In my #CogSciSci keynote I explained how memory is problematic in generating general principles. Something I didn't have time for was to discuss how explanations of phenomenon emerge from the specific experiments carried out. A good example of this is the concept of working memory 1/2

At #CogSciSci I said we are becoming overly focused by activities in the classroom. I'm my latest paper I make a call for research into how things like retrieval practice interact with other things we do in the classroom 👇 www.tandfonline.com/doi/full/10....

A great day at #CogSciSci. Thanks to all the feedback from both my talks and glad it sparked discussion and questions.

🔥 Many study protocols used in retrieval practice experiments are inappropriate for primary aged children and very few studies have been done in authentic primary classroom. So how do primary schools use this in the classroom? My new paper explores this. #UKEd www.tandfonline.com/doi/full/10....

What's actually happening with retrieval practice in primary schools in the UK? Some research ↓ #UKEd #EduSky

🚨 My new paper has been published looking into retrieval practice in the primary classroom. #UKEd www.tandfonline.com/doi/full/10....

SCHEDULE RELEASED #edusky Cogscisci Surrey is a month away! Here are the amazing talks we have to offer featuring: @adamboxereducation.bsky.social @drgarethbates.bsky.social @carlhendrick.substack.com @lambhearttea.bsky.social @hugheshaili.bsky.social @mrlockyer.bsky.social @mbdscience.bsky.social

Looking forward to this #UKEd #SciTeachUK.

Is revision learning? If you use learning strategies for revision it may not help attainment 🤔 #UKEd

🔥🔥 Hot take: are we wrong about revision? This time of year we see the focus shift for Y11 towards revision and there is lots out there talking about effective strategies based on cognitive psychology. However, things may not be as they seem..... 🧵 #UKEd

I really enjoyed doing this podcast talking about my research on retrieval practice in schools. I outline some top tips but also my concerns. When it comes to retrieval practice, we need to remember it is ultimately an outcome of a highly controlled experiment, which has implications 🧵 #UKEd

If you're interested in *retrieval* and *retrieval practice*, this podcast with the brilliant Gareth Bates by the @edupulseco.bsky.social crew is a must listen. Gareth studies and researches this stuff and has practical guidance too. creators.spotify.com/pod/show/edu...

I was really excited when @drgarethbates.bsky.social proposed this as an article for @associationscied.bsky.social 11-19 SciEd journal SSR. Well worth a read!

Revising revision with @drgarethbates.bsky.social and Sibel Kaya #ASEConf2025

Has the graph become the new triangle in teacher CPD? I keep seeing Ebbinghaus' forgetting curve in various forms. Many of the graphs are just wrong. If we want to claim to be evidence-based, then we need to understand what we are showing. Otherwise just go back to triangles! #UKEd

A highly relevant article on retrieval practice from @drgarethbates.bsky.social . Open access so if you are not a member (yet!) of @associationscied.bsky.social you can see an example of an article from our SSR journal. Thank you Gareth for all your work on this.

If you are interested in writing for @associationscied.bsky.social SSR journal please do submit an article idea via docs.google.com/forms/d/e/1F... I can then get back to you with initial feedback and suggestions to help get your idea published. Must be relevant to 11-19 science education.

🚨🚨 Are we expecting too much from retrieval practice? I combine data from my research with @englishspecial and Ofsted's science subject report to explore this. #UKEd #SciTeachUK

"Are we expecting too much from retrieval practice?" Open access paper:

Thanks to the ASE for accepting my paper 👇. I would recommend wrting for them, really supportive review process. They even put mine open access. #UKEd www.ase.org.uk/resources/sc...

Rosenshine writes about teacher functions, which later becomes his principles of instruction. Here is what he says about the reference👇

Here is some more fun. Where is the following from? Who cites this as part of their research?

Listening to @drgarethbates.bsky.social at researched Importantnt9 know the difference between recognition and recall tasks

Thanks to everyone who came to my talks at #rED24. I'll get the slides available. If anyone needs support in talking about what I discussed in their school, just give me a message.

If you are seeing Gareth at ResearchEd today, or even if you can't, please do fill in our survey on CLT to help us with our follow up paper to our 🔥 paper on Retrieval Practice. Link here: app.onlinesurveys.jisc.ac.uk/s/beds/usage...

Session 2 and 4 in K11. Come see my talks #rED24 #UKEd: 1. Most teachers are getting retrieval practice wrong! Are you? 2. Curve your enthusiasm. The truth about the forgetting curve and how it relates to teaching

Been getting lots of follows today. Many thanks for those that have. I'll be talking at researchED #rED24 next week. 2 sessions, tiles are: 1. Most teachers are getting retrieval practice wrong! Are you? 2. Curve your enthusiasm. The truth about the forgetting curve and how it relates to teaching

100% agree that it is sloppy. Lots of echo chamber stuff in the references and studies cited.

#UKEd The answer is (drum roll)... Good and Grouws. Rosenshine first presents his principles of instruction in 1983 as "teacher functions", he lists several studies including the 1979 one, as significant studies.

#UKEd imagine being a specialist maths teacher in a primary school. You only teach maths and classes come to you for lessons. This is the basis of one of the main studies that Rosenshine uses in his principles.

What is interesting with this is that it formed a specific maths intervention. The authors say 👇

🥳Here is a bit of fun (well I think so)🤣 Who wrote the following in 1979? #UKEd #edusky

If we think about effect size here. If an intervention has no effect, then the mean and SD of the groups would be similar, if not the same. Therefore, if I gave you 100 test scores and asked which group they came from, you'd have a 50/50 chance of getting it right. But....🧵 #UKEd #SciTeachUK

An understanding of experimental design is crucial when thinking about using cogsci in the classroom (imo). Especially if it is for a general policy. The majority of studies are controlled, comparative and time bound. These don't relate to classroom "conditions". 🧵 #UKEd #SciTeachUK

🚨Interested in retrieval practice?🚨 Check out my paper on how teachers are using it in the classroom. #UKEd #SciTeachUK onlinelibrary.wiley.com/doi/10.1111/....