Benjamin Pooi

Chemistry/science teacher based in Singapore. Always looking into ways to innovate and collaborate #edtech #edchat #scichat #ChemEd

[Benjamin Pooi @mrbenchermin]

Anyone interested in a global collaboration with a classroom of 15 year olds from Singapore? #GTTribe #eduducttape #educhat #edtechteam #edtech

[Dr Dan Jones @Hookean1]

Science teachers. A scale selector for graphs. This might be useful printed A2 and put on the wall in the lab! Saw it on talkphysics. Might prevent those multiple of 3 scales!

[Joshua Perry @bringmoredata]

This is a cracking article. My two favourite quotes:

“Use retrieval practice as a learning event not a testing event”

“Stop getting random kahoots off the internet”

[Ms. Benison- @BenisonMrs]

Today I came across this chart, and I first thought about @burnsmk1 and how well he has explained the connection between these stages and intervention.
Thanks

[Derrick Roberts @MrRobHistory]

These exam wrappers have been brilliant. Students are reflecting on their performance and preparation

[Michael Chiles 🌍 @m_chiles]

***LEARNING MECHANISMS***

The @EducEndowFoundn mechanisms for effective PD presented by @Steplab_co got me thinking that we can apply the same to learning for students

[Doug Lemov @Doug_Lemov]

"In America, prospective teachers aren't trained to teach; they are socialized into a view of the teacher's role... People who enter the field of education are being underserved by the authorities they have entrusted with their careers."

Mark Seidenberg "Language at the Speed of Sight"

[Emily P @EHP89]

I am a big fab of @DrSamSims and @HFletcherWood mechanisms. Love this graphic from the keynote at @researchEDMK
#mechanisms #cpd @researchED1

[John Young @JohnYoung18]

Needs to be shared on a regular basis and one of the key words here is most

[Carl Hendrick @C_Hendrick]

How learning happens in seven general principles ⬇️

1. Working Memory Capacity is Limited: Our working memory, responsible for holding and processing information in real-time, has a limited capacity. This limitation means that when learners are exposed to large amounts of new information simultaneously, they may struggle to process it effectively. Focusing attention is essential because distractions or overload can lead to cognitive strain, reducing the ability to learn. Teachers can support this by breaking information into manageable chunks, allowing students to engage deeply with smaller parts before moving on to the next concept.
2. We Learn Through Meaning and What We Already Know: Learning is enhanced when new information connects to existing knowledge. When learners relate new content to things they already understand, they create a stronger foundation for retention and comprehension. This process, known as schema-building, helps students make sense of complex ideas by fitting them into an established framework. Teachers can facilitate this by introducing new concepts through familiar examples or linking them to relevant prior knowledge, making learning more meaningful and long-lasting.
3. Novices Think Differently Than Experts: Novices often approach tasks with means-end analysis or trial-and-error methods or simple strategies because they lack the knowledge to recognize patterns or apply sophisticated approaches. In contrast, experts draw on rich mental models, using prior experiences and refined techniques to solve problems more efficiently. This difference means that novices need structured guidance to develop these mental models over time. Teachers can help by gradually introducing students to expert strategies, enabling them to progress from basic skills to more advanced understanding.
4. To Remember, We Need to Forget: Storage strength is the measure of how well information is embedded in long-term memory, indicating its durability over time.
Retrieval strength is the ease with which information can be accessed from memory at a given moment, which fluctuates based on recent use and context. Unlike storage strength, retrieval strength is influenced by context and interference from other information. To remember something long-term, it’s essential to boost its retrieval strength, which can be achieved by actively retrieving the information. Unlike passive studying, retrieval requires you to recall the item on your own, strengthening memory more effectively, especially when the retrieval is challenging. This principle explains why strategies like interleaving (alternating topics) and spacing (spreading out sessions) are so effective. By allowing time for slight forgetting, these methods make retrieval harder, ultimately enhancing memory retention. This “adaptive forgetting” is crucial for retaining core concepts.
5. Learning ≠ Performance: A high test score or good performance in the classroom doesn’t necessarily mean that true learning has occurred. Learners might perform well temporarily by memorizing facts or rehearsing specific methods without understanding the underlying concepts. This principle highlights the difference between short-term performance and deep, long-term learning. Effective assessment should look beyond scores to evaluate true comprehension. The rate of assessment matters which is why regular checking for understanding is so important. Teachers can use open-ended questions, application tasks, and reflective discussions to gauge whether students genuinely understand the material.
6. Achievement Leads to Motivation: Success in learning (however small) can foster a positive cycle of confidence, self-efficacy, and motivation. When students achieve their goals, even in small steps, they are more likely to believe in their ability to succeed in future learning tasks. This sense of accomplishment encourages them to take on new challenges and persist through difficulties. Teachers can support this cycle by setting attainable goals, providing regular feedback, and celebrating incremental progress to reinforce students’ confidence and motivation.
7. Learners Are Bad at Knowing How to Learn: Many students are unaware of effective learning strategies, often relying on passive techniques like re-reading, highlighting, or cramming. These methods feel productive in the short term but are less effective for long-term retention. Evidence-based strategies like retrieval practice, spaced learning, and interleaving have been shown to improve memory and understanding, but students may need guidance to adopt these methods. Teachers can enhance learning outcomes by teaching students about these techniques and encouraging their use, helping students develop more efficient and powerful study habits.

(Thanks to @MrAlexKoks for the design)

[Carl Hendrick @C_Hendrick]

An important paradox about learning: to remember something in the long-term, we often need to forget it in the short-term.

[Reads with Ravi @readswithravi]

13 powerful sentences by Daniel Kahneman on decision-making and human psychology:

[Jamie Clark @XpatEducator]

🏗️ Scaffolding classroom talk can help facilitate deep discussions, drive thinking from ALL students and help them to deliver meaningful peer feedback. These handy A4 sheets are designed to help them master the WHAT, WHY, and HOW of Think, Pair, Share and Peer Critique.

👊 Support my work by tapping REPOST and grab FREE high-quality copies here: https://t.co/Xj2XpPGvnu

[Tom Bennett OBE @tombennett71]

For anyone going back to school soon, or just returned to service- some behaviour basics that never hurt to revisit:

[Dr. Catlin Tucker @Catlin_Tucker]

The Power of Connect, Extend, Challenge

Part II: Thinking About Thinking Series

👉🏻 https://t.co/kdFbZUqOGa

#EdChat #EduChat #EduTwitter #EdChatEU #UKEdChat #AussieEd #Metacognition

[Karen Vaites @karenvaites]

.@C_Hendrick’s keynote at @researchED_US was astoundingly good.

I caught most of it on video…

Sorry that it’s in Tweetable chunks, but I promise that it’s worth the headache of pressing Play a few times.

What is learning, Carl asks?

[Evidence Based Education @EvidenceInEdu]

What is 'good' behaviour and how can teachers encourage it?

Download your free copy 👇
https://t.co/yjt614B3VH

[Tom Sherrington @teacherhead]

Three Checks: For teachers and observers. https://t.co/ua4dbKSpSw

[EEF @EducEndowFoundn]

“The ‘Five-a-day’ approach allows educators to embed a set of teaching habits that feel manageable in reality.”

In this blog, @SENDMattersUK, SEND specialist, outlines our key resources to support teachers in maximising progress for all pupils.

Read: https://t.co/pAMIQBAJww

[Helen Reynolds MBE @helenrey]

Brilliant new
@PhETsims
for accuracy and precision in measurement!! Will be using this in physics a LOT.
https://t.co/9vLxl5Giwl