@johnthenoticer I don’t think this is true. On average, instructional quality does account for only around 10% of the variation in student test scores in the US, but this is because teacher quality is fairly randomly distributed. Individual teachers can have much greater impacts…

Nice set of tips when using slides from Rob McEntarffer https://t.co/A07CQgP7zc

Our article on the performance illusion has just been published in the AFT

🚨 The explicit vs. inquiry debate keeps resurfacing, but it’s framed around the wrong choice. It’s not an either/or. It’s a question of how and when — and the learning science is clear that for acquisition, fluency, and generalization, the ratio isn’t close. It’s 90/10. 🧵1/5

Watch this expert teaching in action. By Fred Jones! Thanks to @olicav for sharing https://t.co/5F9qZ99NcC

I don’t envy good the district superintendents and school leaders out there who are truly committed to improving student learning. They face a nearly impossible task. Parents want rigorous academics and honest grading, until their child gets a bad grade and becomes ineligible

Is this the GOAT podcast? Yes, yes it is. 🐐

HAHAHAHAHAHAHAHAHAHAHAHAHAHAHAHAHAHAHAHA

New study on motivation: classrooms where mastery goals are normal seem to produce students whose perseverance grows instead of fading. Another reminder that talking about Growth Mindset and "grit" in assemblies is just a distraction. The big mistake here I think is talking

Students read more slowly and understand less if it's noisy. Greatest effect on weakest readers. https://t.co/yFK59p4YJw

The idea that "a noisy space is a good space for learning" is not really supported by evidence (at least in terms of cognitive function). The really interesting is that more noise doesn't affect your effort levels but rather your ability to think. In other words, you can still be

So much of what we call reading comprehension failure is basically disguised vocabulary failure. Struggling kids don't need to be taught to "find the main idea", they need to be taught more words. And explicitly. Reading Marzano's book on vocab and I'm fascinated by this table.

Paired text: Denarius Frazier and Doug Lemov join me to talk about effective techniques for learning and motivation on my podcast

Doug Lemov’s practical, explicit approach to teaching and building culture has transformed countless classrooms—and continues to shape my career. In this episode, we catch up on all things Teach Like a Champion and explore the intersection of great teaching and great PD 👇👇

I want more people to start specifying what effective tier 1 instruction means. It’s no mystery. It means briskly paced, content focused, engaging lessons that involve loads of opportunities to respond, read, write, discuss, etc. In short, it’s well-designed explicit instruction.

Keynote time, and @C_Hendrick is delving into the science of learning. Threat below ⬇️ #rEDEdinburgh

I think every teacher, including myself, would be well-served to have this graphic at the forefront of their minds when planning a lesson. Many teachers plan for thinking OR participation—mainly participation in my experience. We need to plan for thinking AND participation.

While students may have learning style *preferences* (e.g., visual vs. verbal), they do not actually learn better when receiving information via their preferred learning style. This has been empirically tested over and over again. The most common confusion: Q: "But topic XYZ

It took me too long to realize that many educational debates aren't really about the effectiveness of various learning techniques. They're about whether education should even begin with the premise of maximizing learning. A shocking number of people would prefer education to

“If students aren’t learning, we say, ‘what’s wrong with the student?’ Instead, we should be saying, ‘what’s wrong with the instruction?!!’” @amandavande1 doesn’t mince her words in her KeyNote address at ResearchEd Canada, Atlantic!! 🇨🇦 @researchEDCan