Retrieval practice is going wrong in a lot of classrooms, why? It usually works best in the middle of a pipeline: after explanation, before performance.
New sheet dropping...now 😎
The top 300 most popular MooMooMath and Science videos, all with a quiz, worksheet, and interactive videos to go with each one...all free! 😄
https://t.co/6figH20oxR
@waygroundai#edtech#edchat#teachers#letsfindaway#wayground#quizizz #teachertwitter
GCSE Physics teachers. Please find below a file with links to 30 simulations I have made, sorted by topic. I hope you find them useful 🙂https://t.co/9mOw5RMACF
I have created an app to help students learn about emission and absorption spectra. Here is the link. I hope you find it useful 🌟
https://t.co/LrgHoNLskE
Hi all. I have made a simulation to show convection in liquids. It is the classic potassium permanganate demo. I hope you find it useful 🙂
https://t.co/UDcQlKlzWJ
@reactwithdee That sounds cool. I always come back to the idea of learning as connections. I’m designing diverse graphics as well that help students to write and see disciplinary principles eg accuracy is important for having data we can rely on to combat disinformation.
No PowerPoint lessons.
I’ve turned pH, reactions, salts & titrations into a connected, structured learning narrative for GCSE Chemistry.
Available on TES:
https://t.co/2Q8G6zcBDT
This is as far as I want for my visual to help students structure the method for specific heat capacity. Have left the voltmeter out deliberately. I’ve prompted my work colleague into the diagram.
🤔🥰Traditional “be present” advice often backfires for intense minds.
Instead, use functional presence:
Ask: What is the next honest step?
What is actually required in the next 30 minutes — not the next 3 weeks? You don’t need to empty your mind. You need to narrow the aperture.
Most curriculum problems aren’t about content quality. They’re about connection. Ideas are introduced, then forgotten. Units make sense alone, but not together. Curriculum is a system — it only works when ideas return and deepen. Clear explanations. Connected ideas. Time to think
One of the biggest risks in curriculum work right now isn’t AI — it’s fragmentation. Well-intentioned initiatives layered without a clear model of how knowledge builds over time. Coherence isn’t about doing more, but deciding what connects, what returns, and what to leave out.