Super excited to announce that I am now a company! My days teaching in a school are at an end. My new venture is tutoring + providing professional development + outreach in physics and cogsci. Here's the site - if you find anything amiss let me know! 😊 itsalearningcurve.education/

I have been told in the past to not use the word academic when talking about curriculum. Apparently it might 'put parents off'. I think what it revealed was an inverse snobbery and some very worrying attitudes towards parents. Being aware of code switching and when to does matter

I remember this, and @olicav's impassioned discussions about the importance of transience, and how we should think more about THAT. I didn't really get it then to the extent that I do now, thank you. Critically important.

This is a really important distinction.

Wow. 6 years ago we were in lockdown and I was getting my kiddos to put force arrows on things. My example on the left. one of many furry friends of the kiddos on the right. Great stuff.

“The teacher following Engelmann’s DI is essentially a deliverer of instruction prepared elsewhere. The teacher following Rosenshine’s principles is a professional shaping what happens in their own lessons.”

"Students expressed the urge to be forced to tackle classics they otherwise wouldn’t read, the need to combat frayed attention spans and the desire for an antidote to The Machine. “A lot of what we get out of this class is the human experience,” said a government and neuroscience major “The only way to get anything out of this class is to not use AI.” "At the core of the humanities is, of course, humanity...." wsj.com/lifestyle/harvard-cl…

Somehow we've reached a point in education where: - teaching kids explicitly is controversial - academic rigour is treated as a threat to student wellbeing - memorizing math facts is discouraged or considered unnecessary - practice is dismissed as "drill and kill" Low expectations are not kindness, and nothing hurts someone's confidence more than falling further behind every year.

'All can learn' isn't only in DI. It's a principle of di (direct instruction) also. Working brilliantly well here, and great to see it in a subject that isn't math(s) or reading.

School reform in England that produced significant improvements in Ss achievement were built on knowledge-rich curricula AND external exam/accountability AND direct instruction. Not DI/scripted + tech enabled. It's not criticising DI, just saying it's not the only option.

Si vamos a hablar de profecías, conviene tener en cuenta que “donde hay predicciones, hay estafadores, poder y abuso de poder” volcanicas.com/detras-de-las…

The learning styles myth may not just be a mistaken neutral belief... it may have consequences. nature.com/articles/s41539-0…

New post on substack with @New_Old_Paul paulkirschner173727.substack…

Element interactivity is the BIGGEST cognitive science lens through which to view planning. EXCELLENT blog on the subject here, thanks @AmmarMerhbi ammaramerhbi.substack.com/p/…

Public service announcement: DI is not the same as di. I know. It looks the same, forgot to press CapsLock, but no. It is NOT the same, + it's particularly relevant if you're watching Sold A Story. And Project Follow Through was a K-3 intervention. danielmuijs.substack.com/p/d…

I feel that most of things I'm posting atm rely on know the difference between DI (Direct Instruction) and di (direct instruction). This is really helpful, because DI is NOT the only alternative with issues about intstruction: danielmuijs.substack.com/p/d…

Pupil behaviour is essential. The tiny things teachers do to make sure behaviour is good are so important to get right. Here are 10 things I’m currently thinking about and using in all of my lessons. 🧵

This. It is completely bewildering to me. If you know about: - how we learn - the science of learning - how the adolescent brain differs from the adult brain ... how you'd imagine there was such a shortcut.

Superb piece. Well worth a read. Hopefully @LucyMPowell will have a look too. A useful reminder of what schools are for.

This is why a knowledge-based curriculum should be the backbone of Education rather than trying to guess which "skills" the marketplace will demand in the future.