Saul McLeod, PhD.

Three key insights on AI’s role in shaping the future of education

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Reading begets vocabulary begets oracy begets writing. 1 in 6 young people who are NEET when they leave school will be dead by the age of 25. The best pastoral care prioritises all of these key life skills.

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With so many excellent and innovative papers at the ALT Conference it was difficult to pick winners, but now the final decisions have been made we would like to congratulate; Stan Marsh Prize for Best Paper - Dr Ali Struthers, University of Warwick, 'Improve Children’s Legal Knowledge and Skills Through School Tasking: Your time starts now.' Highly Commended – Dr Mark Campbell, University of Bristol, ' Indeterminacy and uncertainty in legal education' Stan Marsh Prize for Best Poster - Mr Charles Ho Wang Mak, Robert Gordon University and University of Glasgow, 'Legal Education in the Era of Blockchain: Equipping Future Lawyers for a Decentralised Legal Landscape' Chris Gale Memorial Prize for Best Collaborative Paper - Dr David Yuratich and Dr Craig Newbery-Jones, University of Exeter, 'What is the Law School For? - Contemporary Public Legal Education' Prize for Most Innovative/Creative Presentation (sponsored by Hall and Stott) - Dr Ali Struthers, University of Warwick, 'Improve Children’s Legal Knowledge and Skills Through School Tasking: Your time starts now.' ALT Best Paper in Legal Technology Prize (Sponsored by Pearson): Dr Jenny Kemp SFHEA Kemp, Leicester University, 'The law-specific words that make up a quarter of LLM reading'; And Laura Charleston, University of Kent, 'How COILs might encourage law students to spring into action: The opportunities and challenges of using Collaborative Online International Learning (COIL) initiatives to promote internationalisation, inclusivity and community building amongst law students'. Goodbye to ALT24 Swansea and looking forwards to ALT25 in Strathclyde!

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My May Teaching Science update for Pearson Edexcel Science teachers is available to read on the Pearson qualifications website. In this update you can find information related to this Summer's exams including new GCSE Science Exam Boost videos, student exam support, links to equations sheets and pre-release scientific articles, and other information that I hope you find useful. 🔗 Link to May update: https://lnkd.in/dneGMpKP To sign-up to receive email alerts to my future updates, and read previous updates, please use the links below. 🔗 To sign-up to email alerts: https://lnkd.in/eCGGUE8U 🔗 Read previous updates: https://lnkd.in/exZXyZNP As always, if you have any questions, please do get in touch: ☎ Call: 0344 463 2535 ✉ Email: TeachingScience@pearson.com #scienceteachers #pearson #edexcel #biology #chemistry #physics #combinedscience #GCSE #Alevel #InternationalGCSE #IAL

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Is your child finding it difficult to analyse sources for History GCSE? Students often find it hard to explain the utility of a source. For example, in the GCSE Edexcel course they ask the question 'How useful are Sources A and B for an enquiry about …?’ Students often struggle to score top marks on this question as they don’t know how to approach it. I can help! My online tuition sessions help students to: ❓ Understand how to evaluate the utility of a source 🔤 Know how to structure their answer to include the utility of the content, the provenance and how to use their own knowledge. ✔️ Avoid typical errors students tend to make. All sources are useful in some way - no source is useless! And don’t mention the B-word! Many students make the error in stating that ‘The source is not useful because it is biased. Sessions are flexible! You can sign up for: - a summer booster programme so your child can perfect their skills - weekly sessions - half of term of sessions. For more information, contact me by email and let’s talk about how I can help your child! myhistorytutorofficial@gmail.com #heretohelp #historytutor #historyteacher #examsuccess #howtostudy #gcseready #parentingteens #Year10 #Year9 #GCSEHistory

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What inspires young people into #STEM? Doing it for themselves!! Hands-on, practical experiments they find fun, accessible and relatable to real life. Students want to do more science experiments at school but have less access to practical work in recent years. The recent The Royal Society and EngineeringUK survey showed access to hands-on practical science for GCSE pupils has almost halved, with video demonstrations on the rise and teacher-led demonstrations instead. The proportion of years 10–11 doing hands-on practical work at least fortnightly dropped from 44% in 2016 to 26% in 2023. This is devastating to hear. Giving students opportunities to experience science and link it to real life problem solving is critical for inspiring them to want to pursue STEM. This is why all of our STEMAZING sessions focus on hands-on science and engineering experiments the children do themselves led by diverse role models. People in STEM - we need you!! Please don’t shy away from running practical activities as part of your STEM outreach. We can all help give these young people the opportunities they need and also support teachers who are already overwhelmed and lack confidence with practical STEM. I know STEM outreach is not the only answer to this problem, but we can all be part of the solution to do our bit to help. There are SO MANY amazing resources out there to help you with ideas for practical activities you can do. Don’t make it too complicated. Keep it simple and by its nature it will be sensational 🎉 Sign up with STEM Learning UK as a start and check out the comments below for signposting to lots of resources. 🙏 Please share your links for practical STEM activity signposting to support anyone who wants more ideas. If you’re looking for extra confidence and skills with doing this stuff then join STEMAZING. It is our mission to make practical STEM outreach more accessible and diverse 🌟💥💃❤️ #inspire #stemforall #experiments #fun #bethechange

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Very good article about the challenges of linear curriculum. Food for thought - are Ed tech products reinforce this approach?

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Maths in Context (Level 3 Core Maths)   Teaching Support for Source Booklet    Supporting materials to assist in the analysis of data from the Source Booklets for 2023 and 2024 are now available on the Maths Emporium.    These supporting documents are intended for classroom use only and include a collation of the tables provided in the source booklet adapted for better use within excel.   

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My Academic Family, CIC's #Encyclopedia of #University Terms entry today is on theme with last week. We're still talking about terms used to describe universities based on when they were founded. We've come forward in time quite a bit from last week's term, looking at universities founded in the 19th and early 20th centuries. Understanding these different terms that are used to describe universities can be really helpful when encountering discussions about universities. These discussions may not always occur in the university environment itself, but may be used in media or political discussions, or even in research and journalism discussing the university environment. This means that those who understand the terminology are better able to engage with these discussions and become part of the conversations themselves. #StudentSupport #StudentSuccess #UniversityLife

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3️⃣Three Key Ideas to Understand Polling👨‍💻 With the election underway in the UK, there is a lot of discussion about polling. But what poll a good poll? Can we trust the numbers? Here’s the Re-Va-Ge trio from human measurement science to help explain: 🔄Reliability (consistency, repeatability) 🎯Valdity (accuracy, specificity) 👥Generalisability (generalisation) 🔄Reliability - Any data story on one dataset is not enough. Repeatability and replication of key conclusions is essential. Plenty of things can drive fluctuation in a single day a story - odd sampling, temporary mind change, or just response error. 👀LOOK FOR: polls-of-polls is much more informative than any one poll. 🎯Valdity - it’s important to know that the findings of polls are driven by their methodology. How are undecided voters handled? Pollsters have a range of analytical and question tools: •Drop them (inflating voting ratios), •Force them to pick (unlike what happens in an election) •Allocate them by weighting (break down likely direction. •Just report them. The first three don’t reflect what happens in a voting booth (if a Don’t Know goes to vote). Similarly, polls that filter by ‘likely to turnout’ may find different results to broader polls. Polls that ask approval ratings for parties/politicians may find different results to intention to vote polls. These different methdologies lead to different conclusions and the questions asked are worth checking! 👀LOOK FOR: the question put to the sample in the poll you’re reading. What do the footnotes say about ‘Don’t knows’? 👥Generalisability - Who and how many is asked and how they reflect demographics is an important part of polling. Part of this is sample size and wanting as many respondents as possible. But also check where people are sampled from. Most companies have phased out phone polling, but some still do contact people by landline - with demographic implications. Some polling errors in 2016 and 2017 were due to oversampling of certain demographics, but this lesson has been well learned with the development of new polling analysis tools > 👀LOOK FOR - *MRP* (Multi-level Regression and Post-stratification) modelling. Many polling companies put out their MRPs now (YouGov had one today). These models weight the sample polled by the regional demographics of seats. These were highly effective in the 2019 election and work well on retrospective data. These fix the generalisability issues with single samples statistically. 👨‍💻Elections are quite fascinating times for how the broader public engage with data. But can be confusing if you don’t regularly love talking about stratified data - like I do 😍 Hopefully the 🔄Re🎯Va👥Ge top tips help you keep an eye on any polls you might be interested in!

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https://lnkd.in/erEzrUPw Very exciting to see this webpage 'live' now! I know I'm biased, but the page looks really fab. :) Can't wait for the imminent move to the operational stage of the SOAS College of Humanities's Critical Pedagogy Group, namely recruiting UG, PGT, and PGR students and then giving them executive authority here!

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I frequently give talks in schools about choosing psychology at A level or for your degree which I love doing. The biggest shock always comes when I tell pupils if I were applying to do a psychology A level today I'd not get a place. You need maths GCSE at grade 4 to 6 (depending on the college) to study A level psychology - and after failing many years in a row I still don't have anything above GCSE 1 equivalent in maths. What would you be able to do - or not do - at college now based on your original qualifications? How do we address barriers where some students won't be able to get to college, let alone university due to grades. What advice and support can we offer?

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Tonight is the #LTHEchat. I am really looking forward to being involved in this discussion around reflection. There is still time to read my blog (link below) and join in the discussion on Twitter, starting at 8pm!

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