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PODCAST

Psychology in the Classroom

The show that takes psychological research and translates it for classroom teachers so they can effectively apply it to their teaching practice to help improve outcomes for their students. Interviews with leading psychologists and other experts in the field of education, as well as deep dives into educational theory and a little bit of neuromyth busting.

education social sciences

All Episodes

32:47

Errors and Alienation

Psychology in the Classroom ·

2024/07/01

How errors are handled in the classroom is an important aspect of teaching and has a variety of consequences for students' own dealing with errors, their learning and their performance. In classrooms with a negative error climate, students are more likely to experience fear of making mistakes and feel alienated from their teachers. Teachers' unsupportive behaviours, such as negative reactions to errors, may increase students' alienation. Unsupportive teacher behaviours may also indirectly contribute

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30:44

Creating a Positive Error Learning Orientation

Psychology in the Classroom ·

2024/06/25

In order to learn from errors it is important that pupils regulate their emotions. The emotions that they feel when they make an error is underpinned by their Error Learning Orientation - whether they see errors as positive and an opportunity to learn or as a negative thing that brings shame. In this interview Rahel Schmid discusses her paper about emotions pupils feel when they make errors and how this may be linked to error learning orientation. This episode includes lots of great tips to help

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36:48

Motivating Students to Learn from Errors

Psychology in the Classroom ·

2024/06/18

This week find out how you can encourage students to persist with learning and engage with metacognitive strategies when they make mistakes. Dr Maria Tulis talks about her experiments that aimed to find a causal link between beliefs about errors, how these beliefs maintain motivation and how students then adapt their actions to effectively analyse and correct errors. In study two during learning students were given encouragement to persist and prompts about what action to take immediately after

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36:49

Learning from Errors

Psychology in the Classroom ·

2024/06/11

This is the 3rd episode in the failure series of podcasts this term. We are staying with the theme of feedback to errors this week. Professor Janet Metcalfe discusses her paper on learning from errors and in particular how one teacher uses an interactive approach, encouraging students to work out why they made an error rather than simply correcting them, and the impact it had on the students’ learning. But as always there is discussion plenty of wide ranging discussion on this topic. If you wish to

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41:03

Using Smileys in Error Feedback

Psychology in the Classroom ·

2024/06/05

When students receive error feedback it usually causes a negative emotional response, this in turn can impact learning. If we could somehow elicit a positive emotional response to error feedback, research suggests that this will increase motivation, enhance the desire to continue on a learning task and promote the use of efficient metacognitive strategies. In today’s podcast with Dr Annalisa Soncini we discuss how using a simple smiley in written error feedback can nuance the feedback so that the

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37:53

Introduction to failure

Psychology in the Classroom ·

2024/05/28

Failure - a word that is taboo in education and yet is part and parcel of the learning experience. As teachers, dealing with errors in the classroom can fundamentally change so much of the learning experience. The beliefs teachers and students hold about failure and errors changes behaviour and can cause students to persist and grow or to avoid risk and challenge. This term Psychology in the Classroom will be exploring Failure with the help of researchers and the British Journal of Educational

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27:10

Final Exam Preparation with Jonny Wainman

Psychology in the Classroom ·

2024/05/21

Exam season is now in full swing and we are all really trying to encourage students to move away from the comfortable passive revision strategies such as reading and highlighting notes and get them to engage in more retrieval practice with flashcards and mindmaps. This week I talk to psychology teacher, Jonny Wainman about how he teaches his students study skills, we cover a wide range of topics and if you want do dive a bit deeper into the different concepts he mentioned you can find much more on

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28:45

Positive Education with Michelle Tytherleigh

Psychology in the Classroom ·

2024/05/14

My guest this week is Dr Michelle Tytherleigh author of Positive Education at all Levels: Learning to Flourish, and we are talking about how we can use positive psychology in the classroom to students to flourish. Martin Seligman asked two questions: In two words or less what do you want for your children? In two words or less what do most schools teach? To answer these questions so that the responses are not contradictory or incompatible Positive Education recognises the need to incorporate

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35:26

Supporting Teacher Wellbeing with Dr Charl Emmerson

Psychology in the Classroom ·

2024/05/07

Dr Charl Emmerson is an Organisational Psychologist who has worked in schools and researches wellbeing in schools. In this interview we are discussing teacher wellbeing at both an individual level and an organisational level. WIth top tips of teachers and leadership on creating a supportive culture. In addition we discuss how SEND impacts teacher wellbeing Key papers/links: NASUWT study findings on pupil behaviour:

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44:06

ADHD: Supporting Students in the classroom with Prof....

Psychology in the Classroom ·

2024/04/30

This week I am joined by Professor David Daley from Nottingham Trent University to talk about Attention Deficit Hyperactivity Disorder. ADHD is something that most teachers will come across at some point and managing it well in the classroom can make a huge difference to outcomes for young people with ADHD. In this episode we cover the main psychological underpinnings of the disorder and how these manifest in the classroom as behaviour. David also offers some really useful tips on how to help young

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39:32

Diary Keeping, Reflective Practice and Teacher...

Psychology in the Classroom ·

2024/04/16

The teaching profession is in crisis and whilst it can be an extraordinarily rewarding and it is also an exhausting profession so self-care is essential. As a regular diary keeper I was curious to find out just how this might be helping my own wellbeing. Dr Lucy Kelly is an Associate Professor in Education in the School of Education whose main research interest is reflective practice as a positive tool for educator wellbeing, and she is Principal Investigator for the 'Reimagining the Diary'

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36:00

How Students understand teacher communications about...

Psychology in the Classroom ·

2024/03/27

In this episode Dr Hannah Wilkinson talks about her doctoral research which focused on re-evaluating teachers’ use of test-taking practices from a psychological lens; unpicking how students appraised these types of communications and how it affects their engagement in the classroom. Essentially we will consider the messages that we, as teachers, give to students when we talk about exam preparation specifically and the different ways that students might interpret these communications and how,

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12:03

Managing Exam Nerves

Psychology in the Classroom ·

2024/03/26

In this episode, and as we fast approach exams, we look at how to help student manage their nerves. There are lots of strategies that can be employed but learning to sit comfortably with the uncomfortable feeling of exam anxiety can be challenging. This episode looks at one way we can help our students to learn to bring their thoughts and feelings under control using a technique stolen from sports psychology, but equally effective for high pressure exam performance situations: visualisation. It

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14:46

Nailing Exam Technique

Psychology in the Classroom ·

2024/03/20

This week we look at why exam technique matters - the more working memory students can free up to write good answers, rather than figuring out what they need to do and how long they have got left, the better. This episode covers 5 things that students should practice to help make an exam go smoothly: Knowing the rubric Overall plan of attack Managing timing (including extra time) Breaking down the question Spotting traps If you want to know more about working memory and cognitive load

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11:54

Why students get revision wrong

Psychology in the Classroom ·

2024/03/06

Despite all our efforts to teach students to revise using effective methods they often revert back to less effective methods such as copying and reading and rereading notes. Why is this, when we have told them that these techniques are less effective in the long term? This week's episode looks at 4 common reasons why students revision fails: Planning Fallacy Illusion of Fluency Misinterpreted-effort hypothesis Failure to reflect The link to the episode about Roediger and Karpicke's research is

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17:50

How to make the most of retrieval practice

Psychology in the Classroom ·

2024/02/28

This week the episode will be based around retrieval practice - a concept most of you will be familiar with, and if you aren’t then do take a listen to this episode which delves into the research underpinning the concept. Many students when learning, make the error of being passive recipients of information, reading, listening, watching or copying. Whilst a few bits may stick, more information will stick if they actively reconstruct the information through some sort of recall activity. Today we

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12:52

How to ensure exams help recall

Psychology in the Classroom ·

2024/02/21

You know that thing, you're listening to the radio and minding your own business and a song comes on the radio and memories flood back (possibly embarrassing teenage ones!). That song is a cue to unlocking your memory - all sorts of things can be cues - smells, images, letters, words. In an exam the main cues are going to be words - specifically those in the question. If we understand that cues help us remember and that they are important at the time of learning then we can ensure that when we learn

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13:47

How to build long term learning

Psychology in the Classroom ·

2024/02/14

This week we move from the practialities of starting and planning revision to the learning itself. The focus is on how we can help students to build learning so that it is retained in long term memory. Whilst there are lots of ways to approach this today's episode focused on 3 key concepts: Levels of processing, spacing and interleaving. I mentioned that there are several podcasts that delve into these concepts in more depth. Further information can be found here: Levels of processing:

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18:42

How to make an effective study plan

Psychology in the Classroom ·

2024/02/07

I would argue that good planning is an art or at the very least a skill that needs to learned and perfected and yet we often cut our planning teeth on a revision timetable just before we do exams. How many student's plans turn out to be too vague, over ambitious or too rigid? This week's episode explores this skill and how we can best encourage students to become effective planners: understanding what they need to get done, what the time frame is in which they need to do it and how best they can

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15:10

How to motivate students to engage in independent study

Psychology in the Classroom ·

2024/01/31

What is it that motivates students to study? A few lucky people may genuinely enjoy the process of memorising facts and preparing for exams, but this is probably rare. For most people studying requires effort and despite the high stakes, the reward of good exam results (or fear of bad ones) in the distant future is not enough of a motivation when there are far more exciting and immediately rewarding things to do instead. So this week we consider how we can motivate students to engage in independent

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135 results

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