Mike Hobbiss

Question from an examiner not currently teaching. Would they still be eligible?

🔥 #rEDBRUM 2026 PROGRAMME DROP!!! 🔥 LINK IS HERE, BABS: drive.google.com/file/d/17t5_...

Looks great. Will do!

Those two papers were very influential for my thinking about core questions and meaningful knowledge. I think writing anything like that does sometimes feel like you’re shouting into the void, but people do read them!

And @cmooreanderson.bsky.social !

A core questions curriculum for A-Level psychology The examples and arguments here are taken from my book with Paul Cline:. How to Teach Psychology: An evidence-informed approach. John Catt Educational. Available at All terms in bold represent ‘ped…

NEW BLOG!

A core questions curriculum for A-Level psychology

hobbolog.wordpress.com/2026/02/11/a...

@theatp.bsky.social @efptateachpsych.bsky.social @atpscot.bsky.social

#UkEd

Featuring @carousel-learning.bsky.social @adamboxereducation.bsky.social Tom Millichamp @paulclinepsy.bsky.social

Congratulations to Julian @sccenglish.bsky.social on reaching this milestone. The Fortnightly is a consistently enlightening read and has been an avenue to a number of wonderful new books and experiences I would never otherwise have discovered. Here’s to the next 200!

Ok great thanks. So is there data suggesting that about KIPP school students struggle in HE? I’ve just had a brief scan and could only find non-sig differences eg chartercoalition.org/wp-content/u...

@drsamsims.bsky.social - is John Jerrim on Bluesky? Any other leads on the above? 🤗

Yes I agree. And also agree with @paulclinepsy.bsky.social that it seems like it *should* exist somewhere

A colleague of mine told me confidently the other day that “kids from Michaela School really struggle at university, and loads drop out”. Apparently this has been documented somewhere… but they were a bit vague on exactly where.

Anyone?

We can employ a confidence ‘trick’ - to kickstart useful habits and routines Teach the content , use focussed study techniques , use assessment so success is likely - potentially supporting positive beliefs, motivation and feedback. @paulclinepsy.bsky.social and @mikehobbiss.bsky.social

How do we develop independent learners - have been left with lots to think about from this with @paulclinepsy.bsky.social and @mikehobbiss.bsky.social

Plus practical ideas around task design, effective homework, and how the KBCP model can help us improve course design and teaching in this area

This was a fun discussion with @mikehobbiss.bsky.social and @benwhitewaldenkent.bsky.social on how we can foster independent learning in our students, taking in motivational theory, and the KBCP framework along the way (this time with the right post quoted with the actual link!)

#EduSky

This was a fun conversation with @benwhitewaldenkent.bsky.social and @paulclinepsy.bsky.social, picking at the threads of independent learning to reveal the bigger underlying issues of curriculum and assessment design

Lovely new review of ‘How to Teach Psychology’ on Goodreads

www.amazon.co.uk/How-Teach-Ps...

@paulclinepsy.bsky.social
@hlearningpd.bsky.social

Still time to treat that special #Psychology teacher (or even English teacher, based on this review) in your life before Xmas!

#UKEd
#Edusky

😬. And I guess that wasn’t referenced anywhere in the criteria?

Sorry - missed this reply initially. I assume the former, as the latter would be too awful to believe!

(as just alluded to by @mrpigottmaths.bsky.social on a sub thread too)

bsky.app/profile/mrpi...

So I get that from the uni's perspective... but for this to work for individual students it relies on the margin of error bar being consistent at an individual level across the whole population doesn't it? It's the same issue of wanting individual accuracy from group level data isn't it?

Yeah loads of that with us too

The number of our students who went through clearing last year (after grades both higher and lower than those predicted)... and the readiness of universities to accommodate them, makes me feel like we're moving slowly towards a post-assessment system anyway

Everyone keeps reassuring me that it’s ok, as universities know not to take them seriously… but that’s not much of a consolation for all the hours everyone still has to put into the system 😂

Oh yes I entirely agree with you. The problems run much deeper, (even if an ‘accurate’ were theoretically possible, which as you say it probably isn’t either). My frustration in this case is the amount of time and effort that we are all forced to put into a system which everyone knows doesn’t work

Yes definitely other pressures on them… which make them even less useful as ‘predictions’ and even more of a waste of everyone’s time

‘What grade will make my life easier?’ 😂

… which seems an odd waste of time for all involved!

Don’t know but I wouldn’t be surprised if it was similar. I suppose if it was it would illustrate that we use similar processes for both (ie mostly subjective ‘reckoning’!)

Do they have much value at an 'average' level though? Isn't their value supposed to be at an individual level?

We were shown this staggering graph a few weeks ago. Across the country 29% of UCAS predicted grades are *more than 3 grades* higher than the student actually achieves.

I’m always only to happy to refer people the the entire book @paulclinepsy.bsky.social and I have written on exactly this

bsky.app/profile/mike...

but doing it in every tweet I share about research feels like it might wear a bit thin