Una interesante reflexión para el #claustrovirtual. Merece la pena dedicarle un rato para leerlo y reflexionar sobre lo que @cmooreanderson.bsky.social expone en este post.
Christian Moore-Anderson@cmooreanderson.eurosky.social · 5mo agoNew post! ● Does "checking for listening really help learning"? Please share 🙏 christianmooreanderson.com/does-checkin...
Many people ask for videos on how I teach. Here's a first! A recording of a presentation I gave at a conference about how I develop stock and flow models *with* students. To accompany the video, I wrote a whole new blog post (link in the post) christianmooreanderson.com/how-i-teach-...
How I teach blood glucose homeostasis – Christian Moore Anderson
Blood glucose homeostasis is a classic concept for teaching about feedback loops that drive stability. But, like all of biology, there are so many new structure
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Moving posts over to my new site, it was time to completely renovate my all-time most popular post ↓ How I teach SA:V in biology: christianmooreanderson.com/how-i-teach-...
The other day, @agittner.bsky.social prompted me to describe how I would teach a concept. I found it almost impossible. And, it had me wondering why, a full time biology teacher, head of biology, & someone who has written so much on biology education, couldn't do it easily. Here's my answer 🧵
This week in models: Year 7: Predator Prey dynamics Year 10: Alveoli and gas exchange Year 11: Leaf structure IB Biology: Heart rate regulation #TeachingMeaning
My favourite model this week has been: IB Biology: Translocation It took us two lessons to co-construct it, step by step, viewing the parts in images, comparing with transpiration, and thinking through the causes. The key is that we bring forth the concept together in conversing. #SystemsTeaching
New week, new meanings co-constructed: Year 7: Inferring an explanation with evaporation and diffusion Year 10: Understanding how people can gain or lose mass Year 11: Understanding immunity IB1: The meaning of DNA & its structure IB2: The meaning of membranes & their structure
I co-constructed a very successful model with my Year 10s today. We used it as a basis to explain many different phenomena. Rather than a single explanation like most diagrams provide, models provide the springboard to many explanations. #iTeachBio #SciTeachUK #EduSky
This week's co-constructions: Year 10: Pancreatic enzymes Year 10: Bile and emulsification Year 10: Intestine structure We managed to use the same stock and flow model with different perspectives. #SciTeachUK #iTeachBio
Redesigning our Year 9 curriculum to include Semmelweis and Snow, and vaccinations. Explaining through causality is part of our curricular metacontent. So these models build on a culture of explaining. I explain metacontent here: cmooreanderson.wixsite.com/teachingbiol... #iTeachBio #chatbiology
It's exam season; few lessons this week. But we did co-enact a new model with my 14-year-olds. We were able to discuss the law of requisite variety and negative feedback loops; part of our metacontent (link↓) cmooreanderson.wixsite.com/teachingbiol... #iTeachBio #SciTeachUK
New blog post ↓ Why questioning in biology lessons often fails (and what to do about it) #iTeachBio #SciTeachUK cmooreanderson.wixsite.com/teachingbiol...
Why classroom questioning often fails (and what to do about it)
Questioning often leads to confused students who don't participate. To counter this confusion we need to establish, what Tsui calls, common ground (2004). And there is an elegant method that solves th...
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Reflexión del día: Si aceptamos la premisa de que el significado no se puede transmitir a nuestros alumnos, la única opción que nos queda es promover el aprendizaje a través del pensamiento activo de los alumnos para la construcción de significados.
New blog post ↓ Is "I do, we do, you do" the right vision of a lesson? #UKEd #EduSky #iTeachBio #SciTeachUK
Is "I do, we do, you do" the right vision of a lesson?
When teachers step into the classroom, we never act alone. There is no “I do”. Each of our actions is a response, a small arc, in a continual loop consisting of ourselves, our tools, and our students.
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Todos los ejercicios de matemáticas y los problemas de ciencias de las PRUEBAS DE ACCESO #FP GRADO MEDIO de MADRID RESUELTOS en VÍDEO. Desde el 2015 hasta el 2023. Los exámenes son en dos semanas Por si sirven. Se agradece difusión youtube.com/playlist?lis...
Acceso FP grado medio exámenes Madrid - YouTube
Ejercicios resueltos de acceso a grado medio de Madrid
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Nueva Entrada 🇪🇸 Una perspectiva no muy común: ¿Podrían los exámenes estandarizados salvar la pedagogía en España? #EduCat #ComEdu cmooreanderson.wixsite.com/teachingbiol...
¿Podrían los exámenes estandarizados salvar la pedagogía española?
▸En Inglaterra, se supone que el aprendizaje se debe principalmente a la calidad de la enseñanza. ▸En España, se supone que el aprendizaje se debe principalmente al esfuerzo del alumno.
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Veo que eres buena persona. ;-) Por si no lo conoces, te recomiendo a uno de los grandes referentes (DEP). 👉 sites.google.com/site/proyect...
De importancia enorme para mi, muchas veces los examenes no son acumulativos. Veo a profes enseñar algo durante 2 semanas, poner una parcial, suspender a algunos por sacar la nota 49% (nota arbitraria), e ir para adelante con otros contenidos y no volver a mencionar contenidos anteriores nunca más
New post⤵️ ▸The fad's purpose is what it does◂ ...and not what its authors thought it would do Educational fads seen through systems theory (AKA cybernetics). Please share (tough for bloggers recently) #UKEd #EduSky #EruditePedagogy #Cybernetics cmooreanderson.wixsite.com/teachingbiol...
An (edu) fad's purpose is what it does
Not long ago a drive emerged against "fun" lessons. The push was to rid the focus on fun and return it to subject knowledge itself. Soon followed the argument that students had to accept boring lesson...
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Pequeño hilo 🧵 sobre las ideas de #DifferenceMaker de @cmooreanderson.bsky.social: “Para que la conversación funcione en el aula, requiere la interacción de posibilidades y limitaciones.”
Interesante reflexión: “En las clases surgen problemas debido a la información transitoria. Esto es habitual en la presentación de diapositivas. Se muestra una imagen crucial, pero cuando el profesor pasa a la siguiente diapositiva, desaparece.” #DifferenceMaker #DiagramasyDialogos
@mapimd.bsky.social me gustaría iniciarme en los proyectos de investigación en secundaria. Ya he realizado algún intento con mis alumnos, pero mi falta de conocimiento me hace dudar de si lo estoy enfocando bien o si podría hacerlo mejor. ¿Por dónde me recomiendas empezar? ¡Muchísimas gracias!
→New blog post: ◂How I teach ultrafiltration and selective reabsorption in the kidney▸ Through co-construction of meaning in diagrams and dialogue – without slides, activities, lecturing, or discovering. cmooreanderson.wixsite.com/teachingbiol... #SciTeachUK #iTeachBio #EduSky #EduBlogUK
Teaching without slides – just diagrams and dialogue – we co-constructed these models this week: Year 7: Allen's rule Year 10: Lung ventilation IB1: Positive feedback drivers of climate change IB2: Viral evolution I explain how to teach this way in #DifferenceMaker #EnactingSystemsTheory
En mi nueva entrada en el blog os hablo de las "crib sheets" u hojas de retroalimentación colectiva; una interesante propuesta para ofrecer #feedback a toda la clase. domingochica.com/crib-sheets-... @katejonesteach.bsky.social
"Crib Sheets" como estrategia para ofrecer feedback colectivo.
Descubre cómo las Crib Sheets pueden ayudarte a optimizar el feedback en el aula sin perder horas corrigiendo. Una estrategia eficaz para ofrecer retroalimentación colectiva, fomentar la autoevaluació...
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This week's highlights: Year 7: Vertebrate lineages Year 11: Designing a leaf transpiration experiment IB1: Primary Succession IB2: Ultrafiltration & selective reabsorption No slides needed: just diagrams and dialogue. Learn how in Difference Maker: Enacting Systems Theory #SciTeachUK #iTeachBio
A short week, as I've been ill, but we enjoyed constructing new ideas: Year 7: Natural selection Year 11: Plant Vascular tissue IB1: Eutrophication IB2: Muscles intro No slides needed; just diagrams and dialogue to co-construct meaning. Learn more in #DifferenceMaker #EnactingSystemsTheory
It's been a fun week coenacting models with students. Y7: Predator-prey Y10: Gas exchange Y11: Nitrogen cycle IB1: Island Biogeography & nature reserves IB2: Shoot and root integration No slides, just laying down a path in conversing. Learn how in #DifferenceMaker. #iTeachBio #SciTeachUK
Sobre #PensamentCrític, convé revisar el treball de la Digna Couso, la Conxita Màrquez i el grup LIEC recollit en aquest llibre. #eduCat
⭐New post⭐ Should management impose precise activities on teachers? Probably not. Here's why according to enactive cogsci. #EduSky #UKEd #Cogscisci cmooreanderson.wixsite.com/teachingbiol...
Schools are not optimisation centres but developmental systems
I want to share a distinction I perceive. It’s the one in the title, but to see what I mean, I need to shed light on how I’m using the term optimisation. Often, people seem to discuss schools as if th...
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