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Mr Lee Bates

@mrbates.bsky.social

Interested in learning https://youtube.com/@mrbatesrevision?si=yuR_ESToI_44jRbN

2276 Posts230 Follower272 Folgt
Christian Moore-Anderson@cmooreanderson.eurosky.social · 3w ago

Meaning can't be transmitted. Many teachers I've spoken to haven't understood why. Chapter 1 of Teaching Meaning makes it easy to understand. Read it here: christianmooreanderson.com/wp-content/u... And check out my conversation with Drew discussing its consequences ↓↓

Drew Perkins@drewperkins.bsky.social · 3w ago

"Meaning cannot actually come from one person and enter their body." In my podcast with @cmooreanderson.bsky.social, we challenge the narratives around cognitive load and the "just tell them" movement. Teaching Meaning: Beyond “Just Tell Them” wegrowteachers.com/thoughtstret...

Jeffrey Austin@jaustinedu.bsky.social · 4w ago

The fundamental argument of the CogSci crowd is that students lack durable knowledge, so embodied processes won't work. Learning can only occur when students are explicitly given dots in a systemic, replicable way. The important knowledge students have from other contexts doesn't count.

The science of learning does not reduce education to rote recall. It highlights the indispensable role of long-term memory in learning, because, as Dan Willingham puts it, “thinking well requires knowing facts.” You cannot reason about what you don’t remember. You cannot connect the dots if you don’t have any dots.
Nick Covington@covingtonedu.bsky.social · last yr.

I woke up still upset about this diagram. No recognition of humans as agents in their environment or as active sensemakers & constructors of knowledge & understanding. Just lay down on the floor, class, and collect information like water and I'm a human sprinkler!

Nick Covington@covingtonedu.bsky.social · last yr.

I woke up still upset about this diagram. No recognition of humans as agents in their environment or as active sensemakers & constructors of knowledge & understanding. Just lay down on the floor, class, and collect information like water and I'm a human sprinkler!

Flipped bottle diagram where Nick added blue lines like water
Nick Covington@covingtonedu.bsky.social · last yr.

"When information becomes internalized in long-term memory, the information has been learned. Consequently, we now have a definition of learning: Learning is a change in long-term memory." The author has a PhD. 🥴

As Figure 2 shows, information outside the learner must rst pass through an extremely limited working memory to be embedded in long-term memory, where it links up with everything the learner already knows: their facts, skills, and past experiences. When information becomes internalized in long-term memory, the information has been learned. Consequently, we now have a denition of learning: Learning is a change in long-term memory.
Peter Steidinger@psteidinger.bsky.social · 4w ago

Kalyuga further develops his reflections on Gal’perin’s ‘Orienting Basis of Activity’ (OBA) by demonstrating that the debate over whether we should teach ‘general schemata’ (such as critical thinking) or ‘concrete, domain-specific facts’ is asking the wrong question. 1/4 #Kalyuga #Gal'perin #CLT

Peter Steidinger@psteidinger.bsky.social · 4w ago

6. Especially interesting to me: He is pointing later on in "6.3 The Role of Orientation Schemas" to the importance of cultural-historical theory and practice, mainly referring to Gal'perin and his idea of an "Orientation Basis of Activity" (OBA). 6/6

Christian Moore-Anderson@cmooreanderson.eurosky.social · last mo.

I loved this podcast episode, as always, by @rethinkingjames.bsky.social and with kindered spirit @bruceleeedu.bsky.social Extra bonus was hearing my book mentioned several times! drjamesmannion.substack.com/p/the-missin...

The missing science of how we learn - and the “barefoot unschool” that’s already living it

This might be the most important conversation I've had on the podcast – and I don't say that lightly.

drjamesmannion.substack.com

Mr Lee Bates@mrbates.bsky.social · last mo.

Deeper concepts are by definition more powerful, they apply to a greater range of situations. But deeper concepts are also by definition more abstract, they are further removed from concrete experience. /1

Christian Moore-Anderson@cmooreanderson.eurosky.social · last mo.

An eduInfluencer's feedback on my book Teaching Meaning: Summarise my ideas on one side of A4 and *rewrite* the book so that *all trainee teachers* could read it. Suffice to say, I ignored him. Not a fan of the arrogance that people *know* what others want and can handle.

Stuart Rowntree@primarythink.bsky.social · 2mo ago

Love this. Dovetails with a post by @markmccourt.bsky.social Build curriculum so pupils do not simply meet knowledge, repeat knowledge or recall knowledge. They learn it clearly, return to it often, compare it carefully and use it in increasingly varied contexts.

Christian Moore-Anderson@cmooreanderson.eurosky.social · 2mo ago

NEW POST: ● Understanding isn't just knowledge (and how we can teach it) → christianmooreanderson.com/understandin...

An image of a person throwing stones at a piece of paper to measure its size, influenced by Gregory Bateson. We can only throw questions at students and see how many land.
Mr Lee Bates@mrbates.bsky.social · 2mo ago

If you would like a way to think about knowledge and understanding - here you go. If you would like to see how this applies to your teaching - again Christian provides. If you would like to see what makes the difference between teaching for better understanding - 👇😀👇

Christian Moore-Anderson@cmooreanderson.eurosky.social · 2mo ago

NEW POST: ● Understanding isn't just knowledge (and how we can teach it) → christianmooreanderson.com/understandin...

An image of a person throwing stones at a piece of paper to measure its size, influenced by Gregory Bateson. We can only throw questions at students and see how many land.
Christian Moore-Anderson@cmooreanderson.eurosky.social · 2mo ago

On the workload front, Im actively trying to help. Im populating my website with my drawings, and if people bought into my teaching game, they'd not need to make a worksheet or slide deck again. They just need to understand the rules and moves (explained in my books). I'll soon be making videos, too

Mr Lee Bates@mrbates.bsky.social · 2mo ago

Every time you think you retrieve. Every time you act you retrieve. It’s always about what kind of thinking and action you want them to be doing. ‘Retrieval practice’ is intentionally placing the emphasis on the practice of retrieving during practice.

Christian Moore-Anderson@cmooreanderson.eurosky.social · 2mo ago

Mark is cautious, saying that retrieval starters can still be valuable. Yet, EEF's own real-classroom study comparing retrieval with discussion starters showed no benefits. And in complex systems, retrieval regimes can have other consequences: christianmooreanderson.com/retrieval-pr...

Mr Lee Bates@mrbates.bsky.social · 2mo ago

Take time to take in Christians way of teaching Biology. I started out a biology teacher and retrained to be a physics teacher because biology teaching felt fundamentally fact based. Christian shows us a different, more meaningful way to teach biology.

Christian Moore-Anderson@cmooreanderson.eurosky.social · 2mo ago

New! ● How I Teach Human Reproduction: christianmooreanderson.com/models-11-14... After reading my work, many ask for more examples of models to draw in lessons. I have a dream that one day there will be a community of biologists playing the same teaching game, exploring & sharing the moves.

A lesson diagram I draw for students. It includes a cladogram showing when placentas evolved, a graph showing the relationship between body mass (of adults) and gestation period. And, a drawing of the fetus in the uterus, including the amniotic sack, umbilical cord, and placenta.