Total recall.

Today's session was largely about how we recall information from our long term memory and also how knowing about working memory will help us to not teach too much.

While I habitually ask children 'what did we do last lesson?'. It is good to keep going back and making sure that that information is repeated and repeated to help strengthen the memory and to help them to remember. It is therefore important to know what the children have learnt about previously in younger years.

One mind blowing moment in the lesson was that vegetables do not exists scientifically! What?!?! There are fruit (i.e. tomatoes, apples, etc) but the rest are either leaves (lettuce) or roots (turnip). That was a defining moment for me!

A couple of fun retrieval websites we used are google jamboard, and wordwall (https://wordwall.net/) . When doing this with the children there shouldn't be a grade/number attached to it and it should be done individually so that you know what that child remembers.

We looked at working memory and the cognitive load. Things to consider when planning a lesson (not just science!):

1. Sequencing - making sure you are taking small steps throughout the lesson.

2. Reducing cognitive load - split attention. Don't make the children look in 2 places for the info. I.e. integrate the labelling or instructions within a diagram.

3. Reducing cognitive load - distracting. Don't have random pics or images on the slides. This led me to ask about making slides dyslexia friendly. There is a lot of guidance from British Dyslexia Association - https://www.bdadyslexia.org.uk/advice/educators/teaching-for-neurodiversity

4. Reducing cognitive load - Redundancy effect. Have a diagram and then talk through it, rather than there being writing next to it. (Although this makes me think about children with ASD who need words???).

5. NOT reducing cognitive load - providing 2 stimuli can be useful - ie. using a video or image to enhance the teaching. With a video making sure you stop at points along the way to stop the children from forgetting what happened at the start.

6. The Modality effect - using different modes of communication at the same time.

Integrated instructions of how to dissect a flower.

We did a practical of dissecting a plant (see picture). It was good to experience the teamwork and communication which was required for the activity. Just remember that when you do a practical make sure it's not just for fun!