• Education
  • Why teach when you can be a banker?

    Teaching physics is a joy (I'm bias). But really, it's bloody brilliant. Teaching is brilliant, physics is brilliant. Teaching physics is genuinely bloody brilliant. So why is there this struggle to recruit and retain physics teachers? If you have a physics degree, you can do an awful lot of other jobs that can pay you […]

  • Education
  • Automaticity

    Mental operations that process information with little or no conscious awareness represent automaticity (Feldon, 2007). We come across these every day: driving a car, walking, speaking. The benefits to us is that these activities impose little or no cognitive load and our working memory is freed up to consider other things. I hope you can all recognise that this transfers to […]

  • Education
  • Doing What Works

    Cognitive Load Theory (CLT). Its appearance frequency on my Twitter timeline is ever-increasing, and whilst I could get a general grip on it from what people were saying – as it seemed rather like common sense – I did some reading today of various things, including an interview with its 1988 ‘creator’ John Sweller. I certainly see […]

  • Education
  • Is my feedback working?

    All too often students responding to feedback is ineffective. It is worth considering: is my feedback working? At the end of a topic my class will typically do some form of short test. As you mark a test paper you quickly come to realise which questions students are performing well on and which ones they are not: […]