Fascinating overview of Lorrie Shepard's efforts to promote formative assessment, mastery learning, a sociocultural perspective on learning and assessment, and high expectations for all students. Good advice for those who wish to influence policy in these areas. doi.org/10.1037/e3p0...

"I feel like AI defeats the purpose of this class." I went into this past school year thinking that it might finally be the year where I had no choice but to begin integrating AI into our classroom as a tool and skill. Walking out of this year? Talking with students? I realized I was wrong.

Por fin he podido leerlo con calma, y realmente merece mucho la pena.

In case you missed it, my post from last weekend on: ● The difference between knowledge and understanding ↓↓ #EduSky

Just in case you faint!

Really cool (and somewhat freighting) work on Gen AI use and highschool performance in China. Homework Scores rocket up, time spend doing homework collapses, then predictably exam scores are way down. Results show bimodal response ~75% see scores drop, the other 20-25% keep doing the work.

Join us tomorrow for SFI’s Community Lecture with Thalia Wheatley. Wheatley will explore conversation as a powerful mechanism for coupling minds — and what this means in the age of AI. 7:30 pm MT | Free tickets: lensic.org/events/the-b... or watch the live stream on SFI’s YouTube

In case you missed it, my post from last weekend on: ● The difference between knowledge and understanding ↓↓ #EduSky

Primary teachers! My Year 2 son (turning 7) reads a book every day at home to keep up. Our school uses the Oxford scheme. He's reading level 6 books. He enjoys reading. The school give us 5 books a week, all Biff, Chip, and Kipper. What series can I buy for this summer? @markgoodrich.bsky.social

AI changes feedback on student writing when it knows student race, gender www.edweek.org/technology/a...

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We begin with: What must students *do* to demonstrate understanding? XYZ Students demonstrate XYZ → we judge them as understanding. or Students demonstrate XYZ → we suppose some representation exists that we can't see → we judge them as understanding. What does that extra step give us teachers?

I just ordered a copy for myself. Looks like a promising book to start the next semester!

NEW POST: ● Understanding isn't just knowledge (and how we can teach it) → christianmooreanderson.com/understandin...

What a fantastic review of my book Teaching Meaning! Thank you :D

This is the "dance" that I found so beautiful in @cmooreanderson.bsky.social's vision of the classroom: the interplay of helping students develop knowledge alongside and with helping students develop understanding. Both matter. Too much of one is a problem. And they're symbiotic.

Loved this read this morning, as it made me think about when my classroom leans towards "knowledge" and when it instead leans towards "understanding"—and also which lens my assessments tend to prioritize. christianmooreanderson.com/understandin...

Knowledge task: doing something they have done before (no real variation) Understanding task: doing something they have not done before (variation around previous knowledge task)

It was a genuine privilege to talk with Christian about his book and, most of all, a better version of the classroom than so much of what we hear of late—especially with the momentum around the science of learning. This is the rebuttal we need. podcasts.apple.com/us/podcast/h...

Love this. Dovetails with a post by @markmccourt.bsky.social Build curriculum so pupils do not simply meet knowledge, repeat knowledge or recall knowledge. They learn it clearly, return to it often, compare it carefully and use it in increasingly varied contexts.

If you would like a way to think about knowledge and understanding - here you go. If you would like to see how this applies to your teaching - again Christian provides. If you would like to see what makes the difference between teaching for better understanding - 👇😀👇

NEW POST: ● Understanding isn't just knowledge (and how we can teach it) → christianmooreanderson.com/understandin...

My second book is out now. If you are interested in curriculum design and how DI ideas can be applied to the everyday classroom, it's well worth a read.

There are no shortcuts in life, none. Ever. With increasing reliance on AI it will be patients, clients, customers, students, who suffer the most.

'many districts are spending heavily on adopting online curriculum packages, which compel teachers to adhere to a script. Most of the literary texts are excerpts or short works. "Our district adopted a disjointed, excerpt-heavy curriculum two years ago, and it is doing real damage"'

This was a great conversation about teaching and learning, check it out 👇

"It's actually those divergences, getting things wrong, messing up here and there, saying funny things that are interesting where we realize what we can do." - @cmooreanderson.bsky.social Is your classroom a place students can explore and experiment? Or it is only about getting everything right?

“if I just get them to repeat what I’m saying, I have no idea what they think” – @cmooreanderson.bsky.social This vision of the classroom, a "dance" between agreement and exploration? I feel like it is what we want for all classrooms, right? (Cannot wait to share this full conversation tomorrow!)

Soderstrom & Bjork made a sound distinction with problematic labels: ● Measures during teaching are unreliable. Call this "performance". ● Measures post-teaching are more reliable. Call this "learning". The problem? This methodological definition has drifted into "how the brain works" ↓

Best thing I've listened to in a while

Soderstrom & Bjork made a sound distinction with problematic labels: ● Measures of learning during teaching are unreliable. Call this "performance". ● Measures of learning post-teaching are more reliable. Call this "learning". This is a methodological definition.

There seems to be many parallels (in my limited knowledge) with Trump and ancient Roman emperors/dictators: Self-dedicated grand monuments, Violent games for the people, Animosity and rivalry with Persia, Political manipulation to create a dynasty, Wars of colonisation and resource acquisition.

All learning must be inferred through a performance of some type. And all performances of newly taught material must involve learning to some degree.

Same test, twice. Once alone, once together. Nearly ten years in, I finally measured if it mattered. Maybe some residue lingers longer when the thinking is shared?

I'm continuing to upload the models I teach-with students to my site. My models for 11–14 are all there. christianmooreanderson.com/models-11-14... Biology teachers don't need powerpoints or worksheets; they just need a good causal model and conversation.

*** NEW POST *** If teachers only ever follow a playbook, who understands enough to write the next one? 1/3

I'm still unconvinced by the "learning vs performance" distinction currently so popular. It appears to suffer a category error. How are these specifically defined? What does this actually mean? From anyone's perspective, all learning must be inferred from performance (action)...

At the end of the term I asked my college creative wriing students to submit anonymous thoughts on AI. No real surprises: Mood ranges from resignation to despair, capitulation from embittered erosion of standards to total, feelings of betrayal from deep to furious. 1/

To Grade or Not To Grade? Demystifying a Centuries-Old Debate link.springer.com/article/10.1... "we report results from a unique elementary school field trial in which grades were abolished in participating schools...Aside from math interest, we found no statistically significant differences"

A really nice post. My view is that EduCognitivism took research on revision techniques, like retrieval, and tried to recreate the lesson in their image. In Teaching Meaning, I wanted to present a model of *the lesson*: The how and why of *recursive* interactions and conversations.

A great post and links in very much with Christine Counsell’s keynote speech on Harnessing the Power of Story at ResearchED yesterday. I have been thinking a lot about how to use story in maths lessons to engage students and this post has given me some great ideas.

… a “crisis of meaning” as the problem. And then voila! Your book came out, and I think/hope many are on similar points in their journey of realizing we haven’t quite gotten “there” yet in our understanding of the science of learning.

Thank you. This is great at explaining the limits of direct instruction. I learned “inquiry-only” in my teacher training, and fell on my face *every.time.* teaching history class because there’s so much content that students just will not be able to “discover” on their own.

Let there be two forms of teaching: A (for knowledge) + B (for understanding). During EduCognitivism, posts on A (in science) utterly dominated: If A, assume B. IMO this stems from Engelmann: "concepts are not properties of the mind" and the agents were not the students; "stimuli are the agents".

Really nice review of my book, Teaching Meaning:

I feel "vibe coding" (using AI to build websites, simulations, learning tools) will be the next big time waster in education. Sticking to pen, paper, and conversation, is actually a workload relief.

callfromthewilderness.wordpress.com/2026/06/13/c... I blogged again! Not sure why it has chosen that image!

I feel "vibe coding" (using AI to build websites, simulations, learning tools) will be the next big time waster in education. Sticking to pen, paper, and conversation, is actually a workload relief.

I love what Mark is doing here... Pointing to blog posts from other teachers thinking about practice. Oh and his blog posts are great too. It's like old Edutwitter. Who else is doing this on #edusky , especially with a UK primary. Is there a list?

I'm running a book giveaway over on LinkedIn, and this is my line: "Beyond the stagnant debate between traditional transmission and progressive constructivism, Teaching Meaning offers a third way: a fresh vision rooted in enactivism." www.linkedin.com/posts/christ...