org/wp-content/uploads/2021/05/negative-29-6.jpgnegative-29-62021-05-25T16:58:54+00:00monthlyhttps://readingforlearning.org/2021/04/17/control-of-variables-strategy-an-important-gap-in-your-science-curriculum/2021-04-17T13:53:59+00:00monthlyhttps://readingforlearning.org/2021/03/20/the-language-of-enquiry-learning/2021-03-21T11:55:13+00:00monthlyhttps://readingforlearning.org/2021/02/13/convincing-evidence-that-teacher-centred-instruction-is-more-effective-than-hands-on-pupil-centered-lessons/2021-02-13T17:52:44+00:00monthlyhttps://readingforlearning.org/2021/02/08/why-primary-science-education-is-so-important/2022-03-18T18:59:35+00:00monthlyhttps://readingforlearning.org/2021/01/10/does-it-matter-what-we-teach-in-primary-science/2021-01-10T13:54:34+00:00monthlyhttps://readingforlearning.org/2021/01/09/first-thoughts-on-the-ase-enquiry-panel-discussion-jan21/2021-01-09T15:30:41+00:00monthlyhttps://readingforlearning.org/2020/12/28/retrieval-and-transfer-its-not-just-can-they-or-cant-they/2020-12-29T14:25:44+00:00monthlyhttps://readingforlearning.org/2020/12/27/didnt-you-learn-this-last-year/2020-12-28T13:12:52+00:00monthlyhttps://readingforlearning.org/2020/12/05/entitled-to-know/2020-12-05T12:40:38+00:00monthlyhttps://readingforlearning.org/2020/11/07/englands-primary-science-performance-2018/2020-11-07T20:48:56+00:00monthlyhttps://readingforlearning.org/2020/11/07/the-problem-solving-methods-learners-use/2020-11-07T12:31:29+00:00monthlyhttps://readingforlearning.org/2020/10/31/how-much-enquiry-in-my-primary-science-curriculum/2020-10-31T11:08:37+00:00monthlyhttps://readingforlearning.org/2020/10/27/what-science-enquiry-skills-should-i-teach/2020-10-28T03:11:06+00:00monthlyhttps://readingforlearning.org/2020/10/18/three-questions-to-ask-about-your-science-enquiry-activity/2020-10-19T06:22:22+00:00monthlyhttps://readingforlearning.org/2020/10/10/a-quick-blog-about-quality-of-short-written-responses/2020-12-02T17:15:12+00:00monthlyhttps://readingforlearning.org/2020/09/20/bring-back-inquiry-based-learning/2020-09-20T16:21:48+00:00monthlyhttps://readingforlearning.org/2020/09/05/when-might-you-start-teaching-the-idea-of-surface-area/2020-09-01T08:58:02+00:00monthlyhttps://readingforlearning.org/2020/08/16/classroom-intuition/2020-08-16T09:18:19+00:00monthlyhttps://readingforlearning.org/2020/07/29/enquiry-belongs-in-primary-physics-but-where/2020-07-29T09:16:46+00:00monthlyhttps://readingforlearning.org/2020/07/27/do-primary-science-educators-know-that-enquiry-based-learning-is-problematic/2020-07-28T14:49:50+00:00monthlyhttps://readingforlearning.org/2020/06/20/my-researched-norwich-talk-on-visuals-and-gesture-in-the-science-classroom/2020-06-20T16:32:06+00:00monthlyhttps://readingforlearning.org/2020/06/10/empirically-better-graphics/https://readingforlearning.org/wp-content/uploads/2020/06/ab.jpgABWhich version is more computationally efficient?https://readingforlearning.org/wp-content/uploads/2020/06/ab.pngABhttps://readingforlearning.org/wp-content/uploads/2020/06/screenshot-2020-06-10-at-19.38.11.pngScreenshot 2020-06-10 at 19.38.11https://readingforlearning.org/wp-content/uploads/2020/06/screenshot-2020-06-10-at-19.38.33.pngScreenshot 2020-06-10 at 19.38.332020-06-11T08:29:39+00:00monthlyhttps://readingforlearning.org/2020/06/07/introducing-a-model-of-behaviour-choices/https://readingforlearning.org/wp-content/uploads/2020/06/model-of-behaviour-choice-well-governed-class.pngModel of Behaviour Choice - Well-Governed Class2020-06-07T19:30:28+00:00monthlyhttps://readingforlearning.org/2020/04/13/using-a-fishbone-diagram-for-writing-cause-and-effect-texts/https://readingforlearning.org/wp-content/uploads/2020/04/text-e1586765091632.jpegtextThe student has used the fishbone plan to write a tightly focused text on the causes of deforestation. https://readingforlearning.org/wp-content/uploads/2020/04/fishbone.jpegfishboneWhat are the causes of deforestation? Fishbone (Ishakawa) Diagram. 2020-04-13T13:23:57+00:00monthlyhttps://readingforlearning.org/2020/03/29/the-under-governed-classroom/https://readingforlearning.org/wp-content/uploads/2020/03/competitive-control.pngCompetitive ControlCompetitive Control Theoryhttps://readingforlearning.org/wp-content/uploads/2020/03/70099.jpeg70099https://readingforlearning.org/wp-content/uploads/2020/03/69cc8e029d3b608b7dbffd0f3ccd7364e2ce54700f8ddcb372d4e65af605.jpg69cc8e029d3b608b7dbffd0f3ccd7364e2ce54700f8ddcb372d4e65af6052020-03-29T15:45:04+00:00monthlyhttps://readingforlearning.org/2020/01/10/visible-physics-my-ase-presentation/https://readingforlearning.org/wp-content/uploads/2020/01/visible-physics-iop-presentation.pngVisible Physics - IoP presentationhttps://readingforlearning.org/wp-content/uploads/2020/01/visible-physics-iop-presentation-1.pngVisible Physics - IoP presentation (1)https://readingforlearning.org/wp-content/uploads/2020/01/visible-physics-iop-presentation-2.pngVisible Physics - IoP presentation (2)2020-01-10T14:59:57+00:00monthlyhttps://readingforlearning.org/2020/01/05/using-multiple-choice-questions-to-assess-high-level-thinking-in-science/2020-01-05T17:49:09+00:00monthlyhttps://readingforlearning.org/2019/11/10/researched-ipswich-presentation/https://readingforlearning.org/wp-content/uploads/2019/11/visible-science-presentation-12.pngVisible Science - presentation (12)https://readingforlearning.org/wp-content/uploads/2019/11/visible-science-presentation-10.pngVisible Science - presentation (10)Going from concrete to abstract with diagrams2019-11-24T16:11:42+00:00monthlyhttps://readingforlearning.org/2019/10/12/developing-better-diagrams-for-problem-solving/https://readingforlearning.org/wp-content/uploads/2019/10/screenshot-2019-10-02-at-13.10.28.pngScreenshot 2019-10-02 at 13.10.28Example designs from the 'produce' stage. https://readingforlearning.org/wp-content/uploads/2019/10/creating-visual-explanations-improves-learning-eliza-bobek-barbara-tversky-5-e1570016647118.pngCreating Visual Explanations Improves Learning Eliza Bobek & Barbara Tversky (5)Production, Performance, and Preference - the three stages of empirically developing better graphics.2019-10-12T09:48:57+00:00monthlyhttps://readingforlearning.org/2019/10/07/why-gestures-are-important-in-science-teaching/https://readingforlearning.org/wp-content/uploads/2019/10/screenshot-2019-10-07-at-19.28.13.pngScreenshot 2019-10-07 at 19.28.13The six cup problem.https://readingforlearning.org/wp-content/uploads/2019/10/screenshot-2019-10-07-at-19.28.32.pngScreenshot 2019-10-07 at 19.28.32The Two String Problem (Low Spatial Working Memory Demand)https://readingforlearning.org/wp-content/uploads/2019/10/gestures-used-during-problem-solving-1.pngGestures Used During Problem Solving (1)When greater demands are placed on spatial working memory in problem solving, the number of gestures increases. https://readingforlearning.org/wp-content/uploads/2019/10/gestures-used-to-explain-a-solution-2.pngGestures Used to Explain a Solution (2)As the load on working memory increases, scene creation gestures (pointing to there the cups are initially) increases significantly. The number of gestures enacting the solution doe not change significantly.https://readingforlearning.org/wp-content/uploads/2019/10/gestures-used-to-explain-a-solution-1.pngGestures Used to Explain a Solution (1)https://readingforlearning.org/wp-content/uploads/2019/10/gestures-used-during-problem-solving.pngGestures Used During Problem Solvinghttps://readingforlearning.org/wp-content/uploads/2019/10/gestures-used-to-explain-a-solution.pngGestures Used to Explain a SolutionGestures Used to Explain a Solution (Gestures for Thinking and Explaining: Tversky 2005)https://readingforlearning.org/wp-content/uploads/2019/10/gestures-used-to-solve-a-problem.pngGestures Used to Solve a ProblemGestures Used to Solve a Problem (Gestures for Thinking and Explaining: Tversky 2005)2019-10-07T19:24:55+00:00monthlyhttps://readingforlearning.org/2019/10/01/using-visual-explanations-leads-to-better-performance/https://readingforlearning.org/wp-content/uploads/2019/10/screenshot-2019-10-02-at-07.39.05.pngScreenshot 2019-10-02 at 07.39.05Post Test #1 and Post Test #2 score for the verbal group (written explanation) and the visual group (diagramatic explanation)https://readingforlearning.org/wp-content/uploads/2019/10/creating-visual-explanations-improves-learning-eliza-bobek-barbara-tversky-4.pngCreating Visual Explanations Improves Learning Eliza Bobek & Barbara Tversky (4)The Experimenthttps://readingforlearning.org/wp-content/uploads/2019/10/screenshot-2019-10-01-at-19.42.01.pngScreenshot 2019-10-01 at 19.42.01An example of a pupil's 'verbal' explanationhttps://readingforlearning.org/wp-content/uploads/2019/10/screenshot-2019-10-01-at-19.42.13.pngScreenshot 2019-10-01 at 19.42.13An example of a pupil's 'visual' explanation from the paperhttps://readingforlearning.org/wp-content/uploads/2019/10/screenshot-2019-10-01-at-19.30.21.pngScreenshot 2019-10-01 at 19.30.21Post Test #1 and Post Test #2 score for the verbal group (written explanation) and the visual group (diagramatic explanation)https://readingforlearning.org/wp-content/uploads/2019/10/creating-visual-explanations-improves-learning-eliza-bobek-barbara-tversky-2.pngCreating Visual Explanations Improves Learning Eliza Bobek & Barbara Tversky (2)The Experimenthttps://readingforlearning.org/wp-content/uploads/2019/10/creating-visual-explanations-improves-learning-eliza-bobek-barbara-tversky-1.pngCreating Visual Explanations Improves Learning Eliza Bobek & Barbara Tversky (1)Post Test #1 and Post Test #2 score for the verbal group (written explanation) and the visual group (diagramatic explanation)https://readingforlearning.org/wp-content/uploads/2019/10/screenshot-2019-10-01-at-19.19.20.pngScreenshot 2019-10-01 at 19.19.20Post Test #1 and Post Test #2 score for the verbal group (written explanation) and the visual group (diagramatic explanation)https://readingforlearning.org/wp-content/uploads/2019/10/chart-1.pngchart (1)Post Test #1 and Post Test #2 score for the verbal group (written explanation) and the visual group (diagramatic explanation)https://readingforlearning.org/wp-content/uploads/2019/10/chart.pngchartPost Test #1 and Post Test #2 score for the verbal group (written explanation) and the visual group (diagramatic explanation)2019-10-02T08:55:06+00:00monthlyhttps://readingforlearning.org/2019/10/02/cartoons-and-abstract-visuals/https://readingforlearning.org/wp-content/uploads/2019/10/cartoon-motion-graph-e1569957384527.pngcartoon motion graphVelocity-Time graph of a bouncing ballhttps://readingforlearning.org/wp-content/uploads/2019/10/cartoon-parabola-e1569957469265.pngcartoon parabolaDistance-Time Graph and Velocity Time Graph for a projectile. https://readingforlearning.org/wp-content/uploads/2019/10/parachute-cartoon-e1569957262437.pngparachute cartoonParachute Terminal Velocity Graph2019-10-31T18:10:49+00:00monthlyhttps://readingforlearning.org/2019/09/08/up-and-down-the-ladder-of-abstraction/2019-09-08T13:16:35+00:00monthlyhttps://readingforlearning.org/2019/09/07/a-visceral-hinterland-in-physics/https://readingforlearning.org/wp-content/uploads/2019/09/da-vinci-man-right-arm-and-shoulder-anatomy-by-da-vinci-tony-rubino-e1567855029816.jpgda-vinci-man-right-arm-and-shoulder-anatomy-by-da-vinciDa Vinci Man Right Arm And Shoulder Anatomy By Da Vincihttps://readingforlearning.org/wp-content/uploads/2019/09/leonardo-visceral.jpgleonardo visceralhttps://readingforlearning.org/wp-content/uploads/2019/09/visceral-physics-3.pngvisceral physics (3)Kontra, Lyons, Fischer and Beilock (2015)https://readingforlearning.org/wp-content/uploads/2019/09/visceral-physics-2.pngvisceral physics (2)Kontra, Lyons, Fischer and Beilock (2015)https://readingforlearning.org/wp-content/uploads/2019/09/visceral-physics-1.pngvisceral physics (1)Kontra, Lyons, Fischer and Beilock (2015)https://readingforlearning.org/wp-content/uploads/2019/09/visceral-physics.pngvisceral physics2019-09-07T11:17:51+00:00monthlyhttps://readingforlearning.org/2019/08/08/a-short-booklet-on-what-research-says-about-using-visuals-in-teaching/https://readingforlearning.org/wp-content/uploads/2019/08/making-learning-more-efficient-with-visuals.jpgMaking Learning More Efficient with Visuals2019-08-10T04:52:02+00:00monthlyhttps://readingforlearning.org/2019/07/27/communicating-physics-in-the-grid/https://readingforlearning.org/wp-content/uploads/2019/07/413rynpemml._sx341_bo1204203200_.jpg413RYNPeMML._SX341_BO1,204,203,200_Grid Systems by Joseph Muller-Brockmanhttps://readingforlearning.org/wp-content/uploads/2019/07/heliocentric-poster-3.pngHeliocentric Poster (3)https://readingforlearning.org/wp-content/uploads/2019/07/heliocentric-poster-4.pngHeliocentric Poster (4)2019-07-29T10:56:04+00:00monthlyhttps://readingforlearning.org/2019/06/23/how-to-draw-like-a-physicist/https://readingforlearning.org/wp-content/uploads/2019/06/draw-like-a-physicist-4.pngDraw Like a Physicist (4)https://readingforlearning.org/wp-content/uploads/2019/06/draw-like-a-physicist.pngDraw Like a Physicisthttps://readingforlearning.org/wp-content/uploads/2019/06/draw-like-a-physicist-1.pngDraw Like a Physicist (1)https://readingforlearning.org/wp-content/uploads/2019/06/draw-like-a-physicist-2.pngDraw Like a Physicist (2)https://readingforlearning.org/wp-content/uploads/2019/06/draw-like-a-physicist-3.pngDraw Like a Physicist (3)2019-06-23T12:09:33+00:00monthlyhttps://readingforlearning.org/2019/06/18/solving-problems-with-diagrams/https://readingforlearning.org/wp-content/uploads/2019/06/computational-efficiency-poster-pulley-v2-2.pngComputational Efficiency Poster (pulley) v2 (2)A summary and application of Larkin and Simon's 1987 paper: Why a Diagram is (Sometimes) Worth Ten Thousand Wordshttps://readingforlearning.org/wp-content/uploads/2019/06/computational-efficiency-poster-pulley-v2-1.pngComputational Efficiency Poster (pulley) v2 (1)A summary and application of Larkin and Simon's 1987 paper: Why a Diagram is (Sometimes) Worth Ten Thousand Words2019-06-21T15:59:09+00:00monthlyhttps://readingforlearning.org/2019/06/15/how-seductive-details-do-their-damage/https://readingforlearning.org/wp-content/uploads/2019/06/screenshot-2019-06-17-at-12.37.49.pngScreenshot 2019-06-17 at 12.37.49Adapted from: How Seductive Details Do Their Damage: A Theory of Cognitive Interest in Science Learning: Harp and Mayer (1997)https://readingforlearning.org/wp-content/uploads/2019/06/screenshot-2019-06-15-at-13.47.38.pngScreenshot 2019-06-15 at 13.47.38Adapted from: How Seductive Details Do Their Damage: A Theory of Cognitive Interest in Science Learning: Harp and Mayer (1997)https://readingforlearning.org/wp-content/uploads/2019/06/screenshot-2019-06-15-at-12.56.22.pngScreenshot 2019-06-15 at 12.56.22https://readingforlearning.org/wp-content/uploads/2019/06/making-learning-more-efficient-with-visuals.pngMaking Learning More Efficient with VisualsGraphic 2019-06-23T12:18:30+00:00monthlyhttps://readingforlearning.org/2019/06/13/a-couple-of-posters-inspired-by-oliver-cavigliolis-new-book/https://readingforlearning.org/wp-content/uploads/2019/06/arrows-in-physics-for-twitter-2.pngArrows In Physics for Twitter (2)https://readingforlearning.org/wp-content/uploads/2019/06/concrete-to-abstract.pngconcrete to abstract2019-06-13T15:44:47+00:00monthlyhttps://readingforlearning.org/2019/05/17/using-the-rasch-model-for-analysing-multiple-choice-question-data/https://readingforlearning.org/wp-content/uploads/2019/05/screenshot-2019-05-17-at-18.44.16.pngScreenshot 2019-05-17 at 18.44.16The vertical axis shows you how difficult the question is. The horizontal axis shows how 'quirky' the response was (i.e. did the high scoring learners mostly get it right, and the low scoring learners got it mostly wrong? Or was something odd going on?)https://readingforlearning.org/wp-content/uploads/2019/05/screenshot-2019-05-17-at-16.39.31.pngScreenshot 2019-05-17 at 16.39.31The vertical axis shows you how difficult the question is. The horizontal axis shows how 'quirky' the response was (i.e. did the high scoring learners mostly get it right, and the low scoring learners got it mostly wrong? Or was something odd going on?)https://readingforlearning.org/wp-content/uploads/2019/05/question-difficulty-against-infit-1.pngQuestion Difficulty against Infit (1)The vertical axis shows you how difficult the question is. The horizontal axis shows how 'quirky' the response was (i.e. did the high scoring learners mostly get it right, and the low scoring learners got it mostly wrong? Or was something odd going on?)https://readingforlearning.org/wp-content/uploads/2019/05/screenshot-2019-05-16-at-16.25.06.pngScreenshot 2019-05-16 at 16.25.06dichotomous datahttps://readingforlearning.org/wp-content/uploads/2019/05/question-difficulty-against-infit-y6-science-spr2-2019.pngQuestion Difficulty against Infit - Y6 Science Spr2 2019https://readingforlearning.org/wp-content/uploads/2019/05/question-difficulty-against-infit-y4-science-spr2-2019-1.pngQuestion Difficulty against Infit - Y4 Science Spr2 2019https://readingforlearning.org/wp-content/uploads/2019/05/question-difficulty-against-infit-y5-science-spr2-2019-1.pngQuestion Difficulty against Infit - Y5 Science Spr2 2019 (1)https://readingforlearning.org/wp-content/uploads/2019/05/question-difficulty-against-infit-y3-science-spr2-2019.pngQuestion Difficulty against Infit - Y3 Science Spr2 2019https://readingforlearning.org/wp-content/uploads/2019/05/question-difficulty-against-infit-y2-science-spr2-2019-1.pngQuestion Difficulty against Infit - Y2 Science Spr2 2019 (1)https://readingforlearning.org/wp-content/uploads/2019/05/question-difficulty-against-infit-y1-science-spr2-2019-1.pngQuestion Difficulty against Infit - Y1 Science Spr2 2019 (1)2019-05-17T18:04:40+00:00monthlyhttps://readingforlearning.org/2019/05/16/what-do-we-do-with-the-multiple-choice-data/https://readingforlearning.org/wp-content/uploads/2019/05/screenshot-2019-05-16-at-13.32.34.pngScreenshot 2019-05-16 at 13.32.34https://readingforlearning.org/wp-content/uploads/2019/05/screenshot-2019-05-16-at-10.22.19.pngScreenshot 2019-05-16 at 10.22.19correct responseshttps://readingforlearning.org/wp-content/uploads/2019/05/responses-to-mcq-science-y5-apr19.pngResponses to MCQ Science Y5 Apr19https://readingforlearning.org/wp-content/uploads/2019/05/screenshot-2019-05-16-at-10.07.55.pngScreenshot 2019-05-16 at 10.07.55Multiple Choice by Response2019-05-16T12:45:28+00:00monthlyhttps://readingforlearning.org/2019/05/15/how-good-are-our-multiple-choice-questions/https://readingforlearning.org/wp-content/uploads/2019/05/screenshot-2019-05-15-at-17.48.48.pngScreenshot 2019-05-15 at 17.48.48Difficulty and discrimination plotted against an 'ideal' line for questionshttps://readingforlearning.org/wp-content/uploads/2019/05/scalogram-1.jpgscalogram (1)Scalogram of a 'perfect' assessmenthttps://readingforlearning.org/wp-content/uploads/2019/05/scalogram.jpgscalogramScalogram of a 'perfect' MCQ assessmenthttps://readingforlearning.org/wp-content/uploads/2019/05/screenshot-2019-05-15-at-12.43.27-1.pngScreenshot 2019-05-15 at 12.43.27https://readingforlearning.org/wp-content/uploads/2019/05/screenshot-2019-05-15-at-12.43.27.pngScreenshot 2019-05-15 at 12.43.27Scalogram sorted by score and by question difficultyhttps://readingforlearning.org/wp-content/uploads/2019/05/screenshot-2019-05-14-at-22.04.43.pngScreenshot 2019-05-14 at 22.04.43A 'perfect' MCQ assessment where each question gets more difficult and no one answers strangelyhttps://readingforlearning.org/wp-content/uploads/2019/05/screenshot-2019-05-14-at-21.39.16.pngScreenshot 2019-05-14 at 21.39.16Quality of multiple choice questions by difficulty and discrimination2019-05-15T16:50:07+00:00monthlyhttps://readingforlearning.org/2019/05/14/communicating-assessment-scores-with-parents-and-carers/https://readingforlearning.org/wp-content/uploads/2019/05/screenshot-2019-05-14-at-14.00.03.pngScreenshot 2019-05-14 at 14.00.03https://readingforlearning.org/wp-content/uploads/2019/05/screenshot-2019-05-14-at-13.59.11.pngScreenshot 2019-05-14 at 13.59.11https://readingforlearning.org/wp-content/uploads/2019/05/screenshot-2019-05-14-at-13.54.26.pngScreenshot 2019-05-14 at 13.54.26Chart showing an individual's performance in each subject with confidence.2019-05-20T18:56:03+00:00monthlyhttps://readingforlearning.org/2019/05/13/exploring-comparative-judgement-data-with-charts/https://readingforlearning.org/wp-content/uploads/2019/05/chart-8.pngchart (8)A bubble chart showing infit (quirkiness) on the x-axis, score on the y-axis. The size of the bubble represents the standard error. The numbers in the bubbles identify the piece of writing.https://readingforlearning.org/wp-content/uploads/2019/05/screenshot-2019-05-13-at-19.17.22.pngScreenshot 2019-05-13 at 19.17.22Data from NoMoreMarkinghttps://readingforlearning.org/wp-content/uploads/2019/05/chart-7.pngchart (7)https://readingforlearning.org/wp-content/uploads/2019/05/chart-5.pngchart (5)A bubble -plot showing inft (x-axis) and scaled score (y-axis). The size of the bubble shows the standard error. https://readingforlearning.org/wp-content/uploads/2019/05/screenshot-2019-05-13-at-16.22.34.pngScreenshot 2019-05-13 at 16.22.34A dot-plot showing the assessment tasks you didn't set (grey) and the assessment you did (orange).https://readingforlearning.org/wp-content/uploads/2019/05/chart-6.pngchart (6)https://readingforlearning.org/wp-content/uploads/2019/05/screenshot-2019-05-13-at-12.07.56.pngScreenshot 2019-05-13 at 12.07.56https://readingforlearning.org/wp-content/uploads/2019/05/chart-4.pngchart (4)2019-05-14T16:24:04+00:00monthlyhttps://readingforlearning.org/2019/05/04/telling-stories-in-science-with-bar-charts/https://readingforlearning.org/wp-content/uploads/2019/05/the-thermal-energy-needed-to-raise-the-temperature-of-a-1kg-block-of-metal-by-1c2b0c.pngThe thermal energy needed to raise the temperature of a 1kg block of metal by 1°Chttps://readingforlearning.org/wp-content/uploads/2019/05/melting-points-of-group-1-metals.pngMelting Points of Group 1 Metalshttps://readingforlearning.org/wp-content/uploads/2019/05/the-number-of-nobel-prizes-awarded-to-women-1903-2018.pngThe Number of Nobel Prizes Awarded to Women (1903-2018)https://readingforlearning.org/wp-content/uploads/2019/05/thermal-energy-released-by-burning-1-mole-of-different-alkanes.pngThermal Energy Released by Burning 1 Mole of Different Alkaneshttps://readingforlearning.org/wp-content/uploads/2019/05/thermal-energy-released-by-burning-1-mole-of-fuel.pngThermal Energy Released by Burning 1 Mole of Fuelhttps://readingforlearning.org/wp-content/uploads/2019/05/the-effect-of-exercise-on-heart-rate.pngThe effect of exercise on heart rate2019-05-06T08:28:49+00:00monthlyhttps://readingforlearning.org/2019/04/27/pre-topic-assessments/2019-04-27T20:46:37+00:00monthlyhttps://readingforlearning.org/2019/04/09/visualising-abstract-concepts-using-1d-2d-and-3d-models-the-specific-heat-capacity-of-aluminium/https://readingforlearning.org/wp-content/uploads/2019/04/vit.pngVItEnergy transferred = VIthttps://readingforlearning.org/wp-content/uploads/2019/04/shc-box-2-1.pngSHC box #2 (1)Use the box model to help calculate the SHC of aluminiumhttps://readingforlearning.org/wp-content/uploads/2019/04/shc-box-1-1.pngSHC box #1 (1)https://readingforlearning.org/wp-content/uploads/2019/04/bar-model-representing-energy-transferred-to-the-block.pngBar model representing energy transferred to the blockhttps://readingforlearning.org/wp-content/uploads/2019/04/shc-aluminium.pngTo find the specific heat capacity of aluminiumApparatus to find the specific heat capacity of aluminium2019-04-09T14:48:05+00:00monthlyhttps://readingforlearning.org/2019/04/02/is-there-any-evidence-for-using-visual-representations-of-abstract-concepts-e-g-bar-model-yes-from-maths/https://readingforlearning.org/wp-content/uploads/2019/04/screenshot-2019-04-02-at-14.51.03.pngScreenshot 2019-04-02 at 14.51.032019-04-02T14:51:45+00:00monthlyhttps://readingforlearning.org/2019/03/22/example-of-a-cogsci-approach-to-choosing-and-using-science-texts/https://readingforlearning.org/wp-content/uploads/2019/03/hooke-for-blog-1.jpgHooke - Frothy Bodies Text2019-03-22T16:54:02+00:00monthlyhttps://readingforlearning.org/2019/03/21/a-cognitive-science-approach-to-choosing-which-texts-to-use/https://readingforlearning.org/wp-content/uploads/2019/03/screenshot-2019-03-22-at-05.22.33.pngCogSci reading sheet2019-03-22T05:24:34+00:00monthlyhttps://readingforlearning.org/2019/03/09/making-the-abstract-visible-momentum/https://readingforlearning.org/wp-content/uploads/2019/03/momentum-0.2-cat-backwards-1.pngmomentum 0.2 (cat backwards)https://readingforlearning.org/wp-content/uploads/2019/03/momentum-0.1-ball-1.pngmomentum 0.1 (ball)https://readingforlearning.org/wp-content/uploads/2019/03/power-boxes-1.pngPower boxeshttps://readingforlearning.org/wp-content/uploads/2019/03/screenshot-2019-03-09-at-12.50.41.pngScreenshot 2019-03-09 at 12.50.412019-03-09T12:58:22+00:00monthlyhttps://readingforlearning.org/2019/02/18/three-effective-and-efficient-reasons-for-reading-in-science-lessons/https://readingforlearning.org/wp-content/uploads/2019/02/eic-scientific-reading.pngrespiration graphic organiserRespiration Graphic Organiserhttps://readingforlearning.org/wp-content/uploads/2019/02/zpd-1.pngZPD #1Vygotsky's Zone of Proximal Development (ZPD)2019-02-19T20:34:04+00:00monthlyhttps://readingforlearning.org/2019/02/03/the-impossibility-of-reliable-setting-by-ability/https://readingforlearning.org/wp-content/uploads/2019/02/result-for-individual-pupils-with-sem.pngResult for Individual Pupils with SEMhttps://readingforlearning.org/wp-content/uploads/2019/02/the-impossibility-of-setting-meaningfully.pngThe impossibility of setting meaningfully2019-02-03T19:10:30+00:00monthlyhttps://readingforlearning.org/2019/01/19/kasetsu-a-highlight-from-ase/https://readingforlearning.org/wp-content/uploads/2019/01/book_5026_20181227102241.jpg帯＋青緑地https://readingforlearning.org/wp-content/uploads/2019/01/screenshot-2019-01-19-at-15.52.32.pngscreenshot 2019-01-19 at 15.52.32A problem from the Objects and their Weight Jugyosho: Image taken from https://schd.ws/hosted_files/aseannualconference2019/39/ASEproceedings2018Liverpool.pdf2019-01-26T09:00:59+00:00monthlyhttps://readingforlearning.org/2019/01/11/super-quick-update-to-refutation-texts/2019-01-11T22:09:28+00:00monthlyhttps://readingforlearning.org/2019/01/05/my-ase-slides-before-i-present-them/2019-01-05T17:36:37+00:00monthlyhttps://readingforlearning.org/2018/12/28/how-knowledge-grows/https://readingforlearning.org/wp-content/uploads/2018/12/Core-Session-19-1.pngCore Session #19 (1)https://readingforlearning.org/wp-content/uploads/2018/12/Knowledge-into-knowlegde-3.pngKnowledge into knowlegde #3https://readingforlearning.org/wp-content/uploads/2018/12/Knowledge-into-knowlegde-1.pngKnowledge into knowlegde #1https://readingforlearning.org/wp-content/uploads/2018/12/Knowledge-into-knowlegde-2.pngKnowledge into knowlegde #22018-12-30T11:05:27+00:00monthlyhttps://readingforlearning.org/2018/12/09/my-ase-talk-january-10th-2019-how-to-teach-problem-solving-in-science-with-added-bar-models/https://readingforlearning.org/wp-content/uploads/2018/12/using-bar-model-to-help-solve-abstract-science-problems-ks22f3.pngUsing Bar-Model to Help Solve Abstract Science Problems - KS23Parallel circuit bar-model for current2018-12-09T11:24:45+00:00monthlyhttps://readingforlearning.org/2018/12/01/applying-efrat-fuhrts-model-of-building-long-term-memory-representations/https://readingforlearning.org/wp-content/uploads/2018/12/earth-in-space-similar2fdifferent-1.jpgEarth in Space similardifferent (1)Similar/Different taskhttps://readingforlearning.org/wp-content/uploads/2018/12/earth-in-space-similar2fdifferent.jpgEarth in Space similardifferenthttps://readingforlearning.org/wp-content/uploads/2018/12/screenshot-2018-12-01-at-16-00-02.pngScreenshot 2018-12-01 at 16.00.02From Understand to Masterhttps://readingforlearning.org/wp-content/uploads/2018/12/screenshot-2018-12-01-at-15-56-18.pngScreenshot 2018-12-01 at 15.56.18From Understand to Usehttps://readingforlearning.org/wp-content/uploads/2018/12/screenshot-2018-12-01-at-15-42-18.pngScreenshot 2018-12-01 at 15.42.18From Know to Understandhttps://readingforlearning.org/wp-content/uploads/2018/12/screenshot-2018-12-01-at-15-32-40.pngScreenshot 2018-12-01 at 15.32.40From not knowing to knowing2018-12-01T16:56:20+00:00monthlyhttps://readingforlearning.org/2018/11/19/my-researched-ipswich-slides-disciplinary-literacy-in-science/2018-11-19T08:08:19+00:00monthlyhttps://readingforlearning.org/2018/10/10/characteristics-of-science-vocabulary-and-some-classroom-tools/2018-11-16T08:28:40+00:00monthlyhttps://readingforlearning.org/2018/10/29/faded-support-terminal-velocity-writing-scaffolds/https://readingforlearning.org/wp-content/uploads/2018/10/terminal-velocity-frames-variation-theory.jpgTerminal velocity frames (variation theory)Model response to task, demonstrating some tricky sentence structures. 2018-10-29T08:58:28+00:00monthlyhttps://readingforlearning.org/2018/10/28/the-origin-of-species-packet/2018-10-28T11:15:13+00:00monthlyhttps://readingforlearning.org/2018/10/13/a-knowledge-curriculum-informed-by-cognitive-science-with-a-disciplinary-literacy-focus/https://readingforlearning.org/wp-content/uploads/2018/10/earth-and-space-timeline-5.jpgEarth and Space Timeline2018-10-21T13:46:12+00:00monthlyhttps://readingforlearning.org/2018/09/22/a-quick-translation-of-a-german-year-10-physics-exam/2018-10-10T19:36:34+00:00monthlyhttps://readingforlearning.org/2018/09/08/today-we-have-naming-of-parts/2018-10-02T06:32:13+00:00monthlyhttps://readingforlearning.org/2018/09/20/the-privileged-status-of-story-energy/2018-09-22T11:28:54+00:00monthlyhttps://readingforlearning.org/about/2018-09-11T16:19:39+00:00weekly0.6https://readingforlearning.org/2018/09/11/learning-intentions/https://readingforlearning.org/wp-content/uploads/2018/09/investigating-newtons-second-law-of-motion1_519.jpgInvestigating Newton's second law of motionpracticalphysics.orghttps://readingforlearning.org/wp-content/uploads/2018/09/n2.jpegNewton's 2nd Lawpracticalphysics.org2018-09-11T08:15:07+00:00monthlyhttps://readingforlearning.org/frayer-model-for-science-vocabulary/https://readingforlearning.org/wp-content/uploads/2018/04/frayer-prime.pngfrayer primehttps://readingforlearning.org/wp-content/uploads/2018/04/frayer-orbit1.pngfrayer orbit1https://readingforlearning.org/wp-content/uploads/2018/04/frayer-orbit2.pngfrayer orbit22018-09-10T13:18:38+00:00weekly0.6https://readingforlearning.org/2018/08/15/we-teach-the-right-things-efficiently/https://readingforlearning.org/wp-content/uploads/2018/08/we-teach-the-right-things-efficiently-2.pngwe teach the right things efficiently (2)https://readingforlearning.org/wp-content/uploads/2018/08/we-teach-the-right-things-efficiently-1.pngwe teach the right things efficiently (1)https://readingforlearning.org/wp-content/uploads/2018/08/we-teach-the-right-things-efficiently.pngwe teach the right things efficiently2018-08-15T15:49:50+00:00monthlyhttps://readingforlearning.org/2018/07/04/exemplar-science-writing-from-year-1-to-year-6-the-spinner-experiment/2018-07-07T09:33:54+00:00monthlyhttps://readingforlearning.org/2018/06/13/my-bar-model-talk-at-rugby-researched/https://readingforlearning.org/wp-content/uploads/2018/06/researchedbus.jpgresearchedbus2018-06-13T16:25:37+00:00monthlyhttps://readingforlearning.org/2018/04/21/better-than-a-definition/https://readingforlearning.org/wp-content/uploads/2018/04/orbit-examples-and-non-examples.pngOrbit - examples and non-examplesOrbit - examples and non-examples2018-04-21T21:43:36+00:00monthlyhttps://readingforlearning.org/2018/04/09/using-elaboration-in-science-lessons/https://readingforlearning.org/wp-content/uploads/2018/04/science-similar2fdifferent-the-universe.jpgScience SimilarDifferent (the Universe)https://readingforlearning.org/wp-content/uploads/2018/04/science-similar2fdifferent-the-universe-1.jpgScience SimilarDifferent (the Universe) (1)https://readingforlearning.org/wp-content/uploads/2018/04/screenshot-2018-04-09-at-15-37-27.pngScreenshot 2018-04-09 at 15.37.27Similar/Different technique for elaboration in a physics classroom.2018-04-11T08:16:02+00:00monthlyhttps://readingforlearning.org/2018/03/31/my-book-for-new-physics-teachers/https://readingforlearning.org/wp-content/uploads/2018/03/big-ideas-in-physics-poster-for-teachers.jpegBig Ideas in Physics Poster - for teachershttps://readingforlearning.org/wp-content/uploads/2018/03/screenshot-2018-03-31-at-17-19-06.pngScreenshot 2018-03-31 at 17.19.06https://readingforlearning.org/wp-content/uploads/2018/03/the-big-ideas-in-physics_twitter-1.pngThe Big Ideas in Physics_Twitter (1)https://readingforlearning.org/wp-content/uploads/2018/03/the-big-ideas-in-physics_2-1.pngThe Big Ideas in Physics_2 (1)https://readingforlearning.org/wp-content/uploads/2018/03/screenshot-2018-03-31-at-17-04-04.pngScreenshot 2018-03-31 at 17.04.04Text for poster2018-04-09T15:00:23+00:00monthlyhttps://readingforlearning.org/2018/03/28/why-bar-model-works-2-reducing-intrinsic-load/https://readingforlearning.org/wp-content/uploads/2018/03/screenshot-2018-03-29-at-07-39-05.pngScreenshot 2018-03-29 at 07.39.05https://readingforlearning.org/wp-content/uploads/2018/03/clt-bar-model-2.jpgCLT bar model (2)https://readingforlearning.org/wp-content/uploads/2018/03/latent-heat-and-shc-2.jpgLatent heat and SHC #2https://readingforlearning.org/wp-content/uploads/2018/03/clt-bar-model-1.jpgCLT bar model (1)The three elements of cognitive load represented using a bar-model.https://readingforlearning.org/wp-content/uploads/2018/03/clt-bar-model.jpgCLT bar modelThe three elemenets of Cognitive Load represented using a bar-model.2018-03-28T20:33:24+00:00monthlyhttps://readingforlearning.org/2018/03/27/why-bar-model-works-1-dual-coding/https://readingforlearning.org/wp-content/uploads/2018/03/gm-bar-model-1.pngGM bar model (1)Calculating the rate by subtracting background.https://readingforlearning.org/wp-content/uploads/2018/03/gm-bar-model.pngGM bar model2018-03-27T18:12:44+00:00monthlyhttps://readingforlearning.org/2018/03/15/using-visual-representations-to-help-solve-abstract-physics-problems/2018-09-24T06:13:47+00:00monthlyhttps://readingforlearning.org/2018/03/03/but-where-is-the-cognitive-science-and-the-knowledge/2018-03-03T15:39:50+00:00monthlyhttps://readingforlearning.org/2018/02/10/can-the-singapore-bar-model-reduce-cognitive-load-in-physics/https://readingforlearning.org/wp-content/uploads/2018/02/screenshot-2018-02-10-at-20-41-36.pngScreenshot 2018-02-10 at 20.41.36Efficiency Questionhttps://readingforlearning.org/wp-content/uploads/2018/02/screenshot-2018-02-10-at-20-39-28.pngScreenshot 2018-02-10 at 20.39.28Energy Question #2https://readingforlearning.org/wp-content/uploads/2018/02/screenshot-2018-02-10-at-20-38-03.pngScreenshot 2018-02-10 at 20.38.03Energy Question #1https://readingforlearning.org/wp-content/uploads/2018/02/screenshot-2018-02-10-at-20-35-57.pngScreenshot 2018-02-10 at 20.35.57Bar-model to solve a balanced force question.https://readingforlearning.org/wp-content/uploads/2018/02/screenshot-2018-02-10-at-20-32-42.pngScreenshot 2018-02-10 at 20.32.42Pupil's solution using bar model.https://readingforlearning.org/wp-content/uploads/2018/02/screenshot-2018-02-10-at-20-30-36.pngScreenshot 2018-02-10 at 20.30.362016 KS2 SATs reasoning question (paper 3)2018-02-15T20:35:34+00:00monthlyhttps://readingforlearning.org/2018/02/03/measuring-and-improving-the-quality-of-science-writing-in-schools/https://readingforlearning.org/wp-content/uploads/2018/02/cj-ccb1-e1517665306127.pngConcept Cartoon Comparative JudgementThe English and history specialists preferred this text (the language structure is sophisticated and appropriate to the task).https://readingforlearning.org/wp-content/uploads/2018/02/cj-cca-e1517665403876.pngConcept Cartoon CJI preferred this (she’s demonstrated causation and used the technical term ‘current’ appropriately) .https://readingforlearning.org/wp-content/uploads/2018/02/cj-ccb.pngCJ CCbhttps://readingforlearning.org/wp-content/uploads/2018/02/screenshot-2018-01-26-at-20-11-04.png1953 Crick and Watson paper on the Molecular Structure of Nucleic Acids.https://readingforlearning.org/wp-content/uploads/2018/02/screenshot-2018-01-26-at-20-13-01.pnghttps://readingforlearning.org/wp-content/uploads/2018/02/screenshot-2018-01-26-at-20-16-01.pngScreenshot 2018-01-26 at 20.16.01https://readingforlearning.org/wp-content/uploads/2018/02/screenshot-2018-01-31-at-17-18-37.pngRubrics - Greg Ashmanhttps://gregashman.wordpress.com/2015/11/16/some-comments-on-explanations-in-maths/how-rubrics-fail-greg-ashman-2/https://readingforlearning.org/wp-content/uploads/2018/02/screenshot-2018-02-03-at-13-25-58.pngAll that matters is....All that matters is....2018-02-15T20:33:40+00:00monthlyhttps://readingforlearning.org/2018/01/25/a-japanese-year-6-electromagnet-worksheet/https://readingforlearning.org/wp-content/uploads/2018/01/screenshot-2018-01-25-at-20-17-29.pngScreenshot 2018-01-25 at 20.17.29https://readingforlearning.org/wp-content/uploads/2018/01/screenshot-2018-01-25-at-20-15-42.pngScreenshot 2018-01-25 at 20.15.42https://readingforlearning.org/wp-content/uploads/2018/01/screenshot-2018-01-25-at-20-14-08.pngScreenshot 2018-01-25 at 20.14.08https://readingforlearning.org/wp-content/uploads/2018/01/screenshot-2018-01-25-at-20-06-35.pngScreenshot 2018-01-25 at 20.06.35https://readingforlearning.org/wp-content/uploads/2018/01/screenshot-2018-01-25-at-18-39-401.pngScreenshot 2018-01-25 at 18.39.40https://readingforlearning.org/wp-content/uploads/2018/01/screenshot-2018-01-25-at-18-45-09.pngScreenshot 2018-01-25 at 18.45.09https://readingforlearning.org/wp-content/uploads/2018/01/screenshot-2018-01-25-at-18-51-12.pngScreenshot 2018-01-25 at 18.51.12https://readingforlearning.org/wp-content/uploads/2018/01/screenshot-2018-01-25-at-18-51-45.pngScreenshot 2018-01-25 at 18.51.45https://readingforlearning.org/wp-content/uploads/2018/01/screenshot-2018-01-25-at-18-58-19.pngScreenshot 2018-01-25 at 18.58.19https://readingforlearning.org/wp-content/uploads/2018/01/screenshot-2018-01-25-at-19-37-24.pngScreenshot 2018-01-25 at 19.37.242018-01-26T20:56:56+00:00monthlyhttps://readingforlearning.org/2018/01/13/teacher-training-the-dodge-city-of-the-education-world-levine/https://readingforlearning.org/wp-content/uploads/2018/01/screenshot-2018-01-13-at-14-41-21.pngModel of Cognitive Load Theory2018-01-20T05:37:05+00:00monthlyhttps://readingforlearning.org/2018/01/06/physics-problems-for-primary-pupils/2018-01-06T18:18:23+00:00monthlyhttps://readingforlearning.org/2017/12/21/what-if-you-could-develop-initial-teacher-training-itt-in-any-way-you-wanted/https://readingforlearning.org/wp-content/uploads/2017/12/victorian-teacher.pngvictorian teacher2017-12-21T11:18:23+00:00monthlyhttps://readingforlearning.org/2017/11/16/seven-rules-for-teaching-problem-solving-in-maths/2017-11-16T16:54:04+00:00monthlyhttps://readingforlearning.org/2017/10/21/seductive-problems/https://readingforlearning.org/wp-content/uploads/2017/10/2017_36_adam_and_eve.jpg2017_36_adam_and_eveAdam and Eve, Seduction and the Tree of Knowledge2017-11-16T07:42:34+00:00monthlyhttps://readingforlearning.org/2017/10/07/retrieval-practice-donows-are-great-but-lets-not-forget-sentence-practice/https://readingforlearning.org/wp-content/uploads/2017/10/magnesium-expand-a-sentence-donow.pngMagnesium Expand-a-Sentence DoNowhttps://readingforlearning.org/wp-content/uploads/2017/10/weimar-expand-a-sentence.pngWeimar expand-a-sentence DoNow2017-10-07T15:34:46+00:00monthlyhttps://readingforlearning.org/2017/10/07/check-out-check-in-check-up/2017-10-07T11:17:55+00:00monthlyhttps://readingforlearning.org/2017/10/01/cognitive-psychology-and-initial-teacher-education/2017-10-03T20:18:48+00:00monthlyhttps://readingforlearning.org/2017/10/03/a-teacher-is-the-sum-of-all-of-the-problems-she-can-solve/https://readingforlearning.org/wp-content/uploads/2017/10/teacher-sum-of-problems.jpgTeacher = sum of problems2017-10-03T20:11:20+00:00monthlyhttps://readingforlearning.org/2017/08/17/james-clerk-maxwell-and-the-second-great-unification-in-physics/https://readingforlearning.org/wp-content/uploads/2017/08/maxwell.jpgmaxwellJames Clerk Maxwellhttps://readingforlearning.org/wp-content/uploads/2017/08/screenshot-2017-08-17-at-10-27-28.pngScreenshot 2017-08-17 at 10.27.28Maxwell's equations2017-08-17T09:31:27+00:00monthlyhttps://readingforlearning.org/2017/08/08/a-map-of-physics/https://readingforlearning.org/wp-content/uploads/2017/08/screenshot-2017-08-08-at-12-34-24.pngMap of PhysicsA Metro-Map style map of physics - each stop has a short text to explain the physics.2017-08-08T12:05:29+00:00monthlyhttps://readingforlearning.org/2017/07/18/better-than-wrong/https://readingforlearning.org/wp-content/uploads/2017/07/cj-task-1-better-than-wrong-1.pngCJ task #1 Better than Wrong (1)https://readingforlearning.org/wp-content/uploads/2017/07/cj-task-1-better-than-wrong.pngCJ task #1 Better than Wrong2017-07-19T08:18:17+00:00monthlyhttps://readingforlearning.org/2017/07/12/japanese-physics-textbook-model-answers/https://readingforlearning.org/wp-content/uploads/2017/07/gravity-worked-example.pnggravity worked exampleBalanced Forces Worked Example2017-07-12T14:08:35+00:00monthlyhttps://readingforlearning.org/2017/07/11/textbooks-from-high-performing-jurisdictions-japan/https://readingforlearning.org/wp-content/uploads/2017/07/book-cover.pngbook coverJapanese High School Physics Textbookhttps://readingforlearning.org/wp-content/uploads/2017/07/galileo-japanese.pnggalileo japaneseIntroduction to gravityhttps://readingforlearning.org/wp-content/uploads/2017/07/japanese-physics-textbook.jpgjapanese physics textbookJapanese physics textbook2021-11-25T18:21:25+00:00monthlyhttps://readingforlearning.org/2017/06/10/a-physics-question-close-read-and-writerewrite-with-goal-free/https://readingforlearning.org/wp-content/uploads/2017/06/kettle-close-read-page-001.jpgkettle close-read-page-001A close-read of the question followed by a write/rewrite (see TLaC and Reading Reconsidered by Lemov)https://readingforlearning.org/wp-content/uploads/2017/06/goal-free-1-page-001-e1497090849541.jpggoal-free 1-page-001Goal-Free exploration of the diagram using Think-Pair-Share activity2017-06-10T14:12:01+00:00monthlyhttps://readingforlearning.org/2017/05/30/if-you-want-it-here-dont-put-it-there/https://readingforlearning.org/wp-content/uploads/2017/05/wall-display-clt-diagram.jpgwall display CLT diagramWall displays, formula sheets and placemats as external memory2017-05-30T19:44:08+00:00monthlyhttps://readingforlearning.org/2017/05/28/what-are-the-cognitive-loads-of-reading-and-how-can-we-reduce-them/https://readingforlearning.org/wp-content/uploads/2017/05/110163_reading-stats_2_630m.jpg110163_reading-stats_2_630mWho teaches scientists and engineers to read professional texts?https://readingforlearning.org/wp-content/uploads/2017/05/110164_reading-stats_3_630m.jpg110164_reading-stats_3_630mWyy STEM professionals readhttps://readingforlearning.org/wp-content/uploads/2017/05/110162_reading-stats_1_630m.jpg110162_reading-stats_1_630mHow many hours of professional STEM reading per week?2017-05-29T18:43:43+00:00monthlyhttps://readingforlearning.org/2017/05/20/ratio-load-and-difficulty-3-lesson-sliders/https://readingforlearning.org/wp-content/uploads/2017/05/ratio2fload2fdifficulty-v3.pngratioloaddifficulty v3https://readingforlearning.org/wp-content/uploads/2017/05/ratio2fload2fdifficulty-1.jpgratioloaddifficulty (1)https://readingforlearning.org/wp-content/uploads/2017/05/ratio2fload2fdifficulty.jpgratioloaddifficulty2017-05-21T07:51:05+00:00monthlyhttps://readingforlearning.org/2017/05/18/shakespeare-and-physics-cogntive-psychology-and-writing/https://readingforlearning.org/wp-content/uploads/2017/05/shakespeare-and-newton.jpgshakespeare and newtonShakespeare and Newton2017-05-18T19:22:39+00:00monthlyhttps://readingforlearning.org/2017/05/13/my-experience-with-goal-free-a-cognitive-load-theory-strategy/https://readingforlearning.org/wp-content/uploads/2017/05/goal-free-ks2-maths.pnggoal-free-KS2-maths2017-06-10T12:12:28+00:00monthlyhttps://readingforlearning.org/2017/05/07/skip-to-content-home-about-the-single-most-important-thing-for-teachers-to-know-version-2/https://readingforlearning.org/wp-content/uploads/2017/05/clt-schematic-3.jpgCLT schematic (3)The elements of Cognitive Load Theory - long-term memory, working memory and external memory.2017-06-10T12:14:21+00:00monthlyhttps://readingforlearning.org/2017/04/29/using-worked-examples-to-reduce-cognitive-load-in-physics/https://readingforlearning.org/wp-content/uploads/2017/04/screenshot-2017-04-29-at-13-40-24.pngScreenshot 2017-04-29 at 13.40.24from Story of a Research Program by John Swellerhttps://readingforlearning.org/wp-content/uploads/2017/04/screenshot-from-2017-04-29-11-12-05.pngScreenshot from 2017-04-29 11-12-05from Cognitive Load Theory - Sweller, Ayrea, Kalyuga 2011 (art by @@olivercavigliol - https://teachinghow2s.com/docs/CLT_chapter_summaries.pdf)https://readingforlearning.org/wp-content/uploads/2017/04/terminal-velocity-q-aqa-2016.pngTerminal Velocity Q AQA 20162017-05-06T14:48:09+00:00monthlyhttps://readingforlearning.org/2017/05/01/integrating-questions-and-diagrams-to-reduce-cognitive-load-for-novice-physicists/https://readingforlearning.org/wp-content/uploads/2017/05/aqa4.jpgAQA#4From AQA 2016https://readingforlearning.org/wp-content/uploads/2017/05/aqa3.jpgAQA#3From AQA 2016https://readingforlearning.org/wp-content/uploads/2017/04/split-attention-effect.pngsplit-attention-effectAdapted from AQA 2016https://readingforlearning.org/wp-content/uploads/2017/04/split-attention-effect-2.pngsplit-attention-effect 2adapted from AQA 20162017-05-06T14:47:35+00:00monthlyhttps://readingforlearning.org/2017/05/06/the-single-most-important-thing-for-teachers-to-know/https://readingforlearning.org/wp-content/uploads/2017/05/clt-schematic-learning.jpgCLT schematic learningMaximsing learning, by reducing the load on the working memory.https://readingforlearning.org/wp-content/uploads/2017/05/clt-schematic-2.jpgCLT schematic (2)2018-02-25T22:38:11+00:00monthlyhttps://readingforlearning.org/2017/04/30/going-goal-free-to-learn-how-to-solve-physics-problems/https://readingforlearning.org/wp-content/uploads/2017/04/aqa-phy-jun16.pngAQA Phy Jun16from AQA Jun 16 Physics A-Level Unit 2 Paper2017-04-30T07:22:02+00:00monthlyhttps://readingforlearning.org/2017/04/22/havent-we-got-enough-to-do-already-how-science-teachers-can-teach-vocabulary/https://readingforlearning.org/wp-content/uploads/2017/04/bitesize-sankey-e1492870294732.pngbitesize sankeyTier 2 words: summarise, process, involved, x rather than y. http://www.bbc.co.uk/schools/gcsebitesize/science/aqa_pre_2011/energy/heatrev5.shtml 2017-04-26T19:46:00+00:00monthlyhttps://readingforlearning.org/2017/04/26/what-i-think-about-when-i-think-about-energy/https://readingforlearning.org/wp-content/uploads/2017/04/gottfried_wilhelm_von_leibniz.jpggottfried_wilhelm_von_leibniz2017-04-26T19:35:39+00:00monthlyhttps://readingforlearning.org/2017/04/17/cooperative-reading/https://readingforlearning.org/wp-content/uploads/2017/04/cooperative-reading-science.pngcooperative reading sciencecooperative reading sciencehttps://readingforlearning.org/wp-content/uploads/2017/04/cooperative-reading-cards.jpgCooperative Reading CardsCooperative Reading Cardshttps://readingforlearning.org/wp-content/uploads/2017/04/cooperative-eef.pngCollaborative Learning EEFCollaborative Learning EEFhttps://readingforlearning.org/wp-content/uploads/2017/04/543984_d2379236.jpgRising TideMaking Progress in Waves2019-08-27T10:26:06+00:00monthlyhttps://readingforlearning.org/2017/04/08/how-practical-work-in-physics-supports-knowledge/https://readingforlearning.org/wp-content/uploads/2017/04/similardifferent.jpgSimilarDifferentElaboration (making inflexible knowlegde flexible)https://readingforlearning.org/wp-content/uploads/2017/04/write-rewrite-chronometer.jpgwrite rewrite chronometerWrite/Rewritehttps://readingforlearning.org/wp-content/uploads/2017/04/chronometer-rewrite.jpgchronometer rewriteWrite/rewrite on navigation using the stars.2017-04-08T07:46:37+00:00monthlyhttps://readingforlearning.org/2017/04/06/the-role-of-stories-in-physics/https://readingforlearning.org/wp-content/uploads/2017/04/vintage-ladybird-book-madame-curie-great-scientists-series-708-first-edition-matte-hardback-1970-4297-p.jpgvintage-ladybird-book-madame-curie-great-scientists-series-708-first-edition-matte-hardback-1970-4297-pMarie Curiehttps://readingforlearning.org/wp-content/uploads/2017/04/a-vintage-ladybird-book-michael-faraday-great-scientist-series-708-first-edition-matte-hardback-1973.pnga-vintage-ladybird-book-michael-faraday-great-scientist-series-708-first-edition-matte-hardback-1973A biography of Michael Faradayhttps://readingforlearning.org/wp-content/uploads/2017/04/87281633_gettyimages-51108572.jpg87281633_gettyimages-51108572Newton's Apple Story2017-04-05T07:38:34+00:00monthlyhttps://readingforlearning.org/2017/04/04/how-to-teach-problems/https://readingforlearning.org/wp-content/uploads/2017/04/zpei5ua.jpgzpei5ua2017-04-04T12:19:05+00:00monthlyhttps://readingforlearning.org/2017/03/29/the-role-of-problems-in-physics/https://readingforlearning.org/wp-content/uploads/2017/03/physicsblackboard.jpgphysics problemshttps://readingforlearning.org/wp-content/uploads/2017/03/the-role-of-problems-in-physics-11.jpgThe Role of Problems in Physics 1Diagram showing the bottle pendulumhttps://readingforlearning.org/wp-content/uploads/2017/03/the-role-of-problems-in-physics.jpgThe Role of Problems in Physicshttps://readingforlearning.org/wp-content/uploads/2017/03/the-role-of-problems-in-physics-1.jpgThe Role of Problems in Physics (1)2017-03-30T18:25:09+00:00monthlyhttps://readingforlearning.org/2017/03/24/teaching-energy/2017-03-25T12:14:28+00:00monthlyhttps://readingforlearning.org/2017/03/05/how-we-learn-concepts-in-science/https://readingforlearning.org/wp-content/uploads/2017/03/electricity-stt_main.jpgelectricity-stt_mainhttps://readingforlearning.org/wp-content/uploads/2017/03/maxresdefault.jpgmaxresdefault2017-03-05T18:53:41+00:00monthlyhttps://readingforlearning.org/2017/02/18/current-an-argument-for-many-models/https://readingforlearning.org/wp-content/uploads/2017/02/electric-hair-curlers.pngelectric-hair-curlers2017-02-19T12:08:33+00:00monthlyhttps://readingforlearning.org/2017/02/18/electricitys-colourful-past/https://readingforlearning.org/wp-content/uploads/2017/02/giovanni_aldini_essai-sur_le_galvanisme-_wellcome_l0023894.jpgL0023894 Giovanni Aldini, Essai...sur le galvanisme...Experiments on the recently dead.https://readingforlearning.org/wp-content/uploads/2017/02/electric-kiss.jpgelectric-kissElectric Kisshttps://readingforlearning.org/wp-content/uploads/2017/02/electric-bath.jpgelectric-bathElectric bathhttps://readingforlearning.org/wp-content/uploads/2017/02/pulvermacher-belt.jpgpulvermacher-beltElectricity's colourful past2017-02-18T18:49:56+00:00monthlyhttps://readingforlearning.org/2017/02/17/electric-charge-why-it-is-difficult-to-understand-and-how-to-help/https://readingforlearning.org/wp-content/uploads/2017/02/big-idea-electricity.jpgbig-idea-electricityA concept map exploring charge as an uncountable noun2017-02-17T19:36:19+00:00monthlyhttps://readingforlearning.org/2017/02/07/using-comparative-judgement-to-rank-the-importance-of-concepts/2017-02-07T07:39:49+00:00monthlyhttps://readingforlearning.org/2016/12/10/a-little-knowledge-is-a-many-splendored-thing/https://readingforlearning.org/wp-content/uploads/2016/12/63b5d15752f21f0eb5b8b53cba679e8d40bea15b.jpg63b5d15752f21f0eb5b8b53cba679e8d40bea15bWork by Ford Madox Brownhttps://readingforlearning.org/wp-content/uploads/2016/12/450px-brown_work.jpg450px-brown_workWork, by Ford Madox Brown2017-01-19T06:47:51+00:00monthlyhttps://readingforlearning.org/2016/12/20/science-a-great-source-of-metaphor/https://readingforlearning.org/wp-content/uploads/2016/12/watson-crick-dna-model.jpgwatson-crick-dna-modelCrick and Watson - DNA model2017-01-19T06:47:19+00:00monthlyhttps://readingforlearning.org/2016/11/25/primary-topics-reading-and-knowledge/2016-11-25T07:43:33+00:00monthlyhttps://readingforlearning.org/2016/10/22/the-leyden-jar-1745/https://readingforlearning.org/wp-content/uploads/2016/10/img_20161022_125847.jpgimg_20161022_125847Home-made Leyden jar (don't try this at home)https://readingforlearning.org/wp-content/uploads/2016/10/cuneus_discovering_the_leyden_jar.pngcuneus_discovering_the_leyden_jarDiscovery of the Leyden Jar (note the hand holding the jar is an important part of the process. The gentleman will get a nasty shock when the other hand touches the pin).https://readingforlearning.org/wp-content/uploads/2016/10/150px-leyden_jar_showing_construction.png150px-leyden_jar_showing_constructionLeyden Jar2016-10-22T12:08:23+00:00monthlyhttps://readingforlearning.org/2016/10/15/imaginary-ice-block-discovered-in-school-field-causes-writing-and-reading/https://readingforlearning.org/wp-content/uploads/2016/10/8b1a32fac62559dcda2536d256a87d8f.jpg8b1a32fac62559dcda2536d256a87d8fGiant Ice Block Found in School2016-10-16T07:58:28+00:00monthlyhttps://readingforlearning.org/2016/09/10/the-dangling-boy-1730/https://readingforlearning.org/wp-content/uploads/2016/09/book_gray_experiment.jpgbook_gray_experiment'Electrical Vertue' conducted along string, suspended on insulating silk threads.https://readingforlearning.org/wp-content/uploads/2016/09/big-idea-electricity-4.jpgbig-idea-electricity-4The electric Vertue travelling conducted along a wooden stick.https://readingforlearning.org/wp-content/uploads/2016/09/grayboy.jpggrayboyStephen Gray's 'Dangling Boy' demonstration.2016-09-11T18:03:35+00:00monthlyhttps://readingforlearning.org/2016/08/29/guerickes-sulphur-sphere/https://readingforlearning.org/wp-content/uploads/2016/08/screenshot-2016-08-29-at-21-50-17.pngScreenshot 2016-08-29 at 21.50.17https://readingforlearning.org/wp-content/uploads/2016/08/big-idea-electricity-3.jpgBig Idea - Electricity (3)https://readingforlearning.org/wp-content/uploads/2016/08/big-idea-electricity-2.jpgBig Idea - Electricity (2)2016-09-05T19:40:39+00:00monthlyhttps://readingforlearning.org/2016/08/29/the-versorium-needle/https://readingforlearning.org/wp-content/uploads/2016/08/versorium.gifversoriumGilbert's versorium needle. https://en.wikipedia.org/wiki/Versorium#/media/File:Versorium.gif2016-09-05T19:37:14+00:00monthlyhttps://readingforlearning.org/2016/08/30/a-kitchen-museum-of-electrical-history/https://readingforlearning.org/wp-content/uploads/2016/08/leaf-ekectroscope.jpgleaf ekectroscopeA leaf electroscope - a more modern version of Gilbert's versorium.https://readingforlearning.org/wp-content/uploads/2016/08/versorium.jpgversoriumWilliam Gilbert's electrometer - the versorium.https://readingforlearning.org/wp-content/uploads/2016/08/kgynqtbepf2av5qo.jpgkgynqtbepf2av5qoGuericke's electrical generator using a small jar and Lego. I used my 'rough calloused hands' to charge the glass (as Guericke did).https://readingforlearning.org/wp-content/uploads/2016/08/cqsobhmwyaanmop.jpgcqsobhmwyaanmopProving the ancient Greek belief that amber cannot attract dried basil incorrect.2016-08-31T08:07:57+00:00monthlyhttps://readingforlearning.org/2016/08/25/my-electricity-chapter/https://readingforlearning.org/wp-content/uploads/2016/08/amberbasil.jpgamberbasilThe amber and basil contraversy2016-08-29T15:13:54+00:00monthlyhttps://readingforlearning.org/2016/08/18/six-big-ideas-in-physics/2018-07-31T11:19:34+00:00monthlyhttps://readingforlearning.org/2016/06/22/definitions/https://readingforlearning.org/wp-content/uploads/2016/06/isaac_newton.jpgisaac_newtonSir Isaac Newtonhttps://readingforlearning.org/wp-content/uploads/2016/06/c2cjournal-keeney-justin-gradgrind.jpgc2cjournal-keeney-justin-gradgrindIllustration by Mary Lee2016-08-16T16:02:38+00:00monthlyhttps://readingforlearning.org/2015/03/21/of-the-cells-and-pores-of-frothy-bodies/https://readingforlearning.org/wp-content/uploads/2015/03/cork-cells.pngcork cellsCork Cells from Micrographia, 1665.https://readingforlearning.org/wp-content/uploads/2015/03/corktext.jpgCork+textCells extract from Micrographia2016-07-02T14:35:32+00:00monthlyhttps://readingforlearning.org/2016/06/08/in-praise-of-1000-facts-books/https://readingforlearning.org/wp-content/uploads/2016/06/huge-fact-book.jpgHuge Fact Book2016-06-09T05:59:10+00:00monthlyhttps://readingforlearning.org/2016/05/25/reading-aloud-in-science/https://readingforlearning.org/wp-content/uploads/2016/05/sun-character-inflatable-costume.jpgSun-Character-Inflatable-CostumeSun model2016-05-26T18:41:21+00:00monthlyhttps://readingforlearning.org/2016/05/20/sats-the-next-drama/https://readingforlearning.org/wp-content/uploads/2016/05/gibb.jpgGibbNick Gibb on the purpose of the SATs2016-05-22T13:43:48+00:00monthlyhttps://readingforlearning.org/2016/05/02/a-quick-and-easy-reading-activity-for-science-classes/2016-05-07T13:22:03+00:00monthlyhttps://readingforlearning.org/2016/05/02/how-to-assess-science-reading-in-class/https://readingforlearning.org/wp-content/uploads/2016/05/image-13.jpgimage (13)More than 50% of science and technology professionals spend at least 10 hours per week reading at work. (http://www.rsc.org/blogs/eic/2015/09/reading-lessons-science-texts)2016-05-02T07:11:00+00:00monthlyhttps://readingforlearning.org/2016/04/09/reading-reconsidered-review/https://readingforlearning.org/wp-content/uploads/2016/04/shakleton.jpgshakletonResearching Texts at the Cambridge Scott Polar Museum2016-04-13T14:54:49+00:00monthlyhttps://readingforlearning.org/2016/04/09/some-archaic-science-text-adaptations/2016-04-09T11:57:04+00:00monthlyhttps://readingforlearning.org/2016/02/19/silent-reading-whats-going-on-inside/https://readingforlearning.org/wp-content/uploads/2016/02/bigoceanliner.jpgbigoceanlinerhttps://readingforlearning.org/wp-content/uploads/2016/02/bigcastle.jpgbigcastlehttps://readingforlearning.org/wp-content/uploads/2016/02/tumblr_mk8jz5ramg1qhie3ho1_500.jpgtumblr_mk8jz5ramg1qhie3ho1_5002016-02-25T07:56:02+00:00monthlyhttps://readingforlearning.org/2016/02/06/ratio-increasing-thinking-in-class/https://readingforlearning.org/wp-content/uploads/2016/02/length-of-fingers-7-year-old-maths-english.jpglength-of-fingers-7-year-old-maths-english2016-02-06T21:24:07+00:00monthlyhttps://readingforlearning.org/2015/12/05/350-years-of-hookes-micrographia/2015-12-05T16:57:17+00:00monthlyhttps://readingforlearning.org/2015/11/20/science-teachers-are-from-mars-english-teachers-are-from-earth-usually/2015-11-20T20:14:23+00:00monthlyhttps://readingforlearning.org/2015/10/16/what-primary-teachers-want-science-books/https://readingforlearning.org/wp-content/uploads/2015/10/benrogersedu.jpgDreaming Science TeacherI want it all!https://readingforlearning.org/wp-content/uploads/2015/10/dreaming-teacher-4.jpgDreaming Teacher"I want it all..."https://readingforlearning.org/wp-content/uploads/2015/10/dreaming-teacher-3.jpgDreaming Teacher"I want it all!"2015-10-18T15:19:51+00:00monthlyhttps://readingforlearning.org/2015/10/02/an-accretion-of-science-writers/2015-10-24T15:00:33+00:00monthlyhttps://readingforlearning.org/2015/09/13/why-ill-cooperate/https://readingforlearning.org/wp-content/uploads/2015/09/cooperative-4.pngcooperativeBrains, books, cooperate.https://readingforlearning.org/wp-content/uploads/2015/09/cooperative-learning-3.pngcooperative learning 3Books, brains and learninghttps://readingforlearning.org/wp-content/uploads/2015/09/cooperative-learning-v2.pngcooperative learningbrains, books and learning2015-09-27T13:37:46+00:00monthlyhttps://readingforlearning.org/2015/04/26/teaching-reading-comprehension-which-texts-work/https://readingforlearning.org/wp-content/uploads/2015/04/comprehension-eef.jpgcomprehension EEF2015-09-26T20:45:44+00:00monthlyhttps://readingforlearning.org/2015/09/17/what-is-cooperative-learning/https://readingforlearning.org/wp-content/uploads/2015/09/cooperative-for-twitter-2.pngcooperative learningWorking together for better learning2015-09-26T18:24:30+00:00monthlyhttps://readingforlearning.org/2015/09/26/science-writers-circle/https://readingforlearning.org/wp-content/uploads/2015/09/writers-circle-2.jpgScience Writer's CircleA group of experimenting science writers?2015-10-25T13:56:27+00:00monthlyhttps://readingforlearning.org/2015/09/11/i-asked-100-scientists-my-royal-society-of-chemistry-blog/https://readingforlearning.org/wp-content/uploads/2015/09/comined-charts.pngSTEM reading comined chartsThe amount of time spent reading by scientists and engineers and who taught them.2015-09-12T14:32:21+00:00monthlyhttps://readingforlearning.org/2015/09/05/how-one-scientist-reads-a-science-text/https://readingforlearning.org/wp-content/uploads/2015/09/ohanion-1.jpgOHANION 1Science Textbooks2015-09-12T14:31:35+00:00monthlyhttps://readingforlearning.org/2015/06/14/high-quality-textbooks-wont-work-without-high-quality-textbook-teaching/https://readingforlearning.org/wp-content/uploads/2015/06/sci-text-book.jpgsci text book2015-09-10T20:19:40+00:00monthlyhttps://readingforlearning.org/2015/05/21/talking-science/https://readingforlearning.org/wp-content/uploads/2015/05/scientists-talking-science.jpgscientists talking sciencehttps://readingforlearning.org/wp-content/uploads/2015/05/sapere2.gifGas stimulusPupil generated questions plotted onto gridhttps://readingforlearning.org/wp-content/uploads/2015/05/sapere1.gifP4C grid 1Example questions plotted onto the grid.2015-09-10T20:15:16+00:00monthlyhttps://readingforlearning.org/2015/04/18/science-for-parents/2015-04-18T14:55:31+00:00monthlyhttps://readingforlearning.org/2015/03/17/a-hippo-banquet/https://readingforlearning.org/wp-content/uploads/2015/03/mary-kingsley-stamp.jpegMary Kingsley stamphttps://readingforlearning.org/wp-content/uploads/2015/03/mary-kingsley1.jpgMary-Kingsley2015-03-19T19:57:45+00:00monthlyhttps://readingforlearning.org/2015/03/01/writing-to-learn-not-learning-to-write/https://readingforlearning.org/wp-content/uploads/2015/02/food-web-text.jpgYear 4 Food Web WritingA first draft using Slow Writing techniques.2015-03-01T14:06:54+00:00monthlyhttps://readingforlearning.org/2015/02/03/finding-nonfiction-texts/https://readingforlearning.org/wp-content/uploads/2015/02/nonfiction-library.jpgnonfiction library2015-02-05T07:06:57+00:00monthlyhttps://readingforlearning.org/2014/10/29/where-are-the-childrens-adaptations-of-great-science-books/https://readingforlearning.org/wp-content/uploads/2014/10/ontheoriginofspecies.jpgontheoriginofspeciesThe Origin of Species: Charles Darwinhttps://readingforlearning.org/wp-content/uploads/2014/10/meninthemoon2.pngmeninthemoon2The First Men in the Moon - H.G. Wells.2016-04-15T05:11:25+00:00monthlyhttps://readingforlearning.org/2015/01/03/top-trump-assessment-what-reading-levels-can-tell-science-teachers/https://readingforlearning.org/wp-content/uploads/2015/01/sci-page-pearson.jpgsci page pearsonKS3 Textbook Page (Pearson)https://readingforlearning.org/wp-content/uploads/2015/01/scienceteachersedition.jpgScienceTeachersEditionhttps://readingforlearning.org/wp-content/uploads/2014/11/top-trump-reading-2.jpgtop trump reading 2https://readingforlearning.org/wp-content/uploads/2014/11/top-trum-reading-3.jpgtop trum reading 3https://readingforlearning.org/wp-content/uploads/2014/11/top-trump-reading-4.jpgtop trump reading 4https://readingforlearning.org/wp-content/uploads/2014/11/top-trump-kid.jpgtop trump kidTop Trump Assessment2015-01-04T14:50:08+00:00monthlyhttps://readingforlearning.org/2014/11/22/ill-be-the-judge-of-that/https://readingforlearning.org/wp-content/uploads/2014/11/judges.jpgjudgesJudge Your Own Teacinghttps://readingforlearning.org/wp-content/uploads/2014/11/teacher-mot.jpgTeacher MOTDon't wait for somebody else to tell you how to improve your practice - do it yourself!2014-12-28T18:22:04+00:00monthlyhttps://readingforlearning.org/2014/11/01/a-pocketfull-of-progress-proxies/https://readingforlearning.org/wp-content/uploads/2014/11/fuel-gauge.jpgProxies for ProgressMeasuring progress within a course.2014-11-12T20:09:22+00:00monthlyhttps://readingforlearning.org/2014/10/23/like-a-bat-out-of-hell-how-not-to-read-hattie/https://readingforlearning.org/wp-content/uploads/2014/10/hattie-feedback.jpgHattie-FeedbackJohn Hattie's Feedback Speedometer - responsible for tonnes of nonsense.https://readingforlearning.org/wp-content/uploads/2014/10/meatloaf1.jpgMeatloafBat Out of Hell2014-10-25T15:48:19+00:00monthlyhttps://readingforlearning.org/2014/10/12/i-want-you-i-need-you-but-there-aint-no-way-im-ever-gonna-love-you/https://readingforlearning.org/wp-content/uploads/2014/10/meatloaf.jpgmeatloaf2014-10-18T09:41:20+00:00monthlyhttps://readingforlearning.org/2014/09/27/ready-for-lift-off-how-we-taught-rockets-this-week/https://readingforlearning.org/wp-content/uploads/2014/09/molly-n3.jpgNewton's Third LawA Year 6 pupil's explanation of the principal of rocket thrusthttps://readingforlearning.org/wp-content/uploads/2014/09/rocket-slide.jpgrocket slideExplaining Newton's Third Law at Primary2014-09-27T16:25:20+00:00monthlyhttps://readingforlearning.org/2014/09/21/textbooks-are-good-for-you/https://readingforlearning.org/wp-content/uploads/2014/09/img_20140920_131413.jpgTextbooksPhysics textbooks c.19902014-09-21T13:43:52+00:00monthlyhttps://readingforlearning.org/2014/09/13/oh-i-do-like-to-teach-beside-the-seaside/2014-09-13T13:25:13+00:00monthlyhttps://readingforlearning.org/2014/09/08/wild-reading-part-2-bringing-wild-reading-into-your-classroom/2014-09-08T20:23:27+00:00monthlyhttps://readingforlearning.org/2014/09/06/reading-in-the-wild/2014-09-07T11:06:14+00:00monthlyhttps://readingforlearning.org/2014/09/02/but-so-however-and-furthermore/2014-09-02T20:28:44+00:00monthlyhttps://readingforlearning.org/2014/08/14/what-part-dont-you-get-part-2/2014-08-19T11:08:31+00:00monthlyhttps://readingforlearning.org/2014/08/04/what-part-dont-you-get/2014-08-14T07:37:03+00:00monthlyhttps://readingforlearning.org/2014/07/30/great-readers-become-great-scientists/2014-08-04T21:27:22+00:00monthlyhttps://readingforlearning.orgdaily1.02026-05-04T12:55:21+00:00