A new trailer for my book, "Ready to Learn: A Crash Course in Development, and How Children Experience School."
Thank you for sharing.
Available now at Friesen Press BookStore:
https://t.co/35rE5i9EJv
The book will become available in the coming days at your fav bookstores.
Highlight 3️⃣:
Adaptations that help autistic students participate often boost engagement for the entire class. 📈
Learn evidence-based classroom strategies from Dr. Elizabeth Weir.
Watch it now⏱️!
🎥 https://t.co/GQ5ucglMuP
@ARC_Cambridge@bbkpsychology
I have observed that conservative educators seem to have little confidence in children.
They assume students
Cannot inquire or think for themselves
Do not bring useful knowledge to the classroom
Must be protected from difficult books and social questions
Should be sitting still and listening
@greg_ashman Not sure what you're calling out here.
Hunger likely impacts achievement at your own school, but it needn't compete for school resources. As a community leader, you could easily line up the 2-3 community partnerships plus volunteers needed to run an early morning breakfast club.
@greg_ashman Not sure what you're calling out here.
Hunger likely impacts achievement at your own school, but it needn't compete for school resources. As a community leader, you could easily line up the 2-3 community partnerships plus volunteers needed to run an early morning breakfast club.
Scottish Guidelines for AI in Schools - released March 2026 - focus on guardrails along with practical implementation and use cases https://t.co/K7ZspIipH3 #ai#aiEDU#aiLeadership
I think there's some nuance to think about.
You have a case to say that critical thinking is constrained in the case of families of domain-specific vocab because those words/concepts can only be defined and understood in terms of one another. For example, to understand *area* of a *circle,* you must first understand *measurement* and *pi* and *radius.* Similarly, to learn and think critically about the words *sister* and *uncle,* one should probably receive instruction on *mother* and *father* too.
You get the idea.
But that’s not the case when we're speaking more generally—when we’re wondering about “critical thinking” as a natural behaviour. Why would any critical thinking theorist choose to enslave their theory building to a device as clumsy as a novice-expert binary? Lately, some on X have even brought up the question of whether novices have “enough” knowledge. How could we possibly define the word “enough”? Upshot: Please don’t leave “critical thinking” undefined and then tell me that someone needs enough knowledge to undertake it.
So let's pick up the eraser and wipe that white board clean.
A better working proposition would be something like this: Regardless of an individual’s age or breadth of experience, available knowledge/experience is brought to bear to interpret/navigate any and all situations.
And so thinking in general and even critical thinking in most situations does transfer. However imperfectly.
@helenrey@olicav@cbokhove I appreciate this question and do understand you are probably hoping for a response from another of my conversants. :)
But here's a question in return for you: Could we be making (one or more) assumptions when we ask, "What's best?"
@cbokhove@olicav For sure.
If multiple effects were found to interact or even covary (and not simply compound), I might at least take that to mean "we're onto something."
Full disclosure: I could be a lot better acquainted with that literature.
@cbokhove@olicav That's a problem in our profession because few edu consumers can recognize anomaly when it's dressed up, and before long they'd prefer to turn a blind eye to it.