CLT and presentations. What to avoid. An old blog post: https://t.co/3sC5Un6MmI

Looking forward to this:

I’ll never be cool in the way @olicav is but I can aspire…

Epic @WALKTHRUs_5 strategy residential day! Love this team.. so many ideas 🤩🔥

Even four chunks (Nelson Cowan) is an over-estimation of our WM capacity it seems (Gobet & Clarkson). Does anyone have this story to tell?

Just noticed that even the significance of the yellow colour is weakened through the confusion of the passenger's yellow socks. Why would you do that? Ineptitude.

No offense to the cognitive scientists, researchers, authors, and presenter—all of that matters. It really does. But I believe it’s the stories from teachers using cognitive science in real classrooms that will move the needle the most for evidence-based teaching in the U.S.

Recommended reading:

I’ve been using @olicav @MrGoodwin23 word diagrams daily during instruction as a processing tool while we FASE. They help students organize information, connect ideas, and see how systems work. Here it is in practice with our case study of “Phoenix: America’s Hottest City.” 🧵👇

Ryan Air infographic: such poor quality. Only the yellow colour signifies anything; the others are distractions. Perceptually, we search out 'edges' over colour, shading etc. so why so many insignificant lines (eg faces)? The non-aligned boxes add to the discomfort.

SEND: it depends what you mean by student-centred. My interpretation of pupils in special settings is that material-to-be-learned is DAFT: disconnected, abstract, fast & transient. Offering pedagogical solutions that aren't designed to address this is itself a bit daft.

This may not be what SLT want to hear.

On his holiday, Pascal was in a team quiz. The flags question was a cinch, as you can see. When I asked him if he really knew all these flags, his "Yes" sounded as if it included a sense of "doesn't everybody?"

#rEDEdinburgh If as @DanWillingham explained in @teacherhead & @Emma_Turner75's Mind The Gap podcast last week, causal thinking is at the heart of effective teaching, learn more at my The Professional Mind presentation in Edinburgh.

Matching problem to capability.

I'll be talking after lunch about how we can ensure new behaviours spread in a way that leads to permanent change.

I’ll be presenting on all things checking for understanding: The role of prior knowledge Learning vs performance Desirable difficulties Why cold calling (done properly) is super inclusive MWBs and more! Come say hi 👋

NEWS FLASH!!! It’s the moment you’ve been waiting for! The programme for #rEDEdinburgh has dropped, and it’s bursting with talent! See you in Auld Reekie 🔜 @researchED1 @tombennett71

This diagram originally from @C_Hendrick and @HughesHaili illustrates explicit instruction as an interactive process — one that actively involves ALL students through continuous checks for understanding. Build in frequent CfU opportunities, vary the strategies and designing a

Hit the EEF’s 14 mechanisms, in four areas, by integrating coaching with other PD activities. @WalkThrus offer the common language and understanding to align activities.

Adam is making a profound impact with his explorative and honest thinking. This, on accountability, brings in much needed additional frames with which to understand what's going on.