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Cold-Calling and Wait Times

Learn how Cold-Calling and Wait Times can interact to enhance students' engagement, learning and concentration.

When to give feedback

Although the what and how of giving your students feedback is important, when you give feedback is just as crucial. Here's a flowchart to help you decide whether to give feedback right away, or to delay it.

06/12/2023

3 key feedback questions to ask

Here are three great questions that can be asked (and then answered) in order to learn from feedback, based on research from Helen Timperley and John Hattie.

06/12/2023

4 types of feedback (and their consequences)

Researchers have identified four different types of feedback that one could give. They found that no single one is better than the others, but the type of feedback should fit the specific context.

06/12/2023

Creating resilient environments

In a key research paper on resilience, researchers explored what factors contribute to helping create a resilient environment. They whittled it down to just two: challenge (how demanding the task or setting is) and support (how supported the students feel they are).

04/12/2023

How to overcome procrastination

There is no singular reason why students procrastinate – and likewise there is also no singular strategy for overcoming it. However, there are some helpful approaches to take.

04/12/2023

The one about the importance of failing

The researchers of this paper opened with the brilliant quote by Nobel prize winner Robert Lefkowitz who said, “Science is 99% failure, and that’s an optimistic view”. So, as well as being somewhat inevitable, is failure also essential?

04/12/2023

The one about academic buoyancy

One of the least known psychological concepts in the area of mindset and motivation is that of academic buoyancy. Whereas resilience tends to refer to a person's ability to overcome large stressful events, academic buoyancy instead focuses on the ability to overcome the everyday challenges of school. 

04/12/2023

The benefits of knowing multiple strategies

Teaching students multiple strategies can help them develop their motivation, resilience and self-regulation, rather than questioning their ability and aptitude if/when their only known method doesn't work.

04/12/2023

The one about marshmallows and self-control

If I offered you a marshmallow and told you that if you refrained from eating it for 15 minutes, I would give you two instead, would you be able to do it? In the early 1970s, researchers asked 92 3- to 5-year-olds this question. The original study and follow-up studies 20 years later changed how we view self-control forever.

04/12/2023

The one about marshmallows, reliability and self-control

The famous “Marshmallow Test” found that students who can delay gratification (i.e. work hard now on the promise of future rewards) do better at school and in life. But what if the students don’t trust their teacher?

04/12/2023

The one about thought suppression

In one of the most iconic studies in psychology, researchers asked participants to verbalise their thoughts for five minutes into a tape recorder.

04/12/2023

Metacognitive questions: before, during and after

Encouraging students to ask themselves rich metacognitive questions is a strategy that can be applied before, during and after a task – similar to the "plan-do-review" mantra used in business and sport.

04/12/2023

Rosenshine's Tenth Principle of Instruction: Weekly and monthly reviews

Rosenshine’s tenth and final Principle of Instruction is about the importance of doing weekly and monthly reviews. This extends upon his first principle, which emphasised that teachers should dedicate a bit of time each lesson reviewing previously learnt material.

30/10/2023

Why daily, weekly and monthly reviews matter

Reviewing previously learned content is important. The importance of these reviews shouldn’t be underestimated for three separate, but related, reasons. 

30/10/2023

5 reasons why you should present material in small steps

The way you present information to students makes a big difference in whether they’ll learn it in the long term or forget it by the end of the week. We have highlighted the five main benefits of presenting new material to your students in small steps. 

30/10/2023

6 questions Rosenshine suggested you ask your students

Arguably one of the most effective elements of Rosenshine’s Principles of Instruction is the importance of asking questions. But are some types of questions better than others? Here, we go through 6 questions Rosenshine recommends we use in the classroom to help students think more deeply.

30/10/2023

What to grow with a Growth Mindset

If we could help someone develop any skill, what would it be? One possible answer emerging from the research is grit. But what exactly is it and how easy is it to teach?

30/10/2023

The language of growth mindset

How can we best help young people develop a growth mindset language? This question is currently being debated in psychology labs and staff-rooms around the world. This article looks at the type of language that can be used to help facilitate a successful mindset.

30/10/2023

Teaching growth mindset to your students

Growth Mindset is arguably one of the most well-known psychological theories in education. This article considers how we can integrate Growth Mindset into your practice.

30/10/2023

The one about what teachers say

How does the type and frequency of communication used by a teacher impact their students? To find out, this study recorded students’ perceptions of how their teacher talked to them and measured this against how the students talked to themselves, how they viewed themselves and how well they did at school.

30/10/2023

Check back later!

DR ABRAHAM FLANIGAN

How retrieval strategies can benefit students’ note-taking

Discover how retrieval strategies can help your students use their notes more effectively in the run-up to exams.

DR ABRAHAM FLANIGAN

What is the link between digital distraction and student motivation?

Learn how digital devices can be a tool but also a competitor to academic work in the classroom.

DR ALICE LATIMIER

What are desirable difficulties?

Dr Latimer discusses the importance of challenging students the right amount, and why the most effective strategies might not be popular amongst students.

DR DOBROMIR RAHNEV

What is Metacognitive Judgement?

Learn what metacognitive judgement is, plus discover how it encompasses self-assessment and decision-making.

DR DOBROMIR RAHNEV

How can teachers help students improve their metacognitive ability?

Top tips for improving metacognitive ability through feedback and encouraging students to evaluate their own understanding.

PROFESSOR PAUL CALDARELLA 

What is a praise-to-reprimand ratio? 

Find out what the ‘praise-to-reprimand ratio’ is and whether altering the ratio can change student behaviour.

30/10/2023

PROFESSOR PAUL CALDARELLA 

Why does behaviour-specific praise work?

Professor Caldarella discusses the benefits of making feedback behaviour-specific and instructional.

30/10/2023

YAMINA BIBI

How can we define Metacognition? A teacher's perspective.

Find out about how the Education Endowment Foundation’s definition of Metacognition can be well implemented by teachers and how Yamina implements Metacognition in her school. 

YAMINA BIBI

How to introduce Cognitive Science with staff and students: a deep dive?

Yamina discusses introducing Cognitive Science to her school and how 'celebrating small wins' motivates students to use effective learning strategies. 

YAMINA BIBI

How can teachers make Metacognition subject-specific?

Yamina shares how her school provides consistent pedagogical knowledge alongside subject-specific research.

DR TINO ENDRES

What is short-answer retrieval and what are the benefits of it?

Discover why short-answer retrieval can be more effective at helping students remember essential concepts.

DR TINO ENDRES

What is free recall and what are the benefits of it?

Learn how free recall tasks can increase students’ self-efficacy and interest in the topic and why this learning strategy is therefore useful at the beginning of lessons. 

DR TINO ENDRES

How to get students to use Retrieval Practice more?What is free recall and what are the benefits of it?

Dr Endres gives his top tips on how you can motivate your students to use Retrieval Practice in their independent study.

DR TINO ENDRES

When not to use Retrieval Practice?

Dr Endres suggests that Retrieval Practice might not be useful when it comes to short-term learning, or if students’ initial understanding of concepts isn’t strong enough.

DR TINO ENDRES

Why is it useful for students to monitor their own learning? 

Dr Endres explains that by making students more aware of their learning progress, they can better regulate their learning behaviour.

High impact CPD, made easy.

Go to our Teacher CPD Topics and take your pick of ten Cognitive Science areas.