What Does it Mean to Be Good At Maths?

Site Manager
Friday, 26 September 2014 - 5:58pm

I have never considered myself a maths genius. I still remember sitting for hours doing flash cards with my father trying to memorize my maths facts. In fact, maths didn’t really click for me until well into secondary school. I was in a Geometry class in year ten when I realized I was able to explain the ideas better than my teacher. I became the unofficial tutor within the class. Not only did I help several other students pass the class, but in explaining the concepts to others I was able to better understand them myself. This experience both altered my view of maths in general and made...

What can neuroscience teach our teachers?

Mark Blundell
Friday, 12 September 2014 - 9:44am

The latest episode of BBC Radio 4’s series, ‘The Educators’, featured Paul Howard-Jones - a design & technology teacher come neuroscientist - discussing the application of the scientific study of the brain on education. During the interview, a clear challenge to his approach was issued by Charles Hume (professor of psychology at York University), stating that it was ‘a bridge too far’ and ‘too distant to the problems teachers face in the classroom’. I can’t help but disagree. I believe these findings need to be in the hands of educators, and to neglect them poses significant risks....

Barriers to REAL in UK Schools

Site Manager
Thursday, 11 September 2014 - 10:29am

Last month, the REAL Projects coaches came together in London to kick off the 2014-2015 school year. We began by using a tool created by psychologist Kurt Luwin in the 1940’s, the Force Field Analysis to think of all possible things that could stand in the way of successfully bringing REAL Projects into UK schools. We also discussed all the things that will help us be successful. It’s the former that I am going to focus on here. Below I’ve outlined the top five forces that are likely to provide a barrier to the successful implementation of REAL Projects.