ABOUT THIS COURSE

We often design lessons full of wiz and bangs in an attempt to wow our students and capture their attention, whilst not realising that much of that can often overload their working memory and distract from the information we really want them to remember and process. The result can often be engaged students who cannot reach their full potential. In this course we will consider ways to maintain the natural curiosity of our students through strategies that minimise the cognitive load and enhance their retention and understanding of new content.

This course is new for autumn 2021, and for all  science teachers who are interested in developing their understanding of cognitive science applied to science teaching and learning, particularly in the area of Cognitive Load Theory (CLT).  The focal point of the course is for teachers to achieve a working knowledge of the principles of CLT and apply them to real science teaching

We will explore the theory developed by Prof John Sweller and its implications in the science classroom to enable teachers to develop lesson resources and activities that facilitate their students’ encoding of novel information in their long-term memory for better retention and to achieve mastery of your subject.

We will also consider proven strategies for retrieval practice to enhance your pupils’ ability to recall and process complex concepts and form accurate and elaborate cognitive constructs in their long-term memory.

Emphasis will also be on improving  classroom practice and develop effective and engaging lessons

Teachers will leave this course with a wealth of proven classroom strategies and tools ready for use the next day, including ready-made teaching and learning resources to use with their students.

 

BENEFITS OF ATTENDING

  • Find out more about cognitive science applied to science teaching and learning, particularly in the area of CLT.
  • Gain a working knowledge of the principles of CLT and apply them to real science teaching
  • Explore theories by Prof John Sweller
  • Gain practical strategies and approaches for effective retrieval and recall specifically in science
  • Take away a wealth of proven classroom strategies and tools ready for use the next day, including ready-made teaching and learning resources to use with students.
DATES & LOCATION London | Thursday 2 December 2021
WHO SHOULD ATTEND? 
  • Heads of Science and/or Physics
  • Teachers of Physics
  • NQT Science Teachers
  • Non-specialist teachers of physics
COURSE CODE 8742
IN-SCHOOL You can also book this as an In-School Course
INCLUDED
  • A specially prepared folder of detailed notes, practical advice and guidance
  • Notes prepared by the educational experts leading the course
  • Expert produced PowerPoint presentations
  • CPD Certificate of attendance

10.00 – 11.30am:      What is Cognitive Load Theory? 

  • Understanding the limitations of working memory and long-term memory
  • Minimising cognitive load to maximise encoding and develop complex schema
  • Students’ preconceptions – strategies and tools to explore misconceptions
  • System 1 and 2 thinking – how to engage our working memory to process new information and encode it in our long-term memory

11.30: Morning Break

 

11.45am – 1.00pm:   Teaching novel content

  • An overview of cognitive load effects
  • The modality effect
  • The split attention effect
  • The worked example effect

 

1.00 – 2.00pm: Lunch 

 

2.00 – 3.00pm:          Effective and realistic CLT strategies and resources for science teaching

  • Storyboarding – the importance of imagination and the power of recall through storytelling and story writing
  • Graphic organisers for teaching and learning
  • Summary infographics for effective schema development and recall
  • Simplifying and decluttering – reducing the cognitive load by streamlining your own teaching resources

 

3.00 – 3.15: afternoon break

 

3.15 – 4.15pm:          Retrieval techniques

  • What is retrieval practice? Methods to embed in classroom practice
  • Spaced practice vs massed practice
  • How to effectively implement retrieval practice
  • Examples of retrieval activities and tools in science teaching

4.15/ 4.30pm: Depart

Allessio Bernadelli

Alessio has over 18 years of teaching experience and has worked as Head of KS3 Science and Head of Physics. He also worked  as Science Subject Lead at TSL Education (TES) and as National Support Programme Partner in Wales with CfBT.  He has recently completed an MSc in Teacher Education at the University of Oxford, he is a Chartered Science Teacher (CSciTeach) and a Chartered Physicist (CPhys), as well as a Senior Facilitator with STEM Learning. He has  worked as Examiner for a number of years with WJEC and Cambridge International Education. He is also a published author, with his GCSE Physics revision guide for Scholastic and his A-level exam practice book for Hodder Education.

Alessio is the founder of CollaboratED and a PGCE physics Tutor at Cardiff Metropolitan University.