Mr Reakes

Bristol science teacher/T&L Lead, #GTD -er

[Mr Reakes @teachgr]

I read 'Good Practice in Science Teaching' when I was training and it was super helpful. Can anyone recommend a similar, more recent summary of best practice in science education? #asechat

[Mr Reakes @teachgr]

I have the same problem, George.

[Mr Reakes @teachgr]

How did I not know about this before now?! Split PDF files online. https://t.co/k8SOAr6PZz #ilovepdf via @ilovepdf_com

[Dylan Wiliam @dylanwiliam]

Research can't tell teachers what to do—classrooms are too complex for that ever to be likely. But research can identify "best bets" for improving practice, and the Great Teaching Toolkit Evidence Review is pretty much the state of the art in this regard: https://t.co/FJXMJ8NuxL

[Mr Reakes @teachgr]

For example, any suggestions for what else goes in this table of language that's too vague?

[Mr Reakes @teachgr]

My students struggle with 'exam technique', especially in #ALevel #Biology where they knew the relevant content but did not interpret/answer a question correctly. I'm trying to make some resources - anyone know any already existing? #asechat

[Mr Reakes @teachgr]

@jo_holgate Hi Jo! Lovely to hear from you. My family and I are doing well considering the context! How are you?

[Mr Reakes @teachgr]

Can anyone point me towards any research or guidance on effective #differentiation in science education? Especially how to scaffold effectively and what not to do. #asechat

[Mr Reakes @teachgr]

@BestEvSciTeach No because we're already well into the writing process, having already used the @BestEvSciTeach resources to plan it out, including the diagnostic questions and follow-ups at key points.

[Mr Reakes @teachgr]

Sorry I missed #ASEchat, but thanks for the ideas everyone! In my dept we're currently using the @BestEvSciTeach resources to guide the planning of our new KS3 and I think they're great.

[Mr Reakes @teachgr]

@BestEvSciTeach I'll look forward to seeing those!

[Adam Boxer @adamboxer1]

I want to go back to school https://t.co/SM60IhuQb5

[Mr Reakes @teachgr]

For example, I think I've heard somewhere that providing gap-fill tasks with words provided can fundamentally change what the student needs to think about to complete the task, so it's not really scaffolding...

[Mr Reakes @teachgr]

@JustinDillonUoE They only ask me about why we're learning specific topics, I can't remember ever being asked 'why do we learn science'.

[Mr Khairi ⚡️ (On BSky as @mrkhairi.com) @MrKhairi_]

@alomshaha @agittner @hrogerson I’m in the process of collating some. Feel free to share/edit! It’s not as easy as I thought! https://t.co/CgyaJoKP7g

[Mr Reakes @teachgr]

How is it that Year 11s can even make 'waxy cuticle' sound rude?

[Mr Reakes @teachgr]

Hi all, if a colleague asked you for general 'active learning' strategies for Physics lessons,where would you direct them? Asking for a friend... #asechat

[Ben Sudjaitham🌈 @opsonise]

Refutation text @BenRogersEdu Getting students to correct misconceptions on Monday from last week's assessment. Will see if they do well in the follow up test. Any feedback welcome:)

[Mr Reakes @teachgr]

@RobertsNiomi I really like your displays 🙂

[Mr Reakes @teachgr]

.@jo_holgate Hi Jo! I'm hoping to convince my HoD that we should use CASE with KS3. Long shot but any good data/evidence of success at your school?