The reason students can’t write is is embarrassingly simple: No one teaches them how. We stripped the curriculum of grammar, replaced it with “expression” and paradoxically created a generation incapable of expressing anything.

Working memory is limited; that’s the heart of Cognitive Load Theory. Learn why overload slows learning in our guide: https://t.co/phwgwoH57l

Using PISA data from 73 countries, researchers estimated the extent to which growth mindset mediates the association of SES and achievement, and find results consistent w/ the picture of the last 10 years. It's a real effect. It's small. https://t.co/5aSxOKQxZk

Every time I hear the words “I want to teach students how to think, not what to think” I have the urge to grab them by the shoulders and shake them How can you think if you have no actual knowledge to think about?! Learn how begins with learning what. Facts. Info. Knowledge!

Obvious transparent nonsense

If you fail to appear “progressive” enough by adopting less structured methods, you’re cast as a dinosaur stuck at the bottom of the mountain: a low-level traditionalist who hasn’t ascended to the enlightened heights of innovation. https://t.co/efREwU7v0I

This piece by @KelseyTuoc is best piece I've seen written about the UCSD math report. The extreme growth of remedial math at UCSD is the direct result of test-blind admissions in the UC system, but it also highlights how extreme grade inflation ultimately harms students by

𝗧𝗵𝗲 𝗿𝗲𝗮𝗹 𝘁𝗲𝗮𝗰𝗵𝗲𝗿 𝘀𝗵𝗼𝗿𝘁𝗮𝗴𝗲? It’s not bodies. It’s the willingness to stay in a profession where expectations keep rising and support keeps dropping.

Gifted Ed isn’t racist. The whole progressive constructivist system is racist. It fails all kids. Just some kids through luck and parent effort and having the few teachers willing to stick their neck out wind up doing well.

What went wrong with math instruction in New York? A must-read piece, by Ben Solomon. https://t.co/t5t7gnIIuA

I've seen this before, and have fallen for it, but not sure I believe it as I used to. It's not that the bottom of the pyramid is necessarily untrue, but I don't necessarily believe the top of the pyramid's claims.

Hey @mrbartonmaths @MrZachG @greg_ashman @adamboxer1. Taking a grad class and this visual came up: Dale's Cone of Experience. How does one reconcile this w/ Science of Learning? How have they quantified these percentages? Do these stats just make people feel good?

Hahahahahhahahahahahahahhahahahahahahahahaha

It starts with “Johnny gets an A in math for curiosity and leadership in discussions.” That turns into “Johnny doesn’t know math, but he and his parents think he does.” Which turns into “Johnny struggles with intro-level math at university and no longer wants to go into that

I have two copies of The Visualiser Handbook to give away. This is for busy teachers who need concise clarity to make live modelling an effect part of their practice ASAP. To enter, follow, like and retweet this post and I will draw winners at random on the 18th July.

Boundaries don’t restrict potential, they reveal it. The path to kindest for a teacher is to also have firm expectations.

Some holiday reading pick ups ranging from practical to cognitive architecture that sits behind it. We may be ‘doing’ these things, but layers for school implementation begin with understanding purpose. @lifelonglit @C_Hendrick @P_A_Kirschner @ollie_lovell @hruizmartin @MrZachG

Turn your Google Form into a "Popsicle Sticks Chooser" Use the Add-on puzzle piece to Select a random Form submission. This will randomly select someone who filled out the Form by showing the response to the 1st & 2nd question (assuming Q1 is name and Q2 is the question)

@dylanwiliam 4 error strategies: 1. Here’s an error you know about, fix it 2. Make an error intentionally, fix it 3. You made an error naturally, fix it 4. I’m going to intentionally make your learning error-filled. I propose this list is in most effective to least.

It is therefore likely to be a less effective approach than explicit teaching and disastrous for the most disadvantaged students.” ~Greg Ashman