Anyway, #rED24 was awesome. All killer no filler and I'll definitely be back next year. Big, big thanks to the organisers and speakers for such an enjoyable day.

And @samfr.bsky.social was great, obviously. Though the stat that DfE work on the Advanced British Standard (RIP🪦) cost £600m slightly blew my mind and not in a good way. Also liked the verb "to grid" as a reminder that it's not just education where people get used to daft phrases.

Also loved Emma McCrea's good sense on planning (with the lovely snakes and ladders analogy and the idea that ladders we give teachers are building blocks towards expertise). And George Duoblys from Greenshaw on knowledge and the practise of disciplinary rules.

Sarah Cottinghatt and @neilgilbride.bsky.social who made academic thinking on adaptive expertise and mental models come alive. So much insight about building flex into teacher mental models - big links to our work on co-planning at Ark and its use to build teacher expertise and loads to reflect on.

Same here. I wondered how people would interpret it - definitely one I paused on. Hoping @teachertapp.bsky.social might ask a few more along these lines.

One that'll claw its way to victory?

😆 Loving the combo of first and third person in Keanu's bio too. Very convincing...

Such great reflections, Clare. The parts on the distinctive purpose of talk in different subjects particularly resonated for me, but it's all gold! I'm excited to see where No More Marking take their thinking on progression and assessment. Thanks for posting.

That would be great. Would love to discuss and compare thinking!

Big challenge that we're very much grappling with is that the AI is probably a more helpful support for our less experienced teachers, but the ability to critique its outputs is key. Thoughts from others very much appreciated - I don't feel like we've reached a 'right' answer on any of this yet!

We felt there was danger of teachers being more prone to jump in at the 'activities' phase of planning without doing quality thinking re. key content and pupils' position in relation to it before designing/adapting a lesson. So I've tried to write LLM guidance which aligns with our planning steps.

We found the same as the report with very questionable outputs when LLMs were planning whole lessons and generating activities because of the low quality online content it was 'trained' on. Learning styles reared their head a few times! And activities were often not well suited to the content.

So excited to see this! 😆