My promise to you: I never use generative AI to create, edit, or enhance my blog posts. All of my content is original.
When a student produces a brilliant piece of work, or when a group of students create a particularly strong output of some kind, it is then that we should realise that we have been given a tremendous opportunity to capitalise on the moment. Unfortunately, however, most teachers only partially take advantage of ‘touchpoints’ like this.
When we showcase student work, which means that we show that brilliant work to the other students as an example of ‘What a Good One Looks Like’ or a ‘WAGOLL’, we achieve a number of great things:
The student, or group of students, who have their work showcased receive acknowledgement and praise for their efforts, which empowers them to keep pushing themselves to achieve success in future classes of yours.
The other students in the class gain a clear sense of what the expectations for the work are, whether that’s a neat and colourful layout, a particularly detailed summary of something, an interactive resource, or whatever makes the creative output outstanding against a set of pre-determined criteria.
Other students receive a clearer sense of what’s possible and, therefore, achievable. After all, if another student or group of students can create such an amazing piece of work, then surely they can, too!
One of my favourite quotes relating to the showcasing of student work comes from Dylan William:
“If I had to reduce all of the research on formative assessment to one sentence, it would be this: we should make student thinking visible.” -Wiliam, D. (2011). Embedded Formative Assessment. Bloomington, IN: Solution Tree Press.
By showcasing student work, we make their thinking visible to other members of the school community: providing acknowledgment for their efforts, direct communication of a sense of what’s possible through immense effort, and exemplars of benchmark standards that have been met.
Now that we’ve established that the showcasing of student work can be a really powerful technique to deploy in the classroom, or with our school community in general, it’s important to address some important considerations that will make our showcasing as effective as possible.
Showcasing Tip #1: Establish criteria from the beginning
It’s unfair to showcase a great example of student work if the class were not told what the criteria for excellence were when the assignment was given. Make those criteria really clear, perhaps by publishing those on the school’s VLE, by writing the criteria on your whiteboard or smartboard, or even by expressing them verbally a few times. When students are really clear about your expectations, they will be better able to produce an excellent piece of work.
Showcasing Tip #2: Always ask permission before showcasing
Not every student will be confident enough to welcome the showcasing of their work. Some students may be shy or withdrawn, and may not want the extra attention that comes with putting their work on display, even if you are just planning to hold up the work for the class to see. Ask first. Make sure the student, or group of students, are comfortable with you making them, and their work, the centre of attention.
Showcasing Tip #3: Consider whole-school approaches
If you want to build a really positive sense of community at your school, where the ethos is warm, collegiate, and welcoming, then start showcasing! You’ll be amazed at how quickly this transforms school culture.
Here’s some strategies I’ve utilised to great effect in the past:
Host assemblies in which work is showcased: In my role as Acting Head of the Secondary School last year, I invited teachers to contribute photos of excellent student work to a set of Google Slides once per half-term. Following that, I would host an assembly with all of the students and invite their teachers to describe the excellent work they had chosen to showcase on the slides. Not only was this great for school community-building, but it also created a shared ethos that involved celebrating achievement on a regular basis.
Strategies like ‘Star of the Week’ or ‘Top Student This Month’ can be really effective, especially if the criteria are made clear from the start (as mentioned earlier). In my role as Science Curriculum Coordinator a number of years ago, I set up a Science Star of the Week system where our Science teachers would display a particularly good piece of work on a noticeboard in a communal area for everyone to see. I was amazed by just how many students stopped by each week to look at the great pieces of work on display. Another system I’ve seen being utilised in a similar way was Class Dojo, with the highest scoring students being showcased on a weekly basis.
Final thoughts
We all know that praise is powerful. In fact, I wrote a whole book about the power of praise and how it should be utilised correctly. However, when we showcase student work in accordance with the criteria I’ve laid out above, we make the praise we give even more powerful and meaningful than it would normally be.
My promise to you: I never use generative AI to create, edit, or enhance my blog posts. All of my content is original.
Over the past twenty years of my teaching career, I’ve seen many “essential skills” come and go. Some fade. Some evolve. But one has quietly become more important every single year: typing.
And I don’t just mean basic typing. I’m talking about fluent, confident, automatic typing.
Because here is the reality: our students are thinking faster than they can type. In a world where digital communication is essential, typing has become a life skill that every child must master before finishing school.
The Problem I Noticed in My Own Classroom
A few years ago, I began to notice something frustrating in some of my lessons.
Students had excellent ideas and, in many cases, could articulate genuinely insightful responses. But when it came time to write those ideas down digitally, everything slowed.Many were hunting for keys, making frequent errors, and often losing their train of thought halfway through a sentence.
It became clear to me that this was not a thinking problem, and it certainly was not a knowledge problem. It was a typing fluency problem.
When students cannot type efficiently, their working memory becomes overloaded. Instead of focusing on what they want to say, they are concentrating on how to say it mechanically. The result is shorter answers, reduced clarity, and, quite often, frustration.
Why Traditional Typing Practice Falls Short
Most traditional typing programs rely on repetition through drills. While repetition is important, the format is often uninspiring.
Long passages, rigid exercises, and a lack of variation mean that students disengage quickly. Once that happens, independent practice tends to stop, and progress stalls.
In my experience, students rarely improve at typing through methods they do not enjoy.
A Simple Shift That Made a Big Difference
To address this, I made a small but significant change. I began integrating typing games into my lessons. Rather than presenting typing as a standalone skill to be practised in isolation, I embedded it within something students already enjoy: play.
One platform I have found particularly effective for this purpose is KidzType.
It’s free, easy to access, and offers a wide range of activities that combine skill development with engaging gameplay. Importantly, it removes the sense that students are “doing a typing lesson” and replaces it with a more natural, low-pressure experience.
Why Typing Games Work
From a classroom management perspective, the impact has been very clear.
Firstly, engagement improves immediately. Students are far more willing to practise when the activity feels enjoyable. It is not unusual for them to remain focused for extended periods without prompting.
Secondly, progress accelerates. Games encourage repetition in a way that does not feel forced. Students will replay levels, aim to beat their previous scores, and in doing so, build both speed and accuracy.
Thirdly, confidence develops quickly. Small wins matter. When a student sees their words-per-minute increase or completes a challenge successfully, they begin to view themselves as capable. That shift in mindset carries over into other areas of their learning.
In one case, a Year 7 student of mine (aged 11 years) who struggled to type even short sentences began completing full paragraphs within a few weeks of consistent practice.
How I Use Typing Games in My Lessons
The approach I take is simple and consistent.
At the start of a lesson, I often include a short five or ten minute activity where students access a selection of typing games for kids to use in the classroom.
These browser-based games combine speed, accuracy, and fun challenges, making practice engaging and effective for students.
There is no lengthy introduction. Students begin straight away, which sets a positive tone for the lesson. At times when energy levels dip, I will reintroduce a short challenge. Asking students to beat their previous score is usually enough to refocus the group very quickly.
Over the course of a week or term, I encourage students to keep track of their progress. Monitoring speed and accuracy gives them a sense of ownership without adding unnecessary pressure.
The Wider Impact on Learning
What I did not fully anticipate was how much this would influence other aspects of classroom performance.
As students became more fluent typists, they began to write more. Their answers were longer, more detailed, and completed more efficiently. More importantly, their focus shifted away from the mechanics of typing and towards the quality of their ideas.
Typing ceased to be a barrier and instead became a tool that supported learning.
Final Thoughts
Developing typing fluency does not require complex systems or additional workload. In many cases, it simply requires a change in approach.
By making practice engaging and accessible, we can help students build a skill that supports them across every subject area. This is so important because when students can type with confidence, their thinking flows more naturally onto the page.
That is when we begin to see the full extent of what they are capable of.
We welcome you to join the Richard Rogers online community. Like our Facebook page and follow us on X for daily updates.
My promise to you: I never use generative AI to create, edit, or enhance my blog posts. All of my content is original.
Accompanying podcast episode:
A true story is mentioned in this blog post. Names, and, in some cases, genders, have been changed in order to protect anonymity. Any similarity to real people is purely coincidental.
The time has come for you to miss a day or two, or more, of school. Maybe you are suddenly sick (it happens to all of us), maybe you’re on long-term leave, maybe you have a training workshop to attend, or maybe you have another legitimate reason to take time off school.
What happens next could make or break your career at your school. That’s right – I did just say that. Poorly considered cover work, along with other factors, can result in dire consequences for you if you’re not careful. I’ve seen it happen all too often in my twenty years as a secondary school teacher, and I’m here to warn you, to educate you, and to empower you with the right information.
Take notes if you have to. I’ll be laying out the raw truths that nobody has probably ever told you before.
#1: You have no idea who’ll be entering your classroom whilst you’re away
Claire was a Chemistry teacher at a top international school who was suddenly off sick for two days. She set cover work, some of which included printed materials, and thought nothing more about it as she rested at home.
Unbeknownst to her, however, Darren, the school’s other (more experienced) Chemistry teacher, had been assigned to cover her Year 10 IGCSE Chemistry class. He was shocked at the materials that the students were given as cover work. The topics the students were covering should have been taught months ago, had the teacher been following the agreed scheme of work. After flicking through a few of the students’ notebooks and asking the students some questions about what they had learnt thus far, he came to the realisation that they were WAY BEHIND where they needed to be. At this rate, they wouldn’t finish even 60% of the material they needed to cover that year.
He brought his concerns to his Head of Science, who then initiated an observation and monitoring process when Claire returned to work. It was not the outcome she expected just for being sick for a few days. At the end of the academic year, it was decided that her contract with the school would not be renewed, and she was forced to find another job at another school. The concerns around her pace of delivery for exam-level classes were a major contributing factor in this decision.
Cover teachers are there to supervise the lessons you’ve provided materials for, but are your students where they need to be in the Scheme of Work? Are their notebooks marked? Is everything as it should be?
The key takeaways that this true story teaches us are brutal and shocking, but should act as a wake-up call for the complacent. You don’t know who will take over your classes, so make sure everything is in order at all times:
Make sure your classroom is tidy and organised. Piles of unmarked work, for example, lying around your classroom may raise concerns.
Make sure your students are where they need to be in the Scheme of Work. Questions may be asked if this has not been picked up beforehand.
An untidy classroom doesn’t look good. An organised classroom shows that you are organised. Cover teachers who walk into your classroom should be impressed, not disgusted.
Make sure maintenance issues have been dealt with. Faulty smart boards, wonky bookshelves, broken chairs – anything that’s not in order could raise suspicion. How long have you allowed things to be like this?
Make sure books are marked. The cover teacher may see the students’ books. If they’ve not been marked in a long time, then don’t assume that this will be okay. That might become a concern that’s raised with SLT.
Of course, we should always be vigilant as teachers – not simply ready in case we have to be absent. Student work should be marked regularly, we should be keeping pace with the curriculum, and teaching standards must be high. This should be happening at all times, but hopefully the fact that you may have to set a sudden cover lesson highlights the importance of this even more.
#2: Communicate cover work to all stakeholders clearly
Who needs to know what your students are expected to do? That’s simple:
The students
The cover teachers
Your line manager/SLT
Communication to students should be pretty straightforward – use the systems that they already use. Moodle, Firefly, Google Classroom, ManageBac: whatever VLE is already in place should be used to add the cover work. If your school doesn’t use such systems, or if student access to these systems is an issue (e.g. if students don’t have IT devices), then set paper-based work (if you can) and place it in a visible place in your classroom. If you’re suddenly sick, then you may have to send this work to someone at school to print (e.g. your line manager, or the teachers covering the lessons).
As for the cover teacher, don’t assume that they have been told what to do by line managers or SLT. Contact them directly if you can. Most schools will send out a cover list at the start of the day. If you know who is covering your lessons, then email them directly with the cover work and lesson instructions before the lesson starts.
Communication is crucial when setting cover work. Double-check: Does everyone know what they need to know, and has the information been received?
It’s a good idea to let whoever oversees cover know what the cover work is, too. There can be last-minute changes to cover lists, and the person responsible for overseeing cover can help to communicate your instructions to the assigned cover teachers.
#3: Follow agreed procedures
It amazes me just how many teachers get sick for the first time in a certain academicyear, then forget how to communicate their absence to relevant people. Check your school’s Staff Handbook, your contract, or anywhere else where cover instructions are published before you set cover work. The schools I’ve worked at over the years have had vastly different procedures. One school wanted staff to send an SMS to a certain person by a certain time in the morning (for short-term cover), another wanted an email to be sent. One school I worked at required a phone call to be made to a certain individual.
Do you know what your school requires you to do when cover work needs to be set? If you don’t follow agreed procedures, then in some schools that could result in a formal warning, or at least an entry in HR records, which will make your legal situation more tricky if you intend to pursue severance or other benefits when you leave that school.
Do you need to submit a medical certificate for illness, for example? What isthe minimum threshold of days that you can be off sick before you need to submit medical evidence? Are there special conditions for Mondays and Fridays, or school events? Make sure you check all of this.
Sometimes, in extreme cases, agreed procedures can be unclear even to senior leadership, so make sure you’ve kept evidence of what you’ve been told to do. I was once sick at a school I worked at and communicated the information to the person whom I was instructed to inform. Apparently, that person didn’t pass on the information, and I was told that covering my lessons for that day became complete ‘chaos’. It wasn’t my fault – I did what I was told to do, and I had evidence that I followed the instructions that were passed on to me. When I was quizzed about things when I came back, I simply presented the instructions I had been given. Nobody could complain anymore: I had followed the agreed procedures. The issue wasn’t my communication – it was the lack of a coherent communication chain in that school to account for short-term cover at a senior level.
Always double-check, and keep evidence that procedures were followed (e.g. emails, screenshots of work posted on VLEs, etc.).You may need this evidence later.
All across the UK, more school leaders are asking whether solar makes sense for them.
In light of energy bills on the rise and wanting to set a better example for their students, many schools are considering this all-important upgrade.
There are five things every school should know before moving forward. Not technical jargon, not sales promises – just five practical considerations that make the difference between a smooth project and an expensive lesson.
#1: Understand Your Roof
Before anyone starts calculating savings or choosing panel layouts, it’s worth pausing and simply looking up.
Your school roof has probably been doing its job faithfully for years, but how much attention has it received in return? You need to know if it can handle the load of carrying solar for the future. That’s quite a commitment.
If roofing work is likely in the next five years, it makes sense to tackle that first rather than paying twice later. A proper survey isn’t overcautious; it’s wise stewardship.
#2: Energy Profile
Before a single panel goes on the roof, it’s worth understanding how your school actually uses energy. Every site has its own rhythm.
Classrooms, kitchens, sports halls, and boarding facilities all draw power differently throughout the day and across the year. Term time looks very different from half term, and winter demand rarely mirrors summer usage.
Check back over at least 12 months of electricity data to get a clearer picture of your school’s patterns.
#3: Installer Accreditation
A school isn’t just another commercial roof. It’s a live environment with children, staff, timetables, safeguarding protocols, and limited access windows. That brings a level of responsibility that goes beyond panels and wiring.
That’s why working with specialists in solar panels for schools is so important. They understand how to plan around term dates and make the most of holiday windows. They know how to navigate roof access safely and respectfully.
They design systems around daytime energy use patterns instead of applying a generic template. That experience shows in the details and in how smoothly the entire project unfolds.
#4: Planning Requirements
Planning permission has a way of sounding more intense than it often is when it comes to installing solar in the UK.
It brings up images of endless forms, waiting periods, and never ending emails. In reality, it’s usually a conversation – and a sensible one at that.
Most UK school rooftop solar projects fall under permitted development, which keeps things relatively simple. But every school has its own unique story. Schools in listed buildings, conservation areas, and even those with particularly visible rooflines may need to play by new rules.
The best thing to do is check first, not assume.
#5: Funding Options
Installing solar doesn’t always mean writing one intimidatingly large cheque.
Many UK schools have access to grants, community energy partnerships, and government-backed funding options, among others. That removes the upfront capital barrier entirely.
There are also blended approaches, combining fundraising, reserves, and external support. When funding is structured thoughtfully, solar becomes far more achievable than it first appears – and far easier to justify to stakeholders.
In Conclusion
Solar can be a powerful asset for UK schools when it’s approached with proper preparation and perspective.
For years, the narrative in education was clear: more technology means better learning. Classrooms filled with devices, digital textbooks replaced print, and innovation was measured in the number of screens a school could acquire.
Now, after a decade of high-tech experimentation, something fascinating is happening.
Teachers are rediscovering the power of traditional, low-tech methods. Not because they are nostalgic, but because research is proving that these approaches work. As Dylan Wiliam said,
“Not all innovations improve learning. Sometimes, the most effective tools are the simplest.” – Dylan Wiliam
The future of teaching might just look a little like the past.
1. Simplicity Improves Thinking
Too much digital stimulation can overload working memory and reduce focus. According to the Education Endowment Foundation (2020), simplifying lesson design leads to better learning outcomes, especially in problem solving subjects.
Sometimes a whiteboard and a pen allow deeper thinking than a touchscreen ever could.
2. Handwriting Helps Students Remember More
The research is clear: writing notes by hand improves memory and understanding.
“Writing by hand is a stronger cognitive process than typing.” – Dr. Virginia Berninger
Mueller and Oppenheimer (2014) found that handwritten notes encourage students to summarise and process information, which boosts long-term recall.
When students write by hand, they engage more brain systems than when typing.
3. Teacher-Led Instruction Works
Student autonomy can have a place in education (especially for older students), but explicit teaching often leads to stronger progress.
“Direct instruction is one of the most powerful teaching tools available to educators.” – Barak Rosenshine
Reports from the Institute of Education Sciences (2018) show that clear modelling and guided practice significantly increase achievement in literacy and numeracy.
4. Retrieval Practice Builds Long-Term Knowledge
There is a reason that quizzes, tests and assessments are back with a vengeance.
“Testing is not a mere assessment tool. It is a learning event.” – Henry L. Roediger III
Roediger and Karpicke (2006) found that retrieval practice produces far better retention than re-reading or highlighting.
Flashcards and low-stakes quizzes are not outdated. They are brain-friendly.
5. Balance Matters More Than Tech Integration
Digital tools can enhance learning, but they are not magic.
“Technology amplifies great teaching but cannot replace it.” – John Hattie
Hattie’s Visible Learning meta-analyses (2018) reveal that teacher clarity has a much bigger impact on achievement than technology alone.
Tech is a support. Not the star of the show.
6. Routines Make Students Feel Safe
Predictability allows students to focus on learning rather than uncertainty.
“Structure creates freedom for students to learn.” – Doug Lemov
Research by Lemov (2021) shows that routines reduce stress and waste less instructional time.Consider building routines for homework, lesson structures, topic reviews, journaling and anything else that may be appropriate.
Are your classroom routines truly embedded?
7. Printed Text Creates Deeper Reading
Screens encourage quick scrolling. Paper encourages processing.
“Digital reading encourages skimming. Print encourages deep reading.” – Dr Maryanne Wolf
A University of Maryland meta-analysis (2018) found that print improves comprehension, especially when reading for detail or analysis.
8. Human Connection Is the Ultimate Educational Technology
The best learning happens in positive relationships.
“A teacher’s relationship with students is the single biggest factor in classroom success.” – Robert Marzano
Marzano (2003) found that strong teacher-student relationships equate to several additional months of learning per year.
9. Back to Basics Because Basics Matter
Employers are noticing that many young people lack essential skills.
“Foundational skills are not optional. They are prerequisites for advanced learning.” – OECD Education Directorate
The OECD Skills Outlook (2021) reports global declines in basic numeracy and literacy. Schools are responding by emphasising phonics, fluency and vocabulary again.
Employers are increasingly reporting that fresh graduates lack basic, essential skills.
10. Paper Helps Students Focus
Digital distraction is now one of the biggest challenges in education.
“Students today face unprecedented levels of distraction. Simpler tools help them concentrate.” – Dr Larry Rosen
Common Sense Media (2022) reports that teens check their phones more than 100 times per day. A paper worksheet can feel like a break for their brains.
11. Blended Learning Works Best When it is Light on Tech
John Sweller’s Cognitive Load Theory reminds us that unnecessary complexity restricts learning efficiency.
“Effective teaching is about the intentional selection of methods, not the novelty of tools.” – John Sweller
The best classrooms blend traditional and digital strategies with purpose.
12. Old-School Methods Now Look Fresh and Innovative
There is a delightful irony in the fact that traditional methods feel new again.
“The future of learning is a balanced classroom where tradition and innovation work together.” – Sir Ken Robinson
UNESCO (2021) recommends hybrid approaches that keep human interaction at the heart of learning while allowing technology to support, not dominate.
Final Thought
Old-school is not old-fashioned. It is evidence-based.
The lesson schools are learning today is simple:The best methods are the ones that help students think deeply, connect with others, and remember what they learn.
Oftentimes that means closing the laptop and opening a notebook.
Bibliography and References
Common Sense Media (2022) Social Media, Social Life: Teens Reveal Their Experiences. San Francisco: Common Sense Media.
Education Endowment Foundation (2020) Cognitive Load: Using Instructional Approaches to Reduce Learners Mental Burden. London: EEF.
Hattie, J. (2018) Visible Learning: A Synthesis of Over 1,400 Meta-Analyses Relating to Achievement. London: Routledge.
Institute of Education Sciences (2018) What Works Clearinghouse Intervention Reports. Washington, DC: U.S. Department of Education.
Lemov, D. (2021) Teach Like a Champion 3.0. San Francisco: Jossey-Bass. Marzano, R.J. (2003) What Works in Schools: Translating Research into Action. Alexandria, VA: ASCD.
Mueller, P.A. and Oppenheimer, D.M. (2014) The Pen Is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note Taking. Psychological Science, 25(6), pp.1159 to 1168.
As a science educator with over twenty years of experience, I have spent my career breaking down complex ideas and communicating them in ways that everyone can understand. I am not an astrophysicist, but I do know how to interpret scientific information and present it in a way that is accessible to everyone. That is why I want to take a closer look at the remarkable case of 3I/Atlas: an interstellar object whose behaviour continues to puzzle astronomers and ignite debate across the scientific community.
This is not just another space story. 3I/Atlas is a visitor that defies expectations. From strange chemical traces to electromagnetic fluctuations and delayed image releases, it is forcing scientists to rethink what is possible in the depths of space.
Anomaly 1: The Anti-Tail Reversal
When 3I/Atlas was first observed, astronomers saw an anti-tail: a tail pointing toward the Sun instead of away from it. Weeks later, it suddenly reversed direction. No known natural process can cause such a switch without major internal reconfiguration or controlled changes in its direction of motion (Loeb et al., 2025a; LiveScience, 2025).
Anomaly 2: Erratic Brightness Fluctuations
Typical comets brighten smoothly as they approach the Sun, but 3I/Atlas showed wild brightness jumps and dips, sometimes within hours. These fluctuations do not align with solar heating or gas release models, suggesting something reflective or reactive on the surface that adjusts in real time (Loeb, 2025a; NASA, 2025).
Anomaly 3: Unusual Shape and Rotational Stability
Preliminary light-curve data suggest that 3I/Atlas has an elongated shape and rotates relatively slowly, showing no signs of chaotic tumbling. While this could indicate a degree of rotational stability, the available observations remain limited, and further monitoring will be needed to determine whether the object’s motion is truly stable or simply less variable than that of typical comets (Loeb, 2025b; Wikipedia, 2025).
Anomaly 4: Possible Nickel Tetracarbonyl Signature
Preliminary spectroscopic discussions have mentioned a possible feature resembling nickel tetracarbonyl (Ni(CO)₄): a compound used in industrial nickel refining on Earth. However, this finding has not been independently confirmed, and current spectral data remain inconclusive (Loeb, 2025a; New York Post, 2025).
What has been detected, however, is far more intriguing: nickel in the apparent absence of iron. In natural astrophysical environments, such as stars, meteorites, and planetary cores, nickel is almost always accompanied by comparable or greater amounts of iron, since the two elements form together through stellar nucleosynthesis and coalesce in metallic grains. Detecting nickel without a corresponding iron signature is therefore highly unusual and difficult to explain by known natural processes (Loeb, 2025a; Lodders, 2003; Scott et al., 2015).
Anomaly 5: Possible Non-Gravitational Deceleration
Tracking after the Mars flyby has led to speculation that 3I/Atlas might be experiencing slight non-gravitational forces, potentially consistent with deceleration. However, no confirmed slowdown has yet been observed in published data.
The latest analyses set an upper limit on any non-gravitational acceleration of around 3 × 10⁻¹⁰ AU day⁻², suggesting that if such an effect exists, it is extremely small (arXiv, 2025). Researchers have noted that if future data were to reveal a measurable deceleration, it could imply propulsion, drag modulation, or controlled momentum adjustment: possibilities that extend beyond known natural mechanisms (Loeb, 2025; LiveScience, 2025).
For now, the evidence remains inconclusive, and astronomers continue to monitor 3I/Atlas for further orbital deviations that might clarify the cause of its curious behaviour.
Anomaly 6: Magnetospheric and Radio Anomalies, and the Wow! Connection
I have to say that out of all of the anomalies that 3I/Atlas exhibits, this is the one that intrigues me the most.
As 3I/Atlas neared Mars, some commentators speculated that subtle fluctuations in magnetic and radio readings could have coincided with its closest approach, although no such anomalies have been confirmed by any official data. Researchers continue to monitor the region for potential electromagnetic signatures that might emerge as the object moves through the inner Solar System (Loeb, 2025a).
The most fascinating thing for me, however, is a potential link to one of astronomy’s most famous mysteries: the Wow! Signal of 1977. Detected by Dr. Jerry Ehman at the Big Ear Radio Observatory, this powerful, narrowband radio burst lasted 72 seconds and appeared to originate from the constellation Sagittarius, near the Chi Sagittarii star group (Ehman, 1977). Despite decades of follow-up, the signal was never detected again, and no natural source has ever been identified.
Recent trajectory analyses have suggested that 3I/Atlas entered the Solar System from a broadly similar direction: the same region of the sky near Sagittarius that produced the Wow! Signal. While this could be coincidence, it is an extraordinary one. Both phenomena, the unexplained 1977 signal and the 2025 arrival of 3I/Atlas, involve anomalous data emerging from the same part of space, separated by almost half a century.
There is no evidence yet that the two are directly connected, but the parallel raises compelling questions. If 3I/Atlas did indeed travel from the same interstellar neighbourhood that produced the Wow! Signal, we may be seeing different kinds of data points, one electromagnetic, one physical, that hint at intelligent activity or at least an unknown astrophysical process in that region of space.
Anomaly 7: Delayed HiRISE Image Release
Although NASA’s Mars Reconnaissance Orbiter (MRO) reportedly captured HiRISE images of 3I/Atlas during its Mars flyby, none of those images have been released to the public as of yet. The reason for the delay remains unclear, with no official statement from NASA confirming when, or if, the data will be published.It remains unclear whether the data are still being processed, classified, or deprioritised in favour of other mission objectives (Loeb, 2025).
Anomaly 8: A Curious and Convenient Trajectory
Perhaps the most overlooked anomaly is the path that 3I/Atlas is taking through our Solar System. Unlike most interstellar visitors, which arrive at steep angles relative to the ecliptic plane, 3I/Atlas is travelling at an inclination of only about five degrees. This means its orbit lies almost flat in line with the paths of the planets: an orientation that is statistically uncommon for hyperbolic interstellar bodies (NASA, 2025).
In addition, 3I/Atlas has passed relatively close to several major planets on its way through the inner Solar System, including Mars, and its perihelion (the point nearest the Sun) occurs behind the Sun from Earth’s point of view. That geometry has temporarily obscured the object from most direct optical observation, delaying high-resolution imaging from both Earth and space-based telescopes.
While these alignments could easily be coincidental, they have attracted attention from researchers who point out that this trajectory would offer an ideal path for an observational survey of the inner planets, or for a probe seeking to minimise visibility during its solar approach. Whether purely natural or coincidentally efficient, the route of 3I/Atlas remains one of the most striking aspects of its discovery so far (Loeb, 2025a; LiveScience, 2025; NASA, 2025).
Anomaly 9: 3I/Atlas is Massive
The estimated dimensions of 3I/Atlas make it one of the largest interstellar objects ever detected. Preliminary photometric analysis places its diameter at roughly 4 to 6 kilometres, with a mass that could exceed 30 billion tons depending on composition and albedo (NASA, 2025; Loeb, 2025b).
For comparison, 1I/ʻOumuamua measured only a few hundred metres long, and 2I/Borisov, the first confirmed interstellar comet, was about a kilometre across. Objects on the scale of 3I/Atlas are expected to be gravitationally bound within stellar systems, not travelling freely through interstellar space. Its sheer size makes its arrival statistically improbable under current models of ejection and galactic dynamics (Loeb, 2025b).
This anomaly adds to the mystery: a body of such mass should produce a strong and consistent outgassing signature if it were a typical comet, yet no such emission has been confirmed. Its enormous scale, combined with its non-typical chemical and orbital characteristics, continues to challenge natural explanations and keep astronomers re-evaluating how interstellar debris forms and travels.
What it Could All Mean
Each anomaly alone might be explainable, but together they form a pattern that is difficult to dismiss. The combination of unusual metallurgy, electromagnetic irregularities, and possible controlled motion raises the possibility of technology or mechanisms unknown to current science (Loeb et al., 2025a). Even if it is entirely natural, 3I/Atlas likely represents a new class of interstellar object formed under conditions we have never observed before.
How Society Might Respond to Disclosure
If one day it is confirmed that 3I/Atlas is artificial or linked to extraterrestrial intelligence, humanity would face a moment of historic change. Governments would rush to control narratives, markets might wobble, and belief systems would evolve. But our best preparation is not fear: it is education, critical thinking, and open dialogue. The ability to assess evidence calmly and rationally will define how well we adapt.
Lessons for Education: Why This Matters for Teachers and Students
The story of 3I/Atlas is not only for astronomers: it has deep implications for education, especially in how we teach science, inquiry, and critical thinking.
In high schools around the world, science is often taught as a collection of fixed facts: Newton’s laws, the periodic table, the standard model of particle physics. But discoveries like 3I/Atlas remind us that science is not static: it is a living, evolving pursuit of understanding. When the evidence does not fit the model, the model must change. That is the heart of scientific progress.
Teachers can use 3I/Atlas as a case study in scientific curiosity. For instance:
Physics and mathematics classes can model the object’s trajectory, deceleration, and tail orientation to practise applying Newtonian and non-gravitational equations.
Chemistry lessons can explore how compounds like nickel tetracarbonyl form on Earth, then compare those processes to hypothetical space chemistry.
Philosophy or Theory of Knowledge courses can use 3I/Atlas as an example of how humans interpret uncertainty, where data meets belief.
STEM clubs can research historical radio anomalies like the Wow! Signal and analyse why repeatability and peer review matter in establishing credibility.
Even more importantly, this event is a powerful opportunity to teach information literacy. In an era where social media amplifies speculation, students need to distinguish peer-reviewed science from pseudoscience. By examining credible sources such as NASA and Harvard preprints alongside media coverage, students develop the ability to assess evidence critically and respectfully.
Teachers can use this topic to inspire awe and a sense of wonder that fuels lifelong learning. Whether 3I/Atlas turns out to be a natural anomaly or something entirely new, it reminds students that discovery begins with curiosity, and that even established science can change when new evidence appears.
That, perhaps, is the most important lesson of all.
Classroom Applications: Practical Ideas for Educators
Debate Prompt: “3I/Atlas is an example of how science evolves, not proof of alien life.” Discuss.
Data Modelling Exercise: Students use real orbital data to model 3I/Atlas’s path and calculate possible forces acting on it.
Ethics in Science Discussion: Explore how data transparency (such as the HiRISE image delay) affects public trust in science.
Cross-curricular Extension: Link physics, chemistry, and philosophy by asking: How do we know what we know?
Creative Project: Have students write a short story or podcast episode imagining first contact, grounded in real science.
Final Thoughts
3I/Atlas could still be a natural wonder, but its behaviour demands serious attention. From its anti-tail reversal to its unusual nickel signature and delayed imagery, this interstellar traveller is expanding our understanding of what is possible.
Whether it turns out to be a relic of alien engineering or an extraordinary natural object, 3I/Atlas reminds us of something profound: the universe is far from ordinary, and we have only just begun to understand it. As educators, it is our privilege to help the next generation make sense of it.
Bibliography and References
Note: Selected images in this article have been sourced from Pixabay and are free to use under the Pixabay License (no attribution required).
Ehman, J. (1977) The “Wow!” Signal Detection Log, Big Ear Radio Observatory, Ohio State University. Available at: https://www.bigear.org/wow20th.htm (Accessed: 26 October 2025).
Loeb, A. (2025b) Is the Interstellar Object 3I/Atlas Alien Technology? Harvard/Institute for Interstellar Studies Preprint, arXiv:2507.12213. Available at: https://arxiv.org/abs/2507.12213 (Accessed: 26 October 2025).
Lodders, K. (2003) Solar System abundances and condensation temperatures of the elements, The Astrophysical Journal, 591(2), pp. 1220–1247.
Scott, P., Asplund, M., Grevesse, N. and Sauval, A.J. (2015) The elemental composition of the Sun III: The heavy elements, Astronomy & Astrophysics, 573, A25.
We welcome you to join the Richard James Rogers online community! Join us on Facebook and Twitter for regular updates, giveaways of Richard’s books, special offers, upcoming events and news.
After more than twenty years in education, I have seen classrooms in every imaginable state: from the sterile and rigid to the warm, colourful and alive with creativity. What has always fascinated me is how the design of a learning space quietly shapes the way students feel, think, and behave.Even thinking back to when I was a child at school: the classroom environment mattered to me, a lot!
In my early teaching years, I was utterly convinced that great learning came purely from great teaching. Over time, however, I have come to realise that the classroom environment (both physical and non-physical) matters just as much.
A thoughtfully designed classroom nurtures curiosity, collaboration, and happiness. A poorly designed one, even with the best teacher, can stifle all of those things.
Whether I am working with learners in a secondary science classroom or training corporate teams through my business, Richard James Rogers Corporate Training, one principle remains constant: the environment is acts as a vital teaching assistant.
What follows next are some tips to make your classroom the inviting, comfortable and engaging space that it should be: even if you’re starting from scratch.
Tip #1: Think ‘collaboration’, not ‘control’
Traditional classrooms were built for order, with rows of desks facing a single direction and the teacher as the focal point. That structure mirrors an industrial-age mindset that prioritises efficiency over engagement.
I remember one classroom early in my career where the layout made every lesson feel like a lecture, and students seemed to settle into listening rather than interacting. I was teaching in a science lab that had been built in the 1930s! The teachers desk was even on a stage (I’m not joking), and was elevated above the desks of the students.
I attempted to change the layout as best as I could mid-year, moving chairs into clusters, adding a corner for peer discussion, and letting students pick their seats. The impact was immediate: more voices in class, more movement, and more peer-to-peer help.
Research supports this shift. Classrooms that allow students to reconfigure their learning spaces, work in groups, and move freely can improve academic progress by as much as 16 per cent (Barrett et al., 2015).
When students have ownership of their environment, they feel a greater sense of belonging and motivation.
Key Takeaway: Create ‘zones’ for presentation, discussion, and quiet reflection. Give students the freedom to choose where they learn best.
Tip #2: Light, colour and air matter more than you might think
In my corporate workshops, I often talk about the power of small details such as lighting, colour, and even scent in influencing focus and creativity. The same applies to classrooms.
I recall a science lab with harsh fluorescent lighting and grey furniture, where even the brightest experiments seemed flat. It was dark, it smelt bad (it had just been built and stank of various solvents) and even the plumbing hadn’t been sorted properly. Later that year, when we replaced some lighting with daylight-mimicking LEDs, introduced a plant, and painted one wall a soft green, students began commenting that the room ‘felt calmer’ and ‘easier to think in’.
Environmental psychology shows that lighting, colour, and air quality directly affect concentration and emotional well-being (Cheryan et al., 2014; Tanner, 2008). Natural light sharpens alertness, calming colours reduce anxiety, and clean air supports cognitive function.
Key Takeaway: Bring natural elements into the classroom. Plants, daylight, and natural materials boost mood and reduce stress hormones (Li & Sullivan, 2016).
Tip #3: Furniture must fit the learner
Comfort is not an indulgence in teaching. It is a gateway to productivity. Whether in a classroom or a corporate training room, poorly designed furniture can send the wrong message: that the students don’t come first.
Ergonomic, adjustable furniture reduces strain and supports sustained engagement (Parcells, Stommel & Hubbard, 1999). Flexible arrangements make it easy to shift from discussion to collaboration to independent study (Rands & Gansemer-Topf, 2017).
Think of your favourite coffee shop. Is the furniture comfortable or uncomfortable? Successful restaurants and coffee houses understand the power of cosy furniture and surroundings in driving success, and it’s high time that schools realised it too.
Key Takeaway: Choose furniture that adapts to learning needs, if you can. Movable desks, adjustable chairs, cushions, etc. Flexibility signals trust and respect.
Tip #4: Design for neurodiversity
In inclusive classrooms, I have seen how noise, glare, or visual clutter can quietly exclude certain learners. One student I taught was bright in science but withdrew when the lab group became loud and the lighting flickered. Creating a quiet corner with soft lighting and clear visual boundaries gave that student a place to recalibrate, and from then on they participated more freely.
Neurodiverse students in particular may find typical classroom environments overwhelming (Botha & Frost, 2020). Simple design changes such as soft lighting, quiet corners, and visual order can dramatically improve comfort and focus (Ashburner et al., 2008).
Key Takeaway: Ask students what makes them feel calm and focused. Their insights often reveal inexpensive but transformative changes.
Tip #5: Consider the social architecture of learning
Classrooms are not just physical spaces: they are emotional ecosystems. The way we arrange furniture, display student work, and design shared areas communicates value and belonging.
In one school, I turned a corridor wall into a ‘student voice’ gallery: photos of projects, quotes, and creative pieces. Suddenly, students would pause by that wall; they felt seen. That sense of recognition carried into the classroom.
When student work is showcased proudly, engagement increases. When collaborative zones are designed intentionally, relationships flourish (Korpershoek et al., 2019).
Key Takeaway: Display work that tells a story of growth. Create informal zones for conversation, peer feedback, and mentoring.
Tip #6: Think of well-being as a design principle
In my training sessions with Richard James Rogers Corporate Training, I emphasise that well-being is not a programme: it is a design philosophy. The same applies in education more generally, too.
A well-designed classroom says ‘you are safe, seen, and capable’ before a word is spoken. The OECD (2021) places well-being at the heart of education in its Learning Compass 2030 framework, and it’s important tat we, as educators, recognise the profound impact that classroom design principles can have on our students sense of well-being.
I remember an IBDP class of 18-year olds where one student sat in the back corner, visibly withdrawn. I moved their seat into a small group circle near the window, offered a more comfortable chair that didn’t wobble, and asked for their opinion on how the classroom could feel better. By the end of the term, that student had become a peer mentor for others.
Sometimes the changes we make can be as simple as shifting a seat and making space for voices to be heard.
Key Takeaway: When you design a learning space, ask: does it encourage movement, curiosity, and connection? If so, then you are already designing for well-being.
Overall conclusion
Learning spaces should do more than contain lessons. They should inspire them. When we design with well-being in mind, we elevate not only academic outcomes but also joy, confidence, and belonging.
As educators and leaders, we design not just classrooms. We design cultures of care and creativity. The walls, the light, the layout, all tell a story. Let it be one that says:
‘You belong here. You can grow here.’
Bibliography and references
Ashburner, J., Ziviani, J. and Rodger, S., 2008. Sensory processing and classroom emotional, behavioural, and educational outcomes in children with autism spectrum disorder. American Journal of Occupational Therapy, 62(5), pp.564–573.
Barrett, P., Zhang, Y., Moffat, J. and Kobbacy, K., 2015. A holistic, multi-level analysis identifying the impact of classroom design on pupils’ learning. Building and Environment, 89, pp.118–133.
Botha, M. and Frost, D., 2020. Extending the neurodiversity paradigm: Autism, identity and learning space inclusion. Disability & Society, 35(8), pp.1364–1386.
Cheryan, S., Ziegler, S.A., Plaut, V.C. and Meltzoff, A.N., 2014. Designing classrooms to maximise student achievement. Policy Insights from the Behavioural and Brain Sciences, 1(1), pp.4–12.
Fisher, K., 2016. The New Learning Environments Research Group: Linking pedagogy and space. The University of Melbourne.
Heschong, L., 2003. Daylighting and human performance. ASHRAE Journal, 45(6), pp.65–67.
Korpershoek, H., Canrinus, E.T., Fokkens-Bruinsma, M. and de Boer, H., 2019. The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes: A meta-analytic review. Educational Research Review, 27, pp.100–118.
Li, D. and Sullivan, W.C., 2016. Impact of views to school landscapes on recovery from stress and mental fatigue. Landscape and Urban Planning, 148, pp.149–158.
OECD, 2021. The Future of Education and Skills 2030: OECD Learning Compass Framework. Paris: OECD Publishing.
Parcells, C., Stommel, M. and Hubbard, R.P., 1999. Mismatch of classroom furniture and student body dimensions: Empirical findings and health implications. Journal of Adolescent Health, 24(4), pp.265–273.
Rands, M.L. and Gansemer-Topf, A.M., 2017. The room itself is active: How classroom design impacts student engagement. Journal of Learning Spaces, 6(1), pp.26–33.
Tanner, C.K., 2008. Explaining relationships among student outcomes and the school’s physical environment. Journal of Advanced Academics, 19(3), pp.444–471.
Welcome to this first ever blog post in the Back to Basics series: a collection of articles designed to get straight to the point and offer advice that you can implement in the classroom right away.
In today’s piece, I’ll be sharing my tips on how to set a summative test for your students. These tips are based on more than twenty years of secondary school teaching experience so pay attention: all of what I’m about to share was learned through painful, long and arduous trial-and-error.
Tip #1: Always Give Your Students a Topic List to Study From
If your students don’t know what’s going to come up on the test, then how can they study or revise for it? It seems like such simple advice, doesn’t it? Yet, too many teachers are telling students that “You have a test on what we’ve covered so far”, or that “I’ll give you a test on Unit 1”, without explicitly telling the children which sub-topics, or content areas, in “Unit X’ or ‘what we’ve covered so far’ will be tested.
The bottom line is that you must give your students a list of what they need to revise. This could be as simple as writing a list of topics on the whiteboard for them to copy into their books, or sharing the topic list on their VLE (e.g. Google Classroom, Firefly, Moodle, Managebac, and so on).
Pro tip (next level): Don’t simply share the official syllabus or specification with he students. Even older children need the course content broken down into ‘kid friendly’ language. Make the topic list understandable, and accessible.
Testing Tip #2: Give Your Students Advance Warning
Setting a test the next day, or the next lesson, simply isn’t fair. Don’t you remember when you were in school? Didn’t you need time to study for a test?
Give your students advance notice that a test is happening. The bigger the test, the more time for revision will be needed. Small, end of unit tests may only require a week of advance notice to be given to the students, for example. Larger tests, such as mid-terms, end-of-term, or end of year exams may require a month or more of advance warning. Have you shared the topic list in advance too? You need to!
Testing Tip #3: ALL Summative Assessments MUST Come With Official Answers
These ‘marking schemes’ could be pulled from past-exam papers (if you’re building a test from such questions), textbooks, online question banks, rubrics, or (if you’re struggling to find resources), even an official marking scheme you’ve written yourself.
They key thing to remember here is that your students will need to know where they’ve messed up when the exam is finished, and how they could have scored better. This can only happen if there is an official set of ‘model answers’ that can be given to the students once the test has been marked and feedback has been given.
Some teachers are scared of providing marking schemes in case the students find out that they’ve not been awarded a mark or two when they should have been. Please don’t worry: slightly inaccurate marking is something that all teachers make the mistake of doing from time-to-time. I’ve been teaching for more than twenty years and I still sometimes miss marks that should have been awarded. Having an official marking scheme is actually really good for this purpose: it keeps you and your students accountable, engaged in the learning process and invested in making progress.
Testing Tip #4: Feedback Must be Timely and Specific
You suddenly find yourself with stacks of exam papers to mark, a full timetable to teach and no time to get everything done. I get it. I’ve been there many times.
Somehow, however, you’ve got to get that feedback to the chidlren as soon as you can. Feedback that is delayed is less useful because students forget the details, lose context, or have moved on. Immediate or prompt feedback allows students to make corrections while the material is still fresh.
Several studies argue that delaying feedback reduces its impact. In a study by Vattøy et al. (2021), for example, it was shown that feedback should be “provided timely, extensively, and cumulatively”.
Testing Tip #5: Use Tests for Target Setting
This is probably the one step that the overwhelming majority of teachers forget to action. Once a test is finished, and feedback is given, we tend to forget about it and never revisit it.
This is a huge mistake and a massive loss of both leverage and educational capital.
In a previous blog post entitled Using Data to Empower Students, I described how we, as teachers, are generally very good at collecting data but we are often unsure what to do with that data once it’s collected.
The answer is simple: students need to reflect on their assessments and create personal targets (and the teacher needs to know what those targets are). This could be as simple as the students writing targets on the front of the completed paper, with the teacher then taking a photograph of those targets before inputting them into a spreadsheet.
Then comes the real magic! Before the next test, be sure to ask each student “What’s your target for this test?”, or “What targets did you write down last time?”. Ask these questions often: you’ll be amazed at how powerful they can be!
Bibliography and References
Vattøy, K-D., Gamlem, S. M. & Rogne, W. M. (2021) Examining students’ feedback engagement and assessment experiences: a mixed study. Studies in Higher Education, 46(11), pp. 2325-2337. doi:10.1080/03075079.2020.1723523
