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Cognitive Science [clear filter]
Wednesday, January 9
 

11:20am

CANCELLED: Evidence-Informed Teaching: the Good, the Bad and the Ugly (382)
This session has been cancelled. However, you can still attend sessions led by Bob Pritchard on Friday and Saturday.

Speakers
avatar for Bob Pritchard

Bob Pritchard

Lead Practitioner, St John Plessington Catholic College
Physics teacher and Lead Practitioner at St John Plessington Catholic College. CSciTeach and Founding Fellow of the Chartered College of Teaching. Interested in evidence-informed practice, cognitive science and its role in effective Science teaching.

Sponsors
avatar for Hi Impact

Hi Impact

Education Consultancy
hi-impact consultancy ltd. is an expert provider of innovative technology and media services across the education sector.The team is made up of experienced, qualified teachers and media staff, all driven by a passion for the use of technology and creative media to engage pupils and... Read More →


Wednesday January 9, 2019 11:20am - 12:20pm

11:20am

Critical Thinking for Science Teachers (166)
Critical Thinking underpins all aspects of a teacher's expertise. The session is aimed at improving teachers' capabilities, dealing with (in the context of science teaching): a) rationality, cognitive biases and emotions; b) disposition towards rationality; c) arguments in explanations and fallacies; d) arguments and social power, especially those in authority; e) causal arguments and slippery slopes; f) arguments from analogy. The material has been recently tested in an active teacher researcher Community of Practice. It aims to develop a teacher's resilience in the face of challenge. We will operate in interactive mode. In the light of the IPCC report published 8th October, many examples will be chosen from this to highlight the value of working from a contemporary document.

Speakers
avatar for John Oversby

John Oversby

Consultant, Science Education Futures
I am experienced researcher in chemistry and STEM education. I have been a secondary school teacher for 22+ years and a teacher educator for similar. My main areas of research are in STEM for Global Justice, The Role of Diagrams in Learning, and Radical STEM Education. I convene a... Read More →


Wednesday January 9, 2019 11:20am - 12:20pm
Arts 127 (Lecture Room 3)

3:35pm

Feedback with Impact (141)
How can using data to predict where students will struggle, and intervening preemptively, affect a student’s recall and memory? EdTech company Tassomai has partnered with the Institute of Education at UCL and the EDUCATE program to assess the impact of targeted, pre-emptive instructional feedback alongside immediate corrective feedback and individuation. 

Speakers
avatar for Murray Morrison

Murray Morrison

Founder, Tassomai
I built Tassomai to help students achieve more in science, grow in confidence and excel in exams. The idea was to use the approaches long-used by athletes and musicians to master their art, and apply these strategies to revision and learning. My background as a professional musician... Read More →


Wednesday January 9, 2019 3:35pm - 4:35pm
Arts 223 (Lecture Room 7)
 
Thursday, January 10
 

2:00pm

Writing in Science: Developing Science understanding with simple literacy techniques (303)
Unfortunately Ruth Walker can no longer attend. This session will now be led by Bob Pritchard.

I've previously been highly cynical about literacy in Science. It always felt like it had no real place in Science lessons, was a distraction, and often only tagged on during formal lesson observations. The book The Writing Revolution by Judith Hochman and Natalie Wexler (plus some brilliant blogs on the topic by Pritesh Raichura, Ruth Walker, Ben Rogers, Tarjinder Gill, Jasper Green and Judith Hochman herself) changed that. Writing has now become a key part of my lessons, and is making a difference to how pupils learn, process and synthesise new knowledge and providing a great insight into their understanding and misconceptions. It's also improving their writing!

In this session I will give some practical and easy to use strategies for using writing as a tool for developing scientific understanding.

Speakers
avatar for Bob Pritchard

Bob Pritchard

Lead Practitioner, St John Plessington Catholic College
Physics teacher and Lead Practitioner at St John Plessington Catholic College. CSciTeach and Founding Fellow of the Chartered College of Teaching. Interested in evidence-informed practice, cognitive science and its role in effective Science teaching.
avatar for Ruth Walker

Ruth Walker

Rosalind Walker
Physics teacher - writing my own textbooks - war on soft bigotry - team #cogscisci (cognitive science in science education) @Rosalindphys



Thursday January 10, 2019 2:00pm - 3:00pm
Arts 120 (Main LT)
  • Target Phase All

3:00pm

The SMART Spaces Programme (294)
SMART Spaces: Design, Implementaion and Evaluation a Spaced Learning approach for GCSE science revision 
There is evidence from neuroscience, cognitive psychology and educational practice that the delivery of information in a spaced format (i.e., presented over time with gaps) rather than in a massed format (presented all at once) leads to more effective learning even if the time spent on study is the same. This is known as spaced learning, or distributed practice. Cognitive psychology experiments have suggested that longer spacing intervals between repetitions of material (>24 hours) may be optimal for long-term memory formation. Whereas, the neuroscience suggests that shorter spaces (of around 10 minutes) may be beneficial. This information was used in a series of programme design workshops between researchers (Queen’s University Belfast) and GCSE science teachers (Hallam Teaching School Alliance) to develop three variants of a spaced learning programme for GCSE science revision classes. The variants were either utilising short 10-minute spaces, using longer 24hr spaces or using both short and longer spaces (10min/24hr combined). All three variants were explored in four schools and found to be feasible to deliver. Feedback from the science teachers and pupils was used to amend the programme materials, training and delivery method. Then, in order to identify the optimum version of the program, a randomised controlled trial of the three variants (with two control conditions) was conducted in 12 schools (n=408 pupils), which compared spacing effects to control conditions on pre-post science attainment measures. The trial found that the combined variant of the programme (10 minute and 24hr spaces) had a significant effect on science attainment (effect size g=0.19). Which has now been developed into the SMART Spaces programme. SMART Spaces is currently being trialled by the Education Endowment Foundation in a large randomised controlled trial study with over 100 schools in England.
More info: 
- https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/smart-spaces/


Speakers
avatar for Dr Liam O'Hare

Dr Liam O'Hare

Lecturer, Queen's University Belfast
Main interests are: Design, implementation and evaluation of educational programmes. Prevention and early Intervention in schools and communities. Applying psychology in educational settings. SMART Spaces info available here: https://educationendowmentfoundation.org.uk/projects-a... Read More →



Thursday January 10, 2019 3:00pm - 4:00pm
Poynting Physics Small LT (S06)

3:30pm

The Earth in Space and Time (20)
My booklet of 20 x 1/2 A4 pages entitled `The SCALE TAPE for EDUCATIONAL PURPOSES` contains all I wish to demonstrate and most of what I hope to explain.

Speakers
TO

Tony Osborn

Inventor, STEP
I have over 5 decades of interest and concern regarding the future of all life on planet Earth. It is our youth that will experience the out comes of human actions. They will need a true perspective of earth in Space and Time. "The greatest shortage of time is our shortage of tim... Read More →


Thursday January 10, 2019 3:30pm - 4:30pm
Muirhead 118
 
Friday, January 11
 

10:30am

Clean & Curious - Natural Enquiry (330)
One of our greatest challenges in the school system, even with very young children, is to encourage our students' curiosity. Too often, our curriculum acts as an obstacle to developing this natural quality. Even in our science teaching, pressure to achieve particular results, to cover curriculum ground with large numbers of children, can result in reduced curiosity, increased passivity. Children can become attuned to (or disillusioned by) trying to guess what is in the teacher's head, rather than learning how to interrogate their own experience.

At Our Lady of Pity School, we use Clean questions to foster autonomous curiosity in our students. These 10, simple questions offer a pure form of enquiry, which can be handed over to the students, developing natural enquiry, and resulting in the emergence of classes as increasingly self-driven learning communities. The questions are content-free, which naturally minimise bias and enable assumption-free investigation. The use of these questions generates confidence in the students, particularly those who might otherwise doubt their own contributions. They discover the power of profound observation, deepening their exploration, as they engage in 'Clean' enquiry.

We find that Clean questions bring depth to any exploration and can be used in many different ways to deepen scientific enquiry. They generate deeper initial responses to scientific materials or phenomena; and they enable profound insight into the children's current scientific conceptual understanding. They can form powerful pre- and post- unit assessments, and form a platform for developing children's critical thinking. 

We will share with you some of the outcomes our students are generating with this approach and we will give you a real experience of the questions at work as we investigate a typical scientifc concept. You will have a tangible experience of the way these Clean questions deepen curiosity and develop natural approaches to enquiry.

Speakers
avatar for Amanda Maney

Amanda Maney

Assistant to Principal, Our Lady of Pity School
I am an accredited coach and systemic modeller. I use Clean questions to develop critical thinking for individuals and groups.
avatar for Caitlin Walker

Caitlin Walker

Director, Training Attention
I support groups to develop strategies for shifting their attention away from Conflict, Contempt and #Drama. When they're in contempt, they can detect it, acknowledge it, get curious and shift themselves and others. They can move from the addictive #Drama towards action. From a position... Read More →


Friday January 11, 2019 10:30am - 11:30am
Nuffield G13

12:00pm

Positive Psychology in Education (273)
With all of the focus appearing to be on raising standards and test results are we actually missing something from our education system? Are there attributes that teachers and pupils have that are being undermined or ignored? In this workshop the focus will be on appreciation of our character strengths. What are our main strengths and will knowing these strengths help us to achieve better results? This workshop is based on scientific research and if you are interested in knowing what your character strengths are then why not come along.

Speakers
avatar for Steve Emery

Steve Emery

IDS Education
Having recently completed a Masters course in Positive Psychology I am keen to share my learnings in a bid to improve well-being of all people . I have a background of inspirational talks and motivation and am using this to help people in schools businesses and individuals to promote... Read More →

Exhibitors
avatar for Instruments Direct Services

Instruments Direct Services

Instruments Direct Services
At IDS Education we provide the ideal solutions for inquiry based learning. Helping teachers to inspire the next generation by harnessing the potential oftablets, smart phones and the latest educational products.


Friday January 11, 2019 12:00pm - 1:00pm
Arts 120 (Main LT)
  • Host Organization IDS
  • Target Phase All

12:30pm

Recycling for progression! Plastic and brain plasticity (472)
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 →
avatar for Carolyn Yates

Carolyn Yates

CEO, CogProg
Carolyn Yates has over thirty years’ experience in science education and cognitive development. With Professors Michael Shayer and Philip Adey she created the original CASE teaching materials known as Thinking Through Science. She taught in primary and secondary schools, colleges... Read More →



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

2:00pm

Effective Online Revision (129)
Most students – especially in comprehensive schools – use ineffective learning methods. After researching this issue, we’ve developed a new learning system that is offered free of charge. A randomised controlled trial revealed that pupils using this system performed two times better than their peers. This study has featured in School Science Review, but the ASE. My session will discuss the cognitive science behind making learning more effective, engaging and equal across society.

Speakers
avatar for Flavia Belham

Flavia Belham

Chief Scientist, Seneca Learning
I am the Chief Scientist at Seneca Learning (www.senecalearning.com), a free revision and homework platform based on cognitive sciences and evidence. My job is to ensure we follow the academic research on how pupils learn and the most effective ways to help them achieve their potential... Read More →


Friday January 11, 2019 2:00pm - 3:00pm
Biosciences NG08

3:00pm

Do They Really Get It? Mimicry and misconceptions (242)
What’s the point of assessment if it just tells you what you thought you knew anyway? With an eye on research and a nod to Johnstone, I’ll talk about tricky concepts: how to support students along the liminal path to understanding, and how we know when they’ve truly mastered them.


Speakers
avatar for Nikki Kaiser

Nikki Kaiser

Chemistry Teacher & Research Lead, Notre Dame High School, Norwich
Niki Kaiser is a teacher and Research Lead. Prior to becoming a teacher, she carried out post-doctoral research in Marine Biogeochemistry, and Niki has combined her interest in research with her love for teaching in a number of ways. She started Journal Clubs for students and colleagues... Read More →


Friday January 11, 2019 3:00pm - 4:00pm
Biosciences E102 LT

3:00pm

The Science of Learning Part I & II REPEATED (46)
This session provides a brief overview of what Cognitive Science tells us about how pupils learn (in the context of Science education). It's a two part session:
  • Part I (first hour) focusses on Working Memory and Cognitive Load Theory. Understanding Working Memory (and it's limitations) allows us to craft lessons that reduce unnecessary cognitive load, increasing the chance of pupils understanding and remembering what you're teaching. 
  • Part II (second hour) focusses on Long-Term Memory. Learning is defined as a change in Long-Term Memory. Understanding how pupils encode and retrieve information from long-term memory allows us to craft lessons that reduce the chance of pupils forgetting crucial knowledge and also reduce the burden on Working Memory when pupils are encountering new information or solving problems.
Although these sessions look at the theories provided by Cognitive Science, the focus is very much on their practical application in the Science classroom.
Although this session is timetabled as 2 hours, please feel free to attend just the first hour, or just the second hour, or both!

Speakers
avatar for Bob Pritchard

Bob Pritchard

Lead Practitioner, St John Plessington Catholic College
Physics teacher and Lead Practitioner at St John Plessington Catholic College. CSciTeach and Founding Fellow of the Chartered College of Teaching. Interested in evidence-informed practice, cognitive science and its role in effective Science teaching.

Sponsors
avatar for Hi Impact

Hi Impact

Education Consultancy
hi-impact consultancy ltd. is an expert provider of innovative technology and media services across the education sector.The team is made up of experienced, qualified teachers and media staff, all driven by a passion for the use of technology and creative media to engage pupils and... Read More →



Friday January 11, 2019 3:00pm - 5:00pm
Nuffield G13

4:00pm

Being 'The Grown Up' and 'Knowing Your Buttons' (325)
The enneagram personality typology sees personalities as human survival strategies. Understanding why we react the way we do - what our 'buttons' are - is the first step to ‘being the grown-up’.  This session will describe the rationale behind the enneagram and introduce participants to salient features of its nine personality types.  There will be handouts to enable participants to begin to explore their personality, its 'buttons',  how it reacts to stress, and how adapting one's approach may defuse tensions.  Along the way, participants will be able to consider how the differing personalities of their students may affect the way they interact in the classroom and with their teacher.


About Compassionate Learning    (www.compassionatelearning.org)  We all yearn to be understood.  Some young people voice their unhappiness that their teacher does not understand them.  Others may not say anything, but the joyful open face shows you how pleased they are when they feel that YOU have understood them.
In his book Classroom Behaviour  Bill Rogers wrote, “When I used to ask our own children, “What was maths (or French, or history) like today?”, sometimes they would talk about the subject matter, but more often they talked about the kind of teacher they had and what happened in the relational dynamics of the classroom.  Our children quickly “sorted out” which teachers could manage which classes (and why); which teachers taught well (and interestingly); which were fair and considerate; and which were normally patient, had a sense of humour and, above all, cared.”  (4th ed, 2015 p31)
Although we all acknowledge that people have different personalities, we tend to treat the thirty or so students in our classes as if they have identical personalities, probably loosely based on one’s own.  Sometimes the response surprises and may even hurt us:  chances are the student concerned has a personality with a different driver, motivation, and coping strategy.
The enneagram is a way of understanding personalities which begins with a person’s drivers – what their unspoken and often unconscious concerns are – and the fundamental strategies they have gradually developed in order to cope with these concerns.
In his book How Children Fail, John Holt observed, "Strategy is the outgrowth of character.  Children use the strategies they do because of the way they feel, the expectations they have of the universe, the way they evaluate themselves, the classroom, and the demands made on them".
The enneagram is a valuable emotional intelligence toolkit for understanding students in the classroom.  Many  students find school a stressful place, and in this crucible their strategies become very apparent.  The enneagram personality typology can enable one not only to spot those strategies, but also to better understand the underlying drivers and motivations which have moulded those strategies.
Use the enneagram to explore how your personality affects the way you teach, how your students’ personalities affect the ways in which they learn and interact in the classroom, and learn how to communicate in a more meaningful way with those whose personalities differ from your own……

Speakers
avatar for Dr Neil Ingram

Dr Neil Ingram

University of Bristol
I am a biologist, interested in what children really need to know about genetics to be citizens of a genomic world. I am a teacher educator, interested in the delights and pitfalls of learning to teach, especially on PGCE courses. I am interested in the use of ICT in schools, sociology... Read More →
avatar for Jane Still

Jane Still

consultant, Compassionate Learning
My degree was in ecological biology so I have always been fascinated by how living things interact with each other and with their environment. I trained as a secondary school science teacher and during the thirty years since I have notched up a huge variety of teaching experiences... Read More →


Friday January 11, 2019 4:00pm - 5:00pm
Murray Learning Centre UG05
  • Target Phase All

4:00pm

CANCELLED The Nature of Practical Work and its Utilization as a Tool for Thinking Skill Development in Biology (194)
Due to circumstances beyond our control, this session has been cancelled.
 – A Multi-Site Case Study of Secondary Schools in Trinidad.
A holistic and in-depth analysis of factors influencing practical work and an evaluation of the types of thinking skills explicitly stimulated during hands-on science.

Speakers
KP

Kristy Phillip

University of the West Indies, Trinidad and Tobago


Friday January 11, 2019 4:00pm - 5:00pm
 
Saturday, January 12
 

9:00am

The Science of Learning Part I & II REPEATED (47)
This session provides a brief overview of what Cognitive Science tells us about how pupils learn (in the context of Science education). It's two part session
  • Part I (first hour) focusses on Working Memory and Cognitive Load Theory. Understanding Working Memory (and it's limitations) allows us to craft lessons that reduce unnecessary cognitive load, increasing the chance of pupils understanding and remembering what you're teaching. 
  • Part II (second hour) focusses on Long-Term Memory. Learning is defined as a change in Long-Term Memory. Understanding how pupils encode and retrieve information from long-term memory allows us to craft lessons that reduce the chance of pupils forgetting crucial knowledge and also reduce the burden on Working Memory when pupils are encountering new information or solving problems.
Although these sessions look at the theories provided by Cognitive Science, the focus is very much on their practical application in the Science classroom.
Although this session is timetabled as 2 hours, please feel free to attend just the first hour, or just the second hour, or both!

Speakers
avatar for Bob Pritchard

Bob Pritchard

Lead Practitioner, St John Plessington Catholic College
Physics teacher and Lead Practitioner at St John Plessington Catholic College. CSciTeach and Founding Fellow of the Chartered College of Teaching. Interested in evidence-informed practice, cognitive science and its role in effective Science teaching.

Sponsors
avatar for Hi Impact

Hi Impact

Education Consultancy
hi-impact consultancy ltd. is an expert provider of innovative technology and media services across the education sector.The team is made up of experienced, qualified teachers and media staff, all driven by a passion for the use of technology and creative media to engage pupils and... Read More →



Saturday January 12, 2019 9:00am - 11:00am
Nuffield G13

10:00am

Getting the Best Out of My Memory (345)
Dr. van der Spoel is a chartered psychologist, who specialises in using the mind as an effective tool for life learning. Find out how you can balance focus, motivation and study behaviour to guide and support your students during their exam preparation.

2018 delegate feedback:
SUPER! more of this

Speakers
avatar for Dr Martijn van der Spoel

Dr Martijn van der Spoel

Director, Glia Learning
Born in the north of the Netherlands, Dr. Martijn van der Spoel grew up in a family of four.  When he was three, his parents started to foster children creating a home environment of young people from diverse backgrounds with evening meals as ‘fertile soil’ for all kinds of... Read More →


Saturday January 12, 2019 10:00am - 11:00am
Physics West LT (117)
  • Target Phase All

11:00am

CASE and Numeracy in Science (21)
Can the CASE approach improve numerical reasoning skills? I will present research evidence and the results of a study into the current use in North Wales. A practical approach (related to the Numeracy Framework for Wales)will also be presented in which these principles could be adapted within science lessons.

Speakers
AC

Anthony Clowser

Ysgol John Bright


Saturday January 12, 2019 11:00am - 12:00pm
Biosciences E102 LT

1:30pm

Mindfulness and the Teenage Brain (335)
The Mindfulness and Resilience in Adolescence project is a Wellcome Trust Strategic Award, started in January 2015. This presentation will provide an overview of the MYRIAD research programme and an introduction to the public engagement activities that are sitting alongside it.

Speakers
avatar for Louise Aukland

Louise Aukland

Research Assistant and Public Engagement Coordinator for MYRIAD, Oxford University
I have been a secondary science teacher for 15 years, but have become increasingly interested in the brain and its role in learning and self-regulation. Why don't we teach young people about the brain from an early age? Would this help young people to cope with the challenges they... Read More →
CC

Catherine Crane

Scientific Programme Manager, University of Oxford


Saturday January 12, 2019 1:30pm - 2:30pm
Arts 201