Why we need to consider the 'where' of learning as much as the 'what'

Find out in the 6 March issue of Tes magazine [Open in browser]( [Tes. For teaching]( [Why we need to consider the 'where' of learning as much as the 'what']( Hello {NAME} In the run-up to the exam season, you may be drilling students in their memory of key facts. But, says Jared Cooney Horvath, you might want to consider the ‘where’ of this learning as much as the ‘what’. In the 6 March issue of Tes magazine, the neuroscientist explains that the context in which a student absorbs information can have a big influence on their ability to recall it in the exam hall. To find out more, subscribe to Tes magazine by Monday 2 March and get your copy of our 6 March issue delivered to your door. [Subscribe now]( PLUS...The Weekly Plenary A collection of the week's best news stories, features, blogs, lists, facts, quotes, humour and more. AND...this issue's regular features [Tes focus on...] Imagination Everyone agrees imagination is important, though you can’t quantify it. So how can schools help their pupils to better harness their imaginations? Dan Worth speaks to the researchers trying to pin down this nebulous concept of the mind. [Leadership] The robot that beams children from hospital to the classroom Children in hospital can quickly become isolated from friends and fall behind in learning. But Cath Kitchen and Sarah Dove say that AI is enabling pupils to take part in lessons as if they were in the classroom. [Left-field lessons] An alien invasion? I loved being in the thick of it, says comedy writer What happened when world-renowned TV comedy writer Ian Martin, famous for award-winning political satire, ran a script-writing club in his local primary school? Blood, gore, extraterrestrials and a hugely inspirational learning experience. [Research in action] How to get over our fixation with fixed ability The idea that pupils have a fixed level of ability has a negative social, emotional and academic impact, writes Phil Wright. He explains how he brought a culture of Learning Without Limits into his school and shared the benefits across his trust. [Technical focus] For reference, this is how I improved academic writing When pharmacy lecturer Saba Ahmed spotted that her students were struggling with references and citations, she decided to make academic writing part of their induction. The result, she says, has been a marked improvement in assignment work. [Audio articles]( How improv can dramatically improve your lessons If Year 6 teacher Rita Pike is faced with a challenging set of pupils, she pulls out her secret weapon – improv. This form of drama helps to build trust between the class and the teacher, she says, and gives the pupils confidence to take to the stage. [Listen now]( [Subscribe now]( [Discover more with Tes magazine. Get print and digital subscriptions from £15]( [icon for emails] Manage your email preferences Help us to send you the right emails. You [can change your email preference settings]( or [unsubscribe]( anytime. Customer services T: +44 (0)20 3194 3000 E: help@tesglobal.com [icon for download our app] Download our app [link to App store]( [Tes for Teachers on the App Store]( [link to Google Play]( [Tes on Google Play]( [icon for stay connected] Stay connected [icon-Community link]( [icon-Facebook link]( [icon-Twitter link]( [icon-Linkedin link]( [icon-Reddit link]( [icon-Pintrest link]( [icon-Youtube link]( [icon-Instagram link]( [Resources]( [Jobs]( [Community]( [News]( [Courses]( [Store]( [Tes for schools]( [icon for map link]( Tes Global is registered in England (Company No. 02017289) with its registered offices at 26 Red Lion Square, London WC1R 4HQ.