My gosh I wish I could’ve got everyone today! But I did manage to snag the great @PepsMccrea - what an awesome thing #researchEDNewy did by bringing him to Oz again! #conferencegawker to the stars 😉 I’m definitely feeling motivated!
Difficult concepts, non-adjusted, will overburden working memory. When there’s no sequence or structure - students are overloaded. That’s what teachers need to know.
@researchEdhome@researchED_Aus#researchEDNEWY
Wowee! It’s the brilliant new leader of CESE! The incomparable @buckingham_j, who I am so glad to see leading the excellent research team in the @NSWEducation#researchEDNewy#conferencegawking I can’t believe I get to hang out with my edu-heroes!
The new and improved #conferencegawking where I do it as a selfie so my subjects get to look the way they want 😉 Snapped @ellis_patrick from Catalyst - gosh they do amazing work!!! #ResearchEdNewy
@jdtdobson I note that “She supports teachers of mathematics to teach differently, by helping them to connect students’ classroom learning with the real world.” Clearly not a cognitive science background. She’d rather teachers drown in planning and programming for 7 subjects.
@Penny_VB@greg_ashman In both cases, those people being in leadership held back positive change. It’s hard for the teachers and leaders who do want to work hard to be better in those situations. TBH the lack of pedagogy knowledge of when to use explicit vs inquiry is a massive gap for most.
@Penny_VB@greg_ashman Yep. I don’t think it’s every teacher who likes inquiry, but at each school I’ve worked at (except my current), there’s been at least 1 person like this. Always in leadership too, so they don’t have to be on class…every time I popped in when she was ‘teaching’, she was sitting.