Mr Lee Bates
@mrbates.bsky.social
Interested in learning
https://youtube.com/@mrbatesrevision?si=yuR_ESToI_44jRbN
https://youtube.com/@mrbatesrevision?si=yuR_ESToI_44jRbN
We all agree teacher explanations are important.
We all agree pupil thinking is important.
How do you maximise the thinking pupils are doing whilst you are explaining?
We all agree pupil thinking is important.
How do you maximise the thinking pupils are doing whilst you are explaining?
November 17, 2025 at 7:47 PM
We all agree teacher explanations are important.
We all agree pupil thinking is important.
How do you maximise the thinking pupils are doing whilst you are explaining?
We all agree pupil thinking is important.
How do you maximise the thinking pupils are doing whilst you are explaining?
Reposted by Mr Lee Bates
No, movement doesn't replace thinking. But it can hold information at no cognitive cost and to the benefit of retrieval.
November 13, 2025 at 2:53 PM
No, movement doesn't replace thinking. But it can hold information at no cognitive cost and to the benefit of retrieval.
When AI tutors become ridiculously amazing at supporting and matching the content and choice of activity to each particular tutee, I wonder what people will say if we will start to see an indisputable emergence of learning styles 🤔
November 11, 2025 at 8:20 PM
When AI tutors become ridiculously amazing at supporting and matching the content and choice of activity to each particular tutee, I wonder what people will say if we will start to see an indisputable emergence of learning styles 🤔
Reposted by Mr Lee Bates
Cybernetics is not the Banana (Part 2) with Benjamin P. Taylor @antlerboy.com is now on YouTube: youtu.be/0IBjnZlcdfQ
Cybernetics is not the Banana: Benjamin Taylor (Part 2)
YouTube video by Laksh Raghavan
youtu.be
November 8, 2025 at 2:58 PM
Cybernetics is not the Banana (Part 2) with Benjamin P. Taylor @antlerboy.com is now on YouTube: youtu.be/0IBjnZlcdfQ
Reposted by Mr Lee Bates
Reposted by Mr Lee Bates
Reposted by Mr Lee Bates
This summer I started working on a new book for a general audience and really enjoying it. Working title so far:
▸Six Premises to Reframe the Art of Teaching.
Six chapters, exploring the consequences for (teaching and learning) of six fundamental principles. A *fresh* look at classroom practice.
▸Six Premises to Reframe the Art of Teaching.
Six chapters, exploring the consequences for (teaching and learning) of six fundamental principles. A *fresh* look at classroom practice.
August 8, 2025 at 3:12 PM
This summer I started working on a new book for a general audience and really enjoying it. Working title so far:
▸Six Premises to Reframe the Art of Teaching.
Six chapters, exploring the consequences for (teaching and learning) of six fundamental principles. A *fresh* look at classroom practice.
▸Six Premises to Reframe the Art of Teaching.
Six chapters, exploring the consequences for (teaching and learning) of six fundamental principles. A *fresh* look at classroom practice.
Transience is inevitable.
Working memory is the ability to resist transience.
We have tools and technologies to support our ability to resist transience.
We are in a constant stream of information, sometimes we are required to keep up with the stream, sometimes we need help.
Working memory is the ability to resist transience.
We have tools and technologies to support our ability to resist transience.
We are in a constant stream of information, sometimes we are required to keep up with the stream, sometimes we need help.
@mrbates.bsky.social
Look Lee! Donald Clark on transience.
I can't believe CLT authors & self-appointed authorities didn't & don't see this. Just the overly clever-clever bits — that are contentious anyway.
Look Lee! Donald Clark on transience.
I can't believe CLT authors & self-appointed authorities didn't & don't see this. Just the overly clever-clever bits — that are contentious anyway.
August 8, 2025 at 12:50 PM
Transience is inevitable.
Working memory is the ability to resist transience.
We have tools and technologies to support our ability to resist transience.
We are in a constant stream of information, sometimes we are required to keep up with the stream, sometimes we need help.
Working memory is the ability to resist transience.
We have tools and technologies to support our ability to resist transience.
We are in a constant stream of information, sometimes we are required to keep up with the stream, sometimes we need help.
Thread on
Value
Agency
Interest
Motivation
Simulation
&
Aims
VALUE
• action causes a change and the sum of the value of the change across multiple aspects is calculated as overall value of the action.
Value
Agency
Interest
Motivation
Simulation
&
Aims
VALUE
• action causes a change and the sum of the value of the change across multiple aspects is calculated as overall value of the action.
July 31, 2025 at 10:14 AM
Thread on
Value
Agency
Interest
Motivation
Simulation
&
Aims
VALUE
• action causes a change and the sum of the value of the change across multiple aspects is calculated as overall value of the action.
Value
Agency
Interest
Motivation
Simulation
&
Aims
VALUE
• action causes a change and the sum of the value of the change across multiple aspects is calculated as overall value of the action.
Reposted by Mr Lee Bates
I haven't written anything for a while...
Here is something inspired by @claireharley.bsky.social's post from yesterday about values and clarity of communication
What Makes Great Leadership? Clarity of Communication & Reducing Uncertainty
#UKEd #EduSky
musingsofadr.wordpress.com/2025/07/24/w...
Here is something inspired by @claireharley.bsky.social's post from yesterday about values and clarity of communication
What Makes Great Leadership? Clarity of Communication & Reducing Uncertainty
#UKEd #EduSky
musingsofadr.wordpress.com/2025/07/24/w...
What Makes Great Leadership? Clarity of Communication & Reducing Uncertainty
Yesterday Claire Harley posted about sensemaking in schools, in which she poses some excellent reflective questions for leadership to consider, focussing on values and how they are communicated.&nb…
musingsofadr.wordpress.com
July 24, 2025 at 6:43 AM
I haven't written anything for a while...
Here is something inspired by @claireharley.bsky.social's post from yesterday about values and clarity of communication
What Makes Great Leadership? Clarity of Communication & Reducing Uncertainty
#UKEd #EduSky
musingsofadr.wordpress.com/2025/07/24/w...
Here is something inspired by @claireharley.bsky.social's post from yesterday about values and clarity of communication
What Makes Great Leadership? Clarity of Communication & Reducing Uncertainty
#UKEd #EduSky
musingsofadr.wordpress.com/2025/07/24/w...
There is a lot of talk of what to teach and how to teach, and these are important but they are always at any moment, proceeded by a gestalt awareness of what is needed at that moment.
Where is the discussion of this gestalt perspectival awareness of what is needed at that moment?
#eruditepedagogy
Where is the discussion of this gestalt perspectival awareness of what is needed at that moment?
#eruditepedagogy
July 15, 2025 at 8:27 PM
There is a lot of talk of what to teach and how to teach, and these are important but they are always at any moment, proceeded by a gestalt awareness of what is needed at that moment.
Where is the discussion of this gestalt perspectival awareness of what is needed at that moment?
#eruditepedagogy
Where is the discussion of this gestalt perspectival awareness of what is needed at that moment?
#eruditepedagogy
If you or they are confused. The 1st thing to do is to mitigate the transient effect by moving the information into the permanent.
Space is time as we can only pay attention to one thing at a time.
Space is time as we can only pay attention to one thing at a time.
July 14, 2025 at 2:45 PM
If you or they are confused. The 1st thing to do is to mitigate the transient effect by moving the information into the permanent.
Space is time as we can only pay attention to one thing at a time.
Space is time as we can only pay attention to one thing at a time.
How important is agency to you?
How important is agency for your pupils?
How important is agency for teachers?
How important is agency for your pupils?
How important is agency for teachers?
Politely shared this with quite a popular edu-influancer yesterday and was told: "it is a matter of semantics" (OK) but later "unsurprisingly, you don't actually engage with teachers".
Despite being a senior leader and mentor, I guess I should know my place!
mrjoneswhiteboard.blog/2025/06/08/b...
Despite being a senior leader and mentor, I guess I should know my place!
mrjoneswhiteboard.blog/2025/06/08/b...
Beyond autonomy: Framing decision-making as agency
Adam Robbins’ recent(ish) blog, Motivation and Autonomy: Should Teachers Be Given a Choice in Leverage Points?, offers a thoughtful reflection on the role of autonomy in teacher motivation, framed …
mrjoneswhiteboard.blog
July 13, 2025 at 6:12 PM
How important is agency to you?
How important is agency for your pupils?
How important is agency for teachers?
How important is agency for your pupils?
How important is agency for teachers?
What is not obvious in the moment will be transient if a decision is not made to place it in the permanent.
July 11, 2025 at 8:07 PM
What is not obvious in the moment will be transient if a decision is not made to place it in the permanent.
We cannot get away from our embodied interpretation of the world. Every concept we have is a thing - a thing that is in relation to other things. We cannot remove the way we interpret via spatial cognitive sense making. Visuospatial is fundamental to thought.
Jeff Norman (above book p72): our brains use the same spatial reference frames for thinking as used for the environment & objects.
Using spatial, non-linear word-diagrams gives students near direct access to knowledge & its structure.
Why get diverted by silliness about icons?
Using spatial, non-linear word-diagrams gives students near direct access to knowledge & its structure.
Why get diverted by silliness about icons?
July 8, 2025 at 3:06 PM
We cannot get away from our embodied interpretation of the world. Every concept we have is a thing - a thing that is in relation to other things. We cannot remove the way we interpret via spatial cognitive sense making. Visuospatial is fundamental to thought.
Reposted by Mr Lee Bates
Launching my new Substack today!
It starts with some key ideas from Chapter 1 of Rethinking Educational Theory —
Weekly posts will explore how dialogic education + AI can transform teaching and learning.
Subscribe if interested in that sort of thing
rupertwegerif.substack.com/p/turning-th...
It starts with some key ideas from Chapter 1 of Rethinking Educational Theory —
Weekly posts will explore how dialogic education + AI can transform teaching and learning.
Subscribe if interested in that sort of thing
rupertwegerif.substack.com/p/turning-th...
Turning the Outside In—and Back Out Again
How using AI with Dialogic Teaching could restore the essential mission of education
rupertwegerif.substack.com
July 6, 2025 at 7:07 AM
Launching my new Substack today!
It starts with some key ideas from Chapter 1 of Rethinking Educational Theory —
Weekly posts will explore how dialogic education + AI can transform teaching and learning.
Subscribe if interested in that sort of thing
rupertwegerif.substack.com/p/turning-th...
It starts with some key ideas from Chapter 1 of Rethinking Educational Theory —
Weekly posts will explore how dialogic education + AI can transform teaching and learning.
Subscribe if interested in that sort of thing
rupertwegerif.substack.com/p/turning-th...
Christian helps us look at our day to day habits & challenge our assumptions.
Shifting our questions from those that unintentionally carry uncertainty of meaning, to those of clarity so pupils get straight to the hard thinking.
cmooreanderson.wixsite.com/teachingbiol...
Shifting our questions from those that unintentionally carry uncertainty of meaning, to those of clarity so pupils get straight to the hard thinking.
cmooreanderson.wixsite.com/teachingbiol...
Why classroom questioning often fails (and what to do about it)
Questioning often leads to confused students who don't participate. To counter this confusion we need to establish, what Tsui calls, common ground (2004). And there is an elegant method that solves th...
cmooreanderson.wixsite.com
July 6, 2025 at 6:39 AM
Christian helps us look at our day to day habits & challenge our assumptions.
Shifting our questions from those that unintentionally carry uncertainty of meaning, to those of clarity so pupils get straight to the hard thinking.
cmooreanderson.wixsite.com/teachingbiol...
Shifting our questions from those that unintentionally carry uncertainty of meaning, to those of clarity so pupils get straight to the hard thinking.
cmooreanderson.wixsite.com/teachingbiol...
Reposted by Mr Lee Bates
I have just finished reading Difference Maker by Christian Moore-Anderson and would advise any Biology Teachers to give it a read. I have never been so convinced by the pedagogy within a book.
June 24, 2025 at 11:07 AM
I have just finished reading Difference Maker by Christian Moore-Anderson and would advise any Biology Teachers to give it a read. I have never been so convinced by the pedagogy within a book.
a perfect demonstration of how visuospatial communication can make relational information completely obvious, and where sequential text just fails.
June 22, 2025 at 6:05 PM
a perfect demonstration of how visuospatial communication can make relational information completely obvious, and where sequential text just fails.
Fioella provides a fascinating description of his work on generative learning activities.
He describes 2 ways we try to make sense of information. We verbally self explain as we go by making inferences and we combine this with visualising the situation - both generative.
youtu.be/NSzgqVl3CfA?...
He describes 2 ways we try to make sense of information. We verbally self explain as we go by making inferences and we combine this with visualising the situation - both generative.
youtu.be/NSzgqVl3CfA?...
MAKING SENSE WITH GENERATIVE LEARNING ACTIVITIES - Logan Fiorella
YouTube video by UGA Mary Frances Early College of Education
youtu.be
June 22, 2025 at 5:28 PM
Fioella provides a fascinating description of his work on generative learning activities.
He describes 2 ways we try to make sense of information. We verbally self explain as we go by making inferences and we combine this with visualising the situation - both generative.
youtu.be/NSzgqVl3CfA?...
He describes 2 ways we try to make sense of information. We verbally self explain as we go by making inferences and we combine this with visualising the situation - both generative.
youtu.be/NSzgqVl3CfA?...
How do you imagine knowledge is organised?
Whatever you imagined is your prototype of the structure of knowledge.
Whatever you imagined is your prototype of the structure of knowledge.
June 21, 2025 at 6:24 PM
How do you imagine knowledge is organised?
Whatever you imagined is your prototype of the structure of knowledge.
Whatever you imagined is your prototype of the structure of knowledge.
A lovely example of pupils using a simple explanatory model to really interact with and explore the interconnectedness of photosynthesis and respiration.
Difficult topic made simple:
How I teach the relationship between photosynthesis and respiration in plants – blog post:
cmooreanderson.wixsite.com/teachingbiol...
#SciTeachUK #iTeachBio
How I teach the relationship between photosynthesis and respiration in plants – blog post:
cmooreanderson.wixsite.com/teachingbiol...
#SciTeachUK #iTeachBio
June 21, 2025 at 5:09 AM
A lovely example of pupils using a simple explanatory model to really interact with and explore the interconnectedness of photosynthesis and respiration.
Reposted by Mr Lee Bates
Reposted by Mr Lee Bates
@cmooreanderson.bsky.social Fritz Zwicky created the Morphological Analysis (now known as the Zwicky Box) in which variations of set elements, laid out in ordered visual fashion, allows significantly more combinations to be considered than when done in one's head.
June 15, 2025 at 8:07 PM
@cmooreanderson.bsky.social Fritz Zwicky created the Morphological Analysis (now known as the Zwicky Box) in which variations of set elements, laid out in ordered visual fashion, allows significantly more combinations to be considered than when done in one's head.
What distinguishes an explanatory model from a description?
What distinguishes an explanatory model from an explanation?
How do we know an explanatory model is designed so
1: pupils can actually use them?
2: they maximise for explanatory power?
What distinguishes an explanatory model from an explanation?
How do we know an explanatory model is designed so
1: pupils can actually use them?
2: they maximise for explanatory power?
Frustration.
Teachers who don't understand:
The map (the model) is not the territory (the thing itself).
When viewing my models, they say, "This isn't right because it lacks detail X that I know"
⒈All we have are models; no one has access to reality
⒉More complex models can hinder understanding
Teachers who don't understand:
The map (the model) is not the territory (the thing itself).
When viewing my models, they say, "This isn't right because it lacks detail X that I know"
⒈All we have are models; no one has access to reality
⒉More complex models can hinder understanding
June 11, 2025 at 4:56 PM
What distinguishes an explanatory model from a description?
What distinguishes an explanatory model from an explanation?
How do we know an explanatory model is designed so
1: pupils can actually use them?
2: they maximise for explanatory power?
What distinguishes an explanatory model from an explanation?
How do we know an explanatory model is designed so
1: pupils can actually use them?
2: they maximise for explanatory power?