Layne

[MARION @marion_writers]

2026 ACT Literary Awards Shortlist Announced!🌟

Recognising exceptional work across poetry, fiction, nonfiction, and children’s literature.

Heartfelt thanks to all the writers & publishers who submitted works.

Find out more: https://t.co/E4cth7KBEy

[Pamela Snow @PCSnow1604]

"The problem isn’t that audiences enjoy good speakers. Of course they do. The problem is that we’re surprisingly bad at distinguishing the feeling that we’re learning from the reality of learning. We may enjoy fluency, warmth, pace, confidence, humour and theatricality, and mistake these things for understanding. In schools, we do something similar whenever we use engagement, enjoyment, participation, confidence or lesson polish as proxies for learning. These things aren’t worthless, but they’re not the same as students knowing more, remembering more, or being able to do more later".
🎯🎯🎯

[Anna Stokke @rastokke]

Pamela Snow @PCSnow1604 has a way with words. From this 2024 blog post: "Education academics are the metaphorical 'huge trees' that 'live in a different climate' " https://t.co/S2clydUA7B

[Layne @Layno33]

@researchED_Aus Please post a link for tix when they are up @researchED_Aus.

[Layne @Layno33]

@tetheredtoed1 It’s times like this that Australia feels so darn far away @tetheredtoed1 @researchEdhome

[SoL in the Wild @SoLInTheWild]

Knowledge-rich curriculum isn’t about knowing and teaching more “stuff”.

It is about developing more meaningful, coherent, and interconnected knowledge in our students long-term memory. The kind of knowledge necessary for critical and creative thinking.

Knowledge builds. Vocabulary recurs. Concepts connect. Questions interweave. Yesterday supports today, and today prepares students for tomorrow and beyond.

In my latest post, I explore the difference between a knowledge-rich and knowledge-poor curriculum design through the redesign of my Africa unit using invaluable insights from Developing Curriculum for Deep Thinking: The Knowledge Revival.

[Helen Reynolds MBE @helenrey]

@SoLInTheWild ... and a summary here!

Wouldn't it be great if it was the guiding doc for curriculum development in the US?!
https://t.co/O8uDMfRgaw

[Greg Ashman @greg_ashman]

Inquiry learning for early literacy and numeracy *is* malpractice. If you use explicit teaching, students should engage with more open-ended tasks towards the end of a sequence of learning. Some might call that a form of inquiry but I see it simply as part of the explicit teaching sequence. Starting with these tasks disadvantages the already disadvantaged and harms equity.

[Greg Ashman @greg_ashman]

@DanaPalubiak No, the problem isn’t unsupported inquiry or bad implementation. Novices need lots of guidance. Supported inquiry provides more guidance than unsupported inquiry so it’s better, but explicit teaching provides full guidance and is better still.

[Australian Education Research Organisation (AERO) @EdResearchAU]

📣 AERO has recently updated its Early Childhood Learning Trajectories, offering practical, evidence-based strategies for educators and teachers supporting children from birth to the year before school. Available here 🔗 https://t.co/Qir06EJTzq

[Cat New @catnew86]

Enjoying the Friday afternoon sunshine with @DavidDidau ‘s new book. #writingfitness

[Rhys Coulson @rhyssy33]

@C_Hendrick smashed it today. The Victorian education landscape is shifting significantly, now that we all understand how we learn. Now...we can implement teaching strategies that align to these principles.

[Carl Hendrick @C_Hendrick]

A school that adopts retrieval practice without understanding the testing effect has not adopted retrieval practice, it has adopted a quiz. Understanding the underlying theory underpinning any strategy is absolutely key to avoiding lethal mutations.

I will be talking about the importance of a shared understanding of how learning happens and how leaders need to lead on this. Honoured to be giving a keynote at the Victorian Government Schools Principals Conference today.

[five from five @FIVEfromFIVE]

Want practical tips to support Autistic students and students with ADHD? Explore evidence based teaching strategies in the latest AERO discussion paper !

[Australian Education Research Organisation (AERO) @EdResearchAU]

🆕 Our new discussion paper, Teaching practices to support Autistic students and students with ADHD, is available now. Read the paper: https://t.co/zLCIKIicSr

Image: iStock/SolStock

[Layne @Layno33]

@EdResearchAU Perfect timing! I’m looking forward to digging into this research.

[Anna Stokke @rastokke]

Today I met one of Australia's most famous residents - John Sweller, the father of cognitive load theory. He's been studying cognitive load theory for 50 years and it's only become well-known in the last five years. It was great to meet him in person!
(I personally do not think this is parka weather at all, but he wasn't the only one wearing a parka in Sydney.)

[Tom Sherrington @teacherhead]

Helen’s book summaries are brilliant and I’m so chuffed she’s done mine. 😀

[Teach Well @TeachWellAus]

Today, Sue Knight and Sasha Laurance are thrilled to be in Wangaratta for Teaching for Impact - a professional learning workshop delivered in partnership with Catholic Education Sandhurst Limited (CESL) and Ochre Education at Galen Catholic College.

[History Nerd @_HistoryNerd]

James Morrison plays the Mission Impossible trumpet solo live from the Munich Philharmonic Hall in 1994