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
Do you think they know it is a projectile question as they start writing out the known quantities?
I often use Goal Free tasks - pupils decode a data dense section of the Q (usually a diagram).
Aim: associate Q to topic & externalise general steps to address that type of question.
(e.g. Goal Free)
I often use Goal Free tasks - pupils decode a data dense section of the Q (usually a diagram).
Aim: associate Q to topic & externalise general steps to address that type of question.
(e.g. Goal Free)
October 5, 2025 at 7:58 PM
Do you think they know it is a projectile question as they start writing out the known quantities?
I often use Goal Free tasks - pupils decode a data dense section of the Q (usually a diagram).
Aim: associate Q to topic & externalise general steps to address that type of question.
(e.g. Goal Free)
I often use Goal Free tasks - pupils decode a data dense section of the Q (usually a diagram).
Aim: associate Q to topic & externalise general steps to address that type of question.
(e.g. Goal Free)
A model for how Value, A.I.M.S. & aims relate to Action.
July 31, 2025 at 10:22 AM
A model for how Value, A.I.M.S. & aims relate to Action.
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.
did you mean to say from attention to WM?
July 13, 2025 at 7:06 AM
did you mean to say from attention to WM?
this seems to have parallels with @cmooreanderson.bsky.social when he quotes Bateson to argue that redundancy is actually a necessary component of assigning value to a concept is a signal to say it is worth putting effort into making meaning of a particular premise.
t.co/W0vZTpBGYL
t.co/W0vZTpBGYL
June 28, 2025 at 12:54 PM
this seems to have parallels with @cmooreanderson.bsky.social when he quotes Bateson to argue that redundancy is actually a necessary component of assigning value to a concept is a signal to say it is worth putting effort into making meaning of a particular premise.
t.co/W0vZTpBGYL
t.co/W0vZTpBGYL
#eruditepedagogy #UKEd
@cmooreanderson.bsky.social
Maybe co-constructed diagrams is the optimum between 'learner generated' and 'instructor provided'
@cmooreanderson.bsky.social
Maybe co-constructed diagrams is the optimum between 'learner generated' and 'instructor provided'
June 22, 2025 at 5:32 PM
#eruditepedagogy #UKEd
@cmooreanderson.bsky.social
Maybe co-constructed diagrams is the optimum between 'learner generated' and 'instructor provided'
@cmooreanderson.bsky.social
Maybe co-constructed diagrams is the optimum between 'learner generated' and 'instructor provided'
Even though we will remain the overal figure of authority in the room, I do think there is a good amount of dialogic space that is still achievable so that healthy dialogue can happen.
When considering authority, I think we need to consider the beliefs of teachers and pupils.
\3
When considering authority, I think we need to consider the beliefs of teachers and pupils.
\3
December 6, 2024 at 9:56 PM
Even though we will remain the overal figure of authority in the room, I do think there is a good amount of dialogic space that is still achievable so that healthy dialogue can happen.
When considering authority, I think we need to consider the beliefs of teachers and pupils.
\3
When considering authority, I think we need to consider the beliefs of teachers and pupils.
\3
Also many people make the use of triangles much harder than what it should be. Just in case it is helpful, pupils never need to learn a triangle. they just draw it over the right side of the formula and place the subject into the gap - same process for 21/23 GCSE equations.
November 25, 2024 at 10:06 PM
Also many people make the use of triangles much harder than what it should be. Just in case it is helpful, pupils never need to learn a triangle. they just draw it over the right side of the formula and place the subject into the gap - same process for 21/23 GCSE equations.
An invitation to explore the FORCES between SOLID PARTICLES, their MOTION and MELTING POINT with
a [ What If ] diagram.
a [ What If ] diagram.
November 11, 2024 at 9:00 PM
An invitation to explore the FORCES between SOLID PARTICLES, their MOTION and MELTING POINT with
a [ What If ] diagram.
a [ What If ] diagram.
The invitation to explore the effects of FORCES on SPRINGS with a
[ What If ] diagram
[ What If ] diagram
November 10, 2024 at 8:13 PM
The invitation to explore the effects of FORCES on SPRINGS with a
[ What If ] diagram
[ What If ] diagram
The invitation to explore SPECIFIC HEAT CAPACITY
with a [ What If ] diagram.
It reveals relationships but also leads to some useful but less definable relationships that will 'affect' the temperature.
with a [ What If ] diagram.
It reveals relationships but also leads to some useful but less definable relationships that will 'affect' the temperature.
November 10, 2024 at 8:09 PM
The invitation to explore SPECIFIC HEAT CAPACITY
with a [ What If ] diagram.
It reveals relationships but also leads to some useful but less definable relationships that will 'affect' the temperature.
with a [ What If ] diagram.
It reveals relationships but also leads to some useful but less definable relationships that will 'affect' the temperature.
An invitation to explore STOPPING DISTANCE
with a [ What If ] diagram.
with a [ What If ] diagram.
November 10, 2024 at 8:06 PM
An invitation to explore STOPPING DISTANCE
with a [ What If ] diagram.
with a [ What If ] diagram.
The invitation to explore the iteration of the interaction between DRAG and WEIGHT with a [ What If ] diagram.
November 1, 2024 at 12:11 PM
The invitation to explore the iteration of the interaction between DRAG and WEIGHT with a [ What If ] diagram.
The invitation to explore the interaction of DRAG and WEIGHT with a [ What If ] diagram.
November 1, 2024 at 12:10 PM
The invitation to explore the interaction of DRAG and WEIGHT with a [ What If ] diagram.
The invitation to explore DRAG with a [ What If ] diagram.
November 1, 2024 at 11:52 AM
The invitation to explore DRAG with a [ What If ] diagram.
The invitation to explore DENSITY with a
[ What If ] diagram.
[ What If ] diagram.
November 1, 2024 at 10:25 AM
The invitation to explore DENSITY with a
[ What If ] diagram.
[ What If ] diagram.
For years I have been inspired by @olicav.bsky.social and the implications of Dual Coding and I've recently been provoked by @cmooreanderson.bsky.social wonderful stock and flow diagrams to try to design diagrams that invite and afford interaction.
Introducing 'What If diagrams'
Introducing 'What If diagrams'
October 29, 2024 at 6:04 PM
For years I have been inspired by @olicav.bsky.social and the implications of Dual Coding and I've recently been provoked by @cmooreanderson.bsky.social wonderful stock and flow diagrams to try to design diagrams that invite and afford interaction.
Introducing 'What If diagrams'
Introducing 'What If diagrams'
In physics we are never more than 2 steps away from a big idea :)
This was my attempt at identifying the Big ideas in Physics.
This was my attempt at identifying the Big ideas in Physics.
October 9, 2024 at 7:51 PM
In physics we are never more than 2 steps away from a big idea :)
This was my attempt at identifying the Big ideas in Physics.
This was my attempt at identifying the Big ideas in Physics.
i try to make each step obvious to the observer. so i try to use a word of diagram that is instantly recognisable. If the word or image requires more than the most fundamental associated knowledge then i am increasing the chance that this step is no longer obvious to the observer.
October 6, 2024 at 11:25 AM
i try to make each step obvious to the observer. so i try to use a word of diagram that is instantly recognisable. If the word or image requires more than the most fundamental associated knowledge then i am increasing the chance that this step is no longer obvious to the observer.