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Ben Rogers @benrogersedu.bsky.social · Aug 14

1. That's definitely procrastinating and 2. Nice font.

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Reposted by Ben Rogers

Charlie Bingham @charliebingham.bsky.social · Aug 13

I am so beyond excited for this 😍

Dr Lucy Rogers @drlucyrogers.com · Aug 13

I am very excited to report that my book is now available for pre-order!!

If you like things that fly – be it aircraft, bugs or birds, then this book is for you!

I am also so delighted with the beautiful cover art by @Rachelhillustrates.bsky.social :)

www.penguin.co.uk/books/461507...

Book cover of "UP" with butterflies, glowworms, bats, condors, a hot air balloon, an aircraft, a kite, stars, clouds and other things that are above us.

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Ben Rogers @benrogersedu.bsky.social · Jul 20

New post on the cognitive benefits of writing in full, rich and connected sentences across subjects: readingforlearning.org/2025/07/20/w...

Writing Full (and I Mean Really Full) Sentences in Subjects

When we quiz students for knowledge retrieval, we are helping them remember key knowledge but we aren’t helping them build that knowledge into rich connected schema. This is where sentences c…

readingforlearning.org

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Ben Rogers @benrogersedu.bsky.social · Jul 13

New post: the jobs sentences do in science: readingforlearning.org/2025/07/13/j...

Some Jobs Sentences Do in Science

I’ve been thinking a lot about how important sentences are in science. The new DfE Writing Framework puts sentences at the heart of writing in subjects, so here are some sentence types I woul…

readingforlearning.org

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Ben Rogers @benrogersedu.bsky.social · Jun 28

Yes it did!

Ben Rogers @benrogersedu.bsky.social · Jun 28

Interesting... 'after' in your examples implies causality. A physics example might be 'after the parachute opens, the speed decreases.' But you could also use it in a purely sequence sense: "After adding the chemical, heat gently."

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Reposted by Ben Rogers

Christian Moore-Anderson @cmooreanderson.bsky.social · May 24

Your weekend read ↓

Why questioning in lessons often fails (and what to do about it)

#EduBlogUK #EduSky #UKEd

Christian Moore-Anderson @cmooreanderson.bsky.social · May 22

New blog post ↓
Why questioning in biology lessons often fails (and what to do about it)
#iTeachBio #SciTeachUK
cmooreanderson.wixsite.com/teachingbiol...

Why classroom questioning often fails (and what to do about it)

Questioning often leads to confused students who don't participate. To counter this confusion we need to establish, what Tsui calls, common ground (2004). And there is an elegant method that solves th...

cmooreanderson.wixsite.com

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Ben Rogers @benrogersedu.bsky.social · Jun 26

Inspired by The Writing Revolution, here's a physics version of but, because, so: readingforlearning.org/2025/06/26/a...

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Ben Rogers @benrogersedu.bsky.social · Jun 8

I read the paragraph: background knowledge helps a lot. Although I'm a physics graduate, I've watched numerous TV Dickens adaptations (inc Bleak House) - Victorian London is always presented like this. I have vague ideas about Lincoln's Inn. It's enough to catch hold of the meaning.

Ben Rogers @benrogersedu.bsky.social · Jun 8

Really interesting article - thanks Natalie. It would be interesting to see how UK English undergrads performed. We teach a 19th c text at GCSE (16yo) for all students (typically not Dickins - unless Christmas Carol) and I believe another at A-level (18yo) for students who study lit.

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Reposted by Ben Rogers

Christian Moore-Anderson @cmooreanderson.bsky.social · May 30

Redesigning our Year 9 curriculum to include Semmelweis and Snow, and vaccinations. Explaining through causality is part of our curricular metacontent. So these models build on a culture of explaining.
I explain metacontent here:
cmooreanderson.wixsite.com/teachingbiol...
#iTeachBio #chatbiology

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Reposted by Ben Rogers

Ben Rogers @benrogersedu.bsky.social · Apr 14

Teaching students how to write better sentences in science (a 3min video): drive.google.com/file/d/1D87U...

sentence expander

drive.google.com

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Reposted by Ben Rogers

Ben Rogers @benrogersedu.bsky.social · Apr 15

How to teach sentence writing in science to develop deeper understanding. A new post readingforlearning.org/2025/04/15/b...

Build better sentences in science writing

How can we ensure students understand complex scientific ideas, beyond just recalling facts? Developing their ability to write clear, precise sentences about science is a powerful, often overlooked…

readingforlearning.org

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Reposted by Ben Rogers

Ben Rogers @benrogersedu.bsky.social · Apr 28

A key aim of chemistry education is to help young people understand the world they live in. Here is my new EiC article on how to teach chemistry for understanding the world: edu.rsc.org/endpoint/why...

edu.rsc.org

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Ben Rogers @benrogersedu.bsky.social · May 29

This is very good - linking cognitive science, knowledge and the science of reading. Lots of sticky notes! @natwexler.bsky.social

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Ben Rogers @benrogersedu.bsky.social · May 26

I enjoyed this book, which is related: Scientific Babel by Michael Gordin

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Ben Rogers @benrogersedu.bsky.social · May 25

I found this really thought provoking this morning - thanks Carl.

Carl Hendrick @carlhendrick.substack.com · May 25

NEW POST: A new study shows that silent thinking boosts learning, but only under specific circumstances.
carlhendrick.substack.com/p/does-think...

Does thinking silently about answers help you learn?

Teachers often assume students think along silently when others answer. A new study shows that unless they're actively engaged, they might not be learning much.

carlhendrick.substack.com

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Ben Rogers @benrogersedu.bsky.social · May 25

I got a lot out of this Alex - thank you.

Alex Quigley @alexjquigley.bsky.social · May 25

🚨 NEW 🚨

Teachers have heard of Barak Rosenshine’s principles of instruction, but what about his essential insights into ‘knowledge structures’?

‘Rosenshine on knowledge structures’

alexquigley.co.uk/rosenshine-o...

Rosenshine on Knowledge Structures

Barak Rosenshine is most famous for his principles of instruction, but what did he have to say about building knowledge? In his writing on ‘Advances in research on instruction’, he put forward the i...

alexquigley.co.uk

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Ben Rogers @benrogersedu.bsky.social · May 24

Concentration is difficult, and I suspect many children need help to remain focused. Don't we all sometimes?

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Ben Rogers @benrogersedu.bsky.social · May 24

So, teachers can't just use casual checking (it's definitely not an extra PPA) - you need to check relentlessly and support. It's not an easy solution. But it's great when it's used well.

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Ben Rogers @benrogersedu.bsky.social · May 24

When pupils use it well, they make big fluency and comprehension gains (we've tested by comparing the programme's data to external reading assignments). It's the pupils who don't that we need to worry about.

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Ben Rogers @benrogersedu.bsky.social · May 24

The same!

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Ben Rogers @benrogersedu.bsky.social · May 24

Who knew - sometimes when pupils are reading in class, they aren't paying full attention! Evidence here: readingforlearning.org/2025/05/24/t...

This week’s surprising news: some readers aren’t concentrating as hard as we’d like.

My Trust has an online reading programme which sets quizzes based on short texts. The pupils have a choice of text at the right level for them. The quiz pass rate is 8/10. We’ve analysed quiz…

readingforlearning.org

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Ben Rogers @benrogersedu.bsky.social · May 24

I'm less worried about GCSE - unless the assessment system changes, I don't think anything I can say will have any impact. But KS3 should emphasize understanding the world over GCSE prep.

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Ben Rogers @benrogersedu.bsky.social · May 24

How closely do you need to support readers' comprehension? For some readers, a lot. readingforlearning.org/2025/05/24/t...

This week’s surprising news: some readers aren’t concentrating as hard as we’d like.

My Trust has an online reading programme which sets quizzes based on short texts. The pupils have a choice of text at the right level for them. The quiz pass rate is 8/10. We’ve analysed quiz…

readingforlearning.org

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