Andrew Mander⚗️🔬🔭 @mrmanderscience

Science teacher and geek from South London London, England Joined May 2010

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Andrew Mander⚗️🔬🔭 @mrmanderscience

6 months ago

@adamboxer1 The kids I teach nearby have the same view!

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Andrew Mander⚗️🔬🔭 @mrmanderscience

9 months ago

@adamboxer1 Qualifications to be devalued e.g. retake culture, grade inflation, equivalent qualifications. Gove / Gibbs et al. made school more rigorous and made genuine improvements to the learning in schools.

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Andrew Mander⚗️🔬🔭 @mrmanderscience

9 months ago

@adamboxer1 I’ve been teaching for 30 years (my NQT year was the last year of Major’s government). The changes introduced firstly by Blair and then in Cameron’s first government all improved schools. Blair put in lots of money and provided a good structure for lessons but allowed …

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Andrew Mander⚗️🔬🔭 @mrmanderscience

10 months ago

@adamboxer1 We are due an announcement on the curriculum review

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Andrew Mander⚗️🔬🔭 @mrmanderscience

a year ago

@amymayforrester @spiritboxband They are probably my favourite band of the last few years as they just have fun. I am sure they’ll be awesome. For me, I see Charles (and Harry) going mad in the gym to pump it

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Andrew Mander⚗️🔬🔭 @mrmanderscience

a year ago

@MrARobbins I have booked my ticket - looking forward to it

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Andrew Mander⚗️🔬🔭 @mrmanderscience

2 years ago

@tombennett71 @Smithre5 @hattdesigns It has been simplified from previous versions and has just been updated. If you can get to a Games Workshop they will have lots of people who can give advice

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Andrew Mander⚗️🔬🔭 @mrmanderscience

2 years ago

@tombennett71 @Smithre5 @hattdesigns I would suggest getting a fifth edition guide. It is the most up to date version and matches up with both D20 (a youtube series on a DnD campaign) and computer games like Baldurs gate 3

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Andrew Mander⚗️🔬🔭 @mrmanderscience

2 years ago

@oldandrewuk Girls (I went to an all boys school and teach in a mixed school)

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Naomi Fisher @naomicfisher

2 years ago

When I was studying psychology at university, one of the hardest things to learn was that we are all biased. We all look for proof that our opinions are right, and dismiss evidence that we might be wrong. We read books which confirm our prior assumptions, and make fun of those which don’t. Social media has made this far easier to do. We surround ourselves with followers who think the same as us, who cheer us on. We say we are ‘doing the research’ when in fact we mean ‘finding lots of reasons online why we are right’. Opinions becomes quickly polarised into “right” or “wrong”. That’s partly because the whole thing is done in public and therefore it’s easy to use shame to win an argument. Easier than an actual good faith discussion. Public shaming is a very effective silencer. Those who are shamed often just go away rather than face it again. Many people tell me they are scared to say what they think, for fear of what might happen next. This stops us from learning. It stops the knowledge base from expanding. In order to learn, we have to hear real feedback. Not just the cheering of those who agree, but also the challenges and the evidence that doesn’t fit. The only way to counter-act this is to deliberately go against the grain. Deliberately choose to read books by people you disagree with. Deliberately follow social media accounts which you know will challenge you. Deliberately try to work out the logic behind their arguments and whether those arguments have merit. Deliberately find research which shows that you might be wrong. Deliberately listen to feedback which hurts and ask yourself if they might have a point. It’s hard to do this, not least because people take ‘following’ on social media to mean ‘agreeing with’. I’ve had people contact me to ask why I am endorsing particular people by following them – I didn’t think I was endorsing them, I thought I was widening my echo chamber. The fact remains, if you care about scientific evidence you should be actively looking for evidence that the way that you see the world is not correct. You need to be reading people whose work you disagree with so as to understand their theories. You need to stay curious. You need to be ready to change your mind. If your theories can’t be falsified by new information, then your approach is not scientific. Any of us might be wrong about anything. When we forget that, our learning stops.

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Andrew Mander⚗️🔬🔭 @mrmanderscience

2 years ago

assets.publishing.service.gov.uk/media/66fe742b… Looks like Physics formula sheets are here for the next three years

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Andrew Mander⚗️🔬🔭 @mrmanderscience

2 years ago

@adamboxer1 I am really looking forward to using this next year

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Andrew Mander⚗️🔬🔭 @mrmanderscience

2 years ago

@musicteachinguk @adamboxer1 Back in the day, all schools had to follow fairly rigid materials from the National Curriculum (talking mid 2000s and earlier) produced by the DfE. Some were alright but others e.g. APP were a nightmare of box ticking and ineffectiveness

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Andrew Mander⚗️🔬🔭 @mrmanderscience

2 years ago

@miss_mc_mcct @oldandrewuk I use Carousel learning for homework focusing on learning definitions / content. Teachers are happy as they are marking less. Students are happy as they are getting more personal feedback. SLT are happy as the feedback is easily seen when they look at students books

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Andrew Mander⚗️🔬🔭 @mrmanderscience

2 years ago

@miss_mc_mcct @oldandrewuk Each student in turns speaks with the teacher to identify WWW and EBI and go over any errors e.g. I had to go over drawing tangents more than a few times. This feedback sheet is pink and then stuck in their books. Teachers no longer mark HW but do mark the termly exams.

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Andrew Mander⚗️🔬🔭 @mrmanderscience

2 years ago

@Hillbrow11 @MePeterNicholls @tombennett71 @oldandrewuk wrote a lot of blogs about all the issues with the English GCSEs that year if you want to read through the whole mess (teachingbattleground.wordpress.com/2013/08/)

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Andrew Mander⚗️🔬🔭 @mrmanderscience

2 years ago

@Hillbrow11 @MePeterNicholls @tombennett71 If you want to see what can happen, look back at the English GCSE chaos, which happened back in 2013. A combination of a poorly designed GCSE alongside pressure on teachers to achieve results led to court cases over the results.