LSG @LearnLead_
Thinker, Doer, Learner, Leader Watertown, NY Joined July 2018-
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This
Neuroplasticity, the totally mundane finding that kids learn a lot, is used to explain and excuse just about any practice.
The Word Mapping Project is a powerful example of what happens when a knowledgeable teacher sees a need, develops a solution, and shares it widely. We spend a lot of time looking for answers in big box curricula. More often, the answers are found in educators like @smorrissey.
Sean Morrisey @smorrisey discusses the Word Mapping Project and vocabulary instruction. The conversation began expansive, then narrowed, and was finally focused, targeted, and precise. share.transistor.fm/s/fed5f3be
@SoLInTheWild Agree. I need to do a lot of scrolling or go to specific accounts to find meaningful posts.
Thank you, @PCSnow1604, for this excellent piece. As education becomes more evidence-informed, addressing persistent misconceptions about evidence matters. Leaders and teachers take note.
The dog ate my homework: Education's evidence echo-chamber. New Snow Report blogpost pamelasnow.blogspot.com/2026/06/the-do…
@greg_ashman @BenCarrollMP @JasonClareMP This is discouraging.
Budgets and calendars don’t lie. If the priority is literacy but the master schedule, the coaching assignments, student support, and the spending look identical to three years ago, the priority is rhetorical. Focusing resources on the most important measure of success matters.
@karenvaites @CurriculumIP When it comes to instruction, we have an administrator knowledge issue.
Consistency does not mean robotic teaching. It means students do not have to win the teacher lottery. A schoolwide literacy commitment should be visible from classroom to classroom. The goal is not sameness for adults; the goal is reliability for students
This! Using evidence based instructional practices and learning principles should be the starting point. They ought to be non-negotiable.
A student-centered piece of advice about inquiry-based learning: the knowledge you spent a few days building in students by having them read an article or chapter before sending them off on a two-week role-play inquiry project, you know the one where they pretend to be a biologist, historian, or geographer, is nowhere near enough. We are constantly trivializing expert-level knowledge by assuming students can meaningfully engage in inquiry after only brief exposure to content and believing they will simply pick up the rest along the way. Experts can do that. Novices cannot. A few days spent reading an article or chapter does not provide enough background knowledge for students to authentically think and work like a economist or chemist. Here’s what you should do instead: spend those two weeks building far more knowledge. Give students repeated exposure to the concepts, vocabulary, examples, explanations, and models within the discipline. Two weeks spent building accessible knowledge in long-term memory through explicit instruction will help students think and inquire more like a mathematician, poet, or engineer than two weeks spent pretending to be one ever will.
@SoLInTheWild Logical and well supported by evidence.
Necessary read for school leaders. tguskey.com/beware-of-cons…
“Bad ideologies thrive on fake consensus.”
Curriculum purchases won’t fix schools. There. I said it.
@Momof2medics Depends on the consultant but word vomit definitely not allowed. 🤓
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