"The art of teaching all things to all men springs from the realization that there is no art of teaching all things to all men." Ference Marton & Shirley Booth #EduSky #UKEd

Cybernetics is not the Banana (Part 2) with Benjamin P. Taylor @antlerboy.com is now on YouTube: youtu.be/0IBjnZlcdfQ

From @bernardandrews.bsky.social #EduSky #UKEd substack.com/home/post/p-...

Totally. I really don't think people who doesn't teach science gets how much content there is in there. Every lesson is covering 8 different things. Fundamental is exactly what we need.

If you believe either that Franklin discovered the double helix, and / or Watson and Crick stole her data, ask yourself how you know this. Then take a read of this article.

The trend towards seeing learning as delivering content into memory by using direct instruction has set the path to this enthusiastic adoption imo. Unfortunately people are making themselves increasingly superfluous by doing this as per @risu.bsky.social's posts below.

"The art of teaching all things to all men springs from the realization that there is no art of teaching all things to all men." Ference Marton & Shirley Booth #EduSky #UKEd

Just moved to Proton Mail.

We need to look at this as a profession and ask ourselves very seriously what is going on in the education system. #EduSky

Thanks for inviting me on the show, drew. What an honour!

Prerequisite knowledge check?

Some people claim that a positive of Sweller's work is that it goes back to the 80s. However, he built this work on the computer metaphor. Enactive embodied insights were being published in the 70s. Only now is Sweller pivoting towards biology and yet still retains computer language in CLT. #EduSky

Some people claim that a positive of Sweller's work is that it goes back to the 80s. However, he built this work on the computer metaphor. Enactive embodied insights were being published in the 70s. Only now is Sweller pivoting towards biology and yet still retains computer language in CLT. #EduSky

So like @bernardandrews.bsky.social says, you're mechanism alludes to a homunculus as the mechanism, and you're now in trouble. You say it does, but the metaphor also doesn't explain how and why memory is always reconstructive, or a reenactment. The birds don't morph and change in the metaphor.

Your (and @cmooreanderson.bsky.social's) point about enactment is, I think, half right, because the solution is that learning the answers to questions is learning *to do* something. But the other key part is that answering a question/following a rule is essentially a *public* practice.

The storage and retrieval metaphor falls apart as soon as you ask any one for the mechanism of retrieval: exactly how is the memory retrieved from storage? How would secondary education be different if we substituted out "storage and retrieval" for "traces of enaction and reenact"? #EduSky #UKEd

It's time to move on from the storage and retrieval metaphor of memory. How would teaching change with an enactive view? ● Memory isn't a library, but the traces of what we have enacted. Which, I think, is compatible with (but more encompassing than) "memory is the residue of thought".

"On the one hand, memory is not a library of memories, even if they are episodic; on the other, memory is not the memory of information that enters the system ... [but] the traces of what has been enacted by our actions." www.frontiersin.org/journals/psy...

Just read a Bridget Phillipson speech which I'm not going to inflict on anyone but basically it's all our fault that some children are failing and more tests and targets is definitely the answer. 🙄🤦‍♀️

It's time to move on from the storage and retrieval metaphor of memory. How would teaching change with an enactive view? ● Memory isn't a library, but the traces of what we have enacted. Which, I think, is compatible with (but more encompassing than) "memory is the residue of thought".

"On the one hand, memory is not a library of memories, even if they are episodic; on the other, memory is not the memory of information that enters the system ... [but] the traces of what has been enacted by our actions." www.frontiersin.org/journals/psy...

Is your school's "improvement" culture just more top-down initiatives? Many school improvement plans fall flat because they lack buy-in. What if we shifted from "directing" to "developing"? /1

Too often, biology is just: "learn this description of what happens." Bio is revolutionised when you realise that you aren't teaching reality, but a model. A model is a set of relationships; a set of rules. Once a model's been co-constructed, students can infer new explanations for themselves.

"I'm trying to almost like work backward from what is most meaningful in the classroom—and how can we find ways to make it more meaningful for students." If AI is part of the path to that? I'm open-minded. But right now, it feels like the exact opposite...

Did this - still use both addresses at moment, but yes - I am available at my gmail address @ proton.me as well.

I saw this and thought, yes, great idea. Support where we live and support diversity within the monoculture internet of the 20s.

EuroAlternative is a curated collection of the best European alternatives to big tech companies. Keep your data in Europe, support local innovation, simplify business operations. Our directory connects you with EU-based digital service providers. → euroalternative.co

Really enjoyed this post about moving on from PowerPoint presentations to finally teach with students: #EduSky #UKEd #SciTeachUK abubakarhatimy.substack.com/p/death-by-p...

Since becoming Head of Biology and creating our lower-secondary curriculum, I've done things differently. I feel most science curricula aim to build a bank of content knowledge; "get as much in as possible before the GCSE". My curriculum focuses on building meaning of deeper ideas through content.

Don't forget to like, repost and reply as you pass through, even if you prefer to lurk. We are the algorithm on here. Share more the stuff you want to see more of! ☺️

A friend is looking for suggestions for enrichment resources for a kid in grade 7 who is bored with how easy the math class is. Books, websites, etc. Any ideas? I mostly do grades 13-16 #MathSky

🏗️ Sentences are the tools learners use to build mental models. Teacher @benrogersedu.bsky.social shares three techniques for helping learners to construct complex sentences about chemistry 👇 edu.rsc.org/ideas/build-...

When multiple students say stuff like “You aren’t going to tell us how many paragraphs our paper has to have or how many pieces of evidence we have to have per paragraph? But that’s how we were trained!” it really shows how algorithms replaced writing well before chatbots. It’s about pedagogy. 🤷‍♂️

It's bad enough not having half terms, but when the clocks change, the kids, and staff, at school loose their rhythm. Everyone is exhausted.

I have a number of colleagues who think that LLMs will be very useful as individualized tutors. One of their arguments is that unlike previous generations of AI tutors, LLMs have the full context window of the conversation and that’s better understand what a student knows and doesn’t know.

The meaning of science education isn't just: ✕ Knowing the content, nor ✕ Knowing how scientists work The major goal is: ✓ Learning to think about content like a scientist Through the content, students should understand the nature of models and learn how to infer explanations from them. #EduSky

“Without ‘noise’ there can be no innovation. Total control of the decision-making process at the highest level permits no novelty.” (Gregory Bateson, The Distribution of the Mind)

Loved this podcast with @drewperkins.bsky.social and George Lilly: About Hattie and the current tensions and truths in a polarised edu discourse. wegrowteachers.com/thoughtstret... #EduSky #UKEd

Bonanza book give-away here #oracy fans. To enter, click the post below, follow @oracycam.bsky.social and hit 'repost'...

I teach across Year 7, 10, 11, 12, & 13. In year 10 (GCSE bio) I ask: Do you remember doing this in Year 7? They don't. In Year 12 (IB1 bio): Do you remember doing this in Year 11? They don't. I don't get to ask after they graduate. What would they say? #EducogsciMemoryRevolution #EduSky #UKEd

Teaser: we talk about three real traps — tool-first thinking, data overload, and handing decision-power too soon. If your school is drowning in signals and short on action, this episode gives simple fixes. buff.ly/aegDkDT #SchoolImprovement

Got a new student I'm year 10 from a different school. She says she's finding biology much harder as in her previous school the were basically just learning the names of things and what they do. This is not biology...

More of this! For Eng teachers, professors, or teacher educators looking for related research & resources creating connections: A) Buy Dan/Johanna’s book. I was fortunate to get a review copy & it rocks B) Check my 🧵 of resources & researchers. ⤵️ C) Support disciplinary literacy policy/initiatives

Another week of meanings co-constructed: Year 7: How to plan an experiment Year 10: Thermoregulation model IB1: Protein synthesis overview model IB2: Lac operon with my updated model

Fantastic podcast with @rethinkingjames.bsky.social and @covingtonedu.bsky.social James's book "Fear Is the Mind Killer" completely changed my view of what was possible in schools. zencastr.com/z/aYhnizok

The points @msjasminemn.bsky.social makes in the body of the article are important. Rhetoric around immigration has now moved against not only illegal immigration, but legal immigration. schoolsweek.co.uk/ive-given-my...

Late to reading this but this is interesting because it isn’t just correlation (like lots of previous studies). They tracked impact over time.

Can I/we open up a civilised conversation here about boredom in classrooms? I do wonder if some - not all - issues of behaviour/attainment/attendance etc stem from boredom as a result of the recent focus on routines, repetition, lack of responsiveness, choice & student voice.

“The deskilling, denigration, and displacement of teachers and scholars have historically been central to fascist takeovers, since educators serve as bulwarks against propaganda, anti-intellectualism, and illiteracy.” — @olivia.science www.project-syndicate.org/commentary/a...