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Friday, January 11 • 12:30pm - 1:30pm
Recycling for progression! Plastic and brain plasticity (472)

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Pressures on teachers can lead to a disconnect between their belief about how learners learn and classroom practice. This session will provide opportunities for teachers of Early Years, primary or lower secondary (and those interested in teaching about teaching) to engage metacognitively about progression in children’s understanding, and teacher’s belief about learning compared to practice through the theme of ‘recycling.

The session provides hands-on and discussion opportunities and suitable for those within and without the UK systems of education.
It  draws on two main theories of learning (Constructivism and Behaviourism) and touches on what is understood about the brains plasticity by bringing together two chapters the session leads  wrote in the latest Primary Science Handbook,(Ch2 How children learn & teachers teach / Ch5 Using, sustaining & serving the environment), as well as drawing on their experience with 'CASE' (Cognitive Acceleration in Science Education) where Carolyn was a co-creator of the original taxonomy  (with Professors Michael Shayer and Philip Adey,) and Sally was a CASE tutor, specializing in primary CASE.  

Sally Howard is co-presenting this session with Carolyn Yates, Both have previous experience of presenting successful workshops at ASE. Together they have a wealth of experience in science education having both been teachers of science across EY, through primary and secondary. Both have been senior lecturers for initial teacher education (ITE) and educational consultants.
Carolyn Yates is currently a science ambassador in Scotland as well as being a creative writer. Sally Howard is currently a PhD student at Oxford Brookes (funded by PSTT and Oxford Brookes) where her thesis interest is in relation to science inquiry and transition matters.

Find the latest ASE Primary Handbook https://www.ase.org.uk/bookshop/ase-guide-primary-science-education-4th-edition

Speakers
avatar for Sally Howard

Sally Howard

Oxford Brookes PhD student
My research is exploring how teachers in England conceptualize and enact science inquiry. I am focussing on the transition year groups between primary to secondary to explore the opportunities for enhancing teacher practice and pupils learning. Previously I was a research associate... Read More →


Friday January 11, 2019 12:30pm - 1:30pm
Muirhead 112
  • Target Phase All
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