“I think what a lot of schools are facing today is a rise of pedagogical authoritarianism. This remarkable certainty that we know how every child learns.” Quite a conversation, especially for this moment. (In other words: listen to this!)

First day back to school after shingles, and yawing all day. But I look around, and all teachers are yawing all day. Spain needs half-term holidays.

Many thanks for all the shares. Please let any colleagues know who might find these useful. ⬇️

Why are teachers in Australia so gleeful at the news that John Hattie is being formally investigated by the University of Melbourne? Because they are tired of living under the rule of administrators who have bought a 'scientific' fantasy. open.substack.com/pub/stephenv...

Maybe much of this happens due to the stance of acting-on staff, rather than acting-with them. christianmooreanderson.com/teaching-tri...

This is exactly what our research shows: when it becomes harder to tell apart expert-looking content from the real thing, the value of expertise goes up. And so does demand for it… giftarticle.ft.com/giftarticle/... AI hallucinations haunt users more than job losses

'Transformation' in Sussex seabed marine life after trawling ban www.bbc.co.uk/news/article...

@kindlestack.com why can't I delete my profile on your site?

And this is why we write education books! We’ll never make out fortune instead we just want to help our colleagues like Simone 💛

What the US is purposefully doing to Cuba should be considered genocide.

Excellent post. At its heart, teaching & learning is dialogic & responsive. Also, the same dialogic process should be enacted when developing teachers. It's about working 'with' people, not doing something 'to' them.

Yesterday, I presented at the System Dynamics Society's education conference. I was fascinated to hear about the new pilot subject for the IB Diploma Program (16-18): Systems Transformation. All about dealing with wicked problems, complexity and unknowability. A subject for the 21st century.

For posts on general teaching (not biology specific) I get more reads here on Bluesky, in our smaller community, than over on LinkedIn. That place is a swamp of posturing, Ed Tech gurus, and adverts. It also seems to be the new place for the EduCognitivists.

To everyone out there who defends and encourages reliance on generative AI: I want you to explain to me how software systems that do this is not just defensible but something good and to be encouraged. Go on. Explain it to me, right now. www.theguardian.com/global-devel...

🎯"Instead, it begins with an interaction: a move is made, not to engineer, but to find out. To find out how the system naturally responds. And then reacts to that, to steer a school or class towards a (not the) desirable outcome. An outcome that is always in the making through mutual interactions."

My excellent colleague @katiedd.bsky.social has just published this remarkable investigation into rampant book banning in a Greater Manchester secondary school library. 193 books including The Da Vinci Code, Twilight, White Teeth and 1984 Graphic Novel www.indexoncensorship.org/2026/03/scho...

A fantastic summary of a truly responsive approach to T&L that avoids the one size fits all mantras of some. Thanks @cmooreanderson.bsky.social

Thanks for the post. Totally agree on the importance of listening and responding to students & colleagues. In my wider role, I always aim to work *with* teachers & departments to improve t&l. It's a collaboration - and a great privilege.

Great blog. Love your phrase 'teaching-with' contasting with 'teaching-to'. 'With' points to learners and the relationship changing. 'To' to fixed and unchanging.

4 years ago, I'd put out a new blog post and get a thousand reads over Friday and Saturday. Now, on Bluesky and LinkedIn, I get 36 reads on a Friday night. Publishing my book in a couple of weeks, with potential to change Edu discourse, and I fear the worst. No one will even know it exists.

Reading this I realise how hungry I am for stuff pitched between 'what works' student-directed managerialism and abstruse academic abstractions. Maybe there's lots of it about, but I can't find it...

New post! ● Teaching tricks, fidelity, and the illusion of "best bets" #UKEd #EduSky christianmooreanderson.com/teaching-tri...

It's worth noting that, back during Twitter, I ran a poll on whether meaning could be transmitted. The majority of teachers who responded said that it could be.

#EduSky #EruditePedagogy I have not spent a lot of time thinking about this yet, but recently put together this matrix and I'm curious what others think. As you can tell from the descriptors, I think effective teaching & learning happens in Quadrant D, but... (1/2)

They had exactly this problem under Spielman as well because it's an ideological position for Ofsted. They believe that it's possible for them to judge 'quality' objectively and they think that 'attainment' means the end point outcomes rather than progression.

1 hour to go! Coming up tonight, we explore all things outdoor education, you can join in here from 7.30pm with guest Nigel Miller from Active Learning Group: www.youtube.com/watch?v=bJL-...

Bringing #FFBWednesday to BlueSky. For educators ready to build genuine connections: 💫 Like and repost 💫 Comment with your edu bio + #FFBWeds 💫 Follow everyone who participates Let's create the education community BlueSky deserves. #EduSky

New: Academy trust, which employs chief executive’s son as its director of business and finance, says it has complied with all DfE requirements educationuncovered.co.uk/news/academy... A look at the disclosures of the Core Education Trust, which runs four schools in Birmingham.

A post long overdue: ● How I introduce stock and flow models to students christianmooreanderson.com/how-i-introd... #SciTeachUK

I LOVE my slides. I make good slides. But recently I’m of the mindset that they’re not doing what I want them to do. This piece might’ve pushed me over the fence. I’m going to investigate this in the spring with a SoTL study and write it up.

Post: ● The pros of teaching without powerpoint If teaching is transmission, the presentation is a vital tool. If, we see it as conversing to coordinate the meaning of content, then PowerPoint sits in the way of interaction between teachers and students. christianmooreanderson.com/pros-of-teac...

Damn. Just turned 40 and already got shingles. This time of year is the hardest, especially in Spain where we have no half-term holidays.

Después de muchos años compartiendo evidencias, ahora estoy cada vez más interesado en las condiciones epistémicas de uso de la ciencia en general. Reflexiono sobre ello aquí: open.substack.com/pub/investig...

#EduSky My response to an aspect of a blog by Paul Kirschner: www.onteachingandlearning.com/blog/paulo-f...

I am a sceptic but was encouraged to try to Copilot a multichoice end of topic quiz. My yr10 group are very honest (I've taught most of them since yr8) and even the most polite were very much 'please never do this again'. They hated the style, and the fact that most of the answers were B...

We surveyed hundreds of our students about AI usage and the results were clear: the vast majority, even if they used it, knew it was bad for them, and were hella insulted when teachers used it.

I make my classes practice raising their hands and asking questions. However carefully a slide deck might be prepared (with me, not that carefully), I still want them to interrupt. The best interruptions cause me to clear the board completely and start something new.

Nice post. I argue in Teaching Meaning that examples & nonexamples are also limited for communication. Engelman's ideas came about during behaviourism & early cognitivism; this translates this post: he acts for fluent routine, but has nothing on meaning. profbeckyallen.substack.com/p/engelmann-...

Hi #EduSky - it was another bumper week from which I have tried to extract a #Saturday3 of interesting educational blogs. Last week, I featured a blog cautioning about PowerPoint and this week, I feature the more radical approach of ditching it! christianmooreanderson.com/pros-of-teac...

The theory of change here is that giving people more things to work on means they are more likely to improve. And that telling everyone that they aren’t as good as you thought will motivate them to do so.

Building something up on the board in dialogue with the pupils. They are involved in the choices of meaning, correction, inflection of grammar, links, changes, implications, alternatives... Even following the formation of letters helps read... christianmooreanderson.com/pros-of-teac...

Post: ● The pros of teaching without powerpoint If teaching is transmission, the presentation is a vital tool. If, we see it as conversing to coordinate the meaning of content, then PowerPoint sits in the way of interaction between teachers and students. christianmooreanderson.com/pros-of-teac...

Much like in education

First AI folks take our books without permission or compensation. Then AI folks take us.

I'm still laboriously moving my writing over to my new site. As I do so, I get to re-read and enjoy older posts. Here's a short one I wrote about: "A simple model for teacher sustainability and growth" christianmooreanderson.com/a-model-for-...

Bringing #FFBWednesday to BlueSky. For educators ready to build genuine connections: 💫 Like and repost 💫 Comment with your edu bio + #FFBWeds 💫 Follow everyone who participates Creating the education community BlueSky deserves.

Evan Thompson on how "controlled hallucination" and "Predictive Processing" are wrong. @musingsofadr.bsky.social @mrbates.bsky.social @adamwteach.bsky.social @bernardandrews.bsky.social

I used a PowerPoint once with my Y9. Instead of building up with Q&A to the board. Never again! They automatically went into some kind of "he's trying to catch us out for not knowing/not listening" mode instead of working through what they thought. It was incredible.

I taught one of my favourite models today. I didn't think about prerequisite knowledge or retrieval. Instead, I just thought about prompting students with questions and eliciting explanations. Not to transmit knowledge, nor check for understanding, but to coordinate meaning. Teaching-with students.