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Optimal learning in schools – theoretical evidence: Part 3 Individual differences

Issue: March 2017 364

Author: John Crossland

Extract: Parts 1 and 2 in this four-part series of articles (Crossland, 2016, 2017) discussed the recent research from neuroscience linked to concepts from cognitive development that brought Piaget’s theories into the 21st century and showed the most effective provision towards more optimal learning strategies. Then the discussion moved onto Demetriou’s latest thinking that explored the relationship between the developing mind and the developing brain. Part 3 outlines individual differences in learners with further implications for classroom practice leading to additional characteristics of optimal learning in the classroom.

Learning Landscapes: a form of formative assessment supporting assessment without levels

Issue: March 2017 364

Author: Brian Matthews

Extract: Learning Landscapes are assessment tools that can be used formatively to map progress in specific skills in the classroom and can contribute to learning without levels. Learning Landscapes can help both teachers and students recognise specific aspects of behaviour linked to a specific skill that provide evidence of their success in that skill. They can also be used to target next steps and therefore have a strong formative potential and can contribute to assessment without levels. Issues of gender and other diversity concerns can also be incorporated.

Lab Equipment Special - During challenging times schools require trusted partners

Issue: March 2017 364

Extract: Promoted Feature - These are challenging times for school budgets. We at the British Educational Suppliers Association (BESA) have been tracking school spend on education resources for over two decades, and haven’t seen a situation like this since the last recession.

Reviews

Issue: March 2017 364

Author: Reviews published in School Science Review are the opinions of individual reviewers, and are not an official Association for Science Education (ASE) view or endorsement of the resource.

Extract: • 117 This Book Thinks You’re a Scientist London Science Museum (llustrations by Harriet Russell) • 118 The Kew Plant Glossary – An Illustrated Dictionary of Plant Terms Henk Beentje • (illustrations by Juliet Williamson) • 118 50 Things You Should Know about Space Raman Prinja • 118 Calculating the Cosmos: How Mathematics Unveils the Universe Ian Stewart • 119 Teaching Secondary Science: Constructing Meaning and Developing • Understanding Keith Ross, Liz Lakin, Janet McKechnie and Jim Baker • 120 How to Teach Secondary Science Catrin Green • 120 Science Formative Assessment Volume 1: 75 Practical Strategies for Linking Assessment, • Instruction and Learning Page Keeley • 121 Specific Learning Difficulties: What Teachers Need to Know Diana Hudson • 121 ioLight portable microscope ioLight Ltd

App Reviews

Issue: March 2017 364

Extract: • NAMOO Lite – Wonders of Plant Life • Paper by FiftyThree • GCSE Physics

Science Websearch

Issue: March 2017 364

Extract: • abpischools.org.uk • backstagescience.com • quizlet.com • bbc.co.uk/science/earth • Weird Science YouTube • A students’ guide to global climate change • GoConqr GCSE Revision Tips • popularscience.co.uk

Special Issues and Index

Issue: March 2017 364

Contents and Editorial

Issue: December 2016 363

Letters

Issue: December 2016 363

Science note: Gummy bear osmosis

Issue: December 2016 363

Author: Danielle Kohlman

Extract: Potatoes are often used to explain osmosis, however students forget that they contain sugars. This creates an additional learning point which may be rejected as it doesn’t fit with students’ understanding of sugary foods. In order to combat this, try gummy bear osmosis!

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