Science of Learning for Initial Teacher Education (SoLfITE)

Resources from the 2017-2018 SoLfITE Project

Here are resources arising from the Wellcome-funded SoLfITE project. This project took a research-based approach to implementing the Science of Learning into the PGCE course at the University of Bristol, in the academic year 2017-2018:

SoLfITE Main Reports

Howard-Jones, P. A. & Ioannou, K. Planning Science of Learning in Initial Teacher Education: Processes and Precepts. (University of Bristol, Bristol, 2018).
Howard-Jones, P. A. & Ioannou, K. Implementing the Science of Learning in Initial Teacher Education: Conversations and Concepts. (University of Bristol, Bristol, 2018).

SoLfITE Technical Reports
Howard-Jones, P. A. & Ioannou, K. A 3-dimensional paper brain to supporting understanding of the Science of Learning. (University of Bristol, Bristol, 2018). (associated resource: Paper Brain (Right hemisphere) )
Howard-Jones, P. A. & Ioannou, K. Monitoring the understanding and application of SoL using a Learning Survey and Vignettes. (University of Bristol, Bristol, 2018).
Howard-Jones, P. A. & Ioannou, K. Mapping activities in an exemplar KS3 Geography lesson plan to Science of Learning concepts. (University of Bristol, Bristol, 2018).
Howard-Jones, P. A. & Ioannou, K. Vygotsky, Piaget and SoL: Student teachers’ categorisation of insights according to perspective. (University of Bristol, Bristol, 2018).

SoLfITE Working Papers

Galeano, L (University of Bristol, 2018) Brief training on the science of learning increases its perceived value and reduces teachers’ performative thinking.






 

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