Maximizing Curriculum Efficacy with Cognitive Context

📊 How do students make sense of graphs before formal instruction? Join us for the next JRME Talk on April 13 to explore how everyday experiences shape the way #students understand graphs, coordinate systems, and reference frames. Through a #teaching experiment, the presenters introduce two key ways students construct meaning: continuous and ordered-discrete reference frames. Discover how these distinctions influence students’ graphing activity and what they mean for teaching, #learning, and curriculum design: nctm.link/FhDXk #mathreasearch #maths #iteachmath

📚 Just finished reading Becky Allen's latest deep dive on Engelmann's "Theory of Instruction," and it’s one of the most clarifying critiques I’ve seen. Allen argues that to use Engelmann effectively, we need to see him as last, not first. His methods are a masterclass in instructional communication—engineering lessons so that attentive learners cannot misunderstand. It’s brilliant for teaching well-defined content like early reading or math facts. But Engelmann doesn't solve the hardest problems: 🔹 Upstream: Deciding what to teach. How do we carve fuzzy, complex domains (like the Great Depression) into teachable pieces? Engelmann assumes this model already exists. 🔹 Downstream: Moving from fluent routines to flexible understanding. How do students learn to adapt when the standard procedure doesn’t fit? His theory is an immensely valuable tool for the middle of the problem—the precise communication of a defined piece of knowledge. But the hardest work of curriculum design (choosing the model, the narrative, the simplifications) must happen before his principles can be applied. A must-read for anyone interested in the real intersection of curriculum, instruction, and how students think. Thanks to Becky Allen for the original piece. #Education #CurriculumDesign #Instruction #Engelmann #TeachingAndLearning #CognitiveScience

A small reflection from my classroom: Over time, I’ve realized that no two classrooms are ever the same—even when the lesson plan is. My experience with the Cambridge curriculum has shown me that learners don’t just differ in ability, but in how they think, question, and connect concepts to the world around them. In one lesson, I stepped back and allowed curiosity to lead. What followed was a discussion far richer than anything I had planned. That moment stayed with me. It reminded me that teaching is not always about having all the answers— sometimes, it’s about creating the space for learners to find their own. And perhaps, that’s where real learning truly begins. #TeacherReflection #CambridgeCurriculum #LearningJourney #ClassroomMoments #BeyondTextbooks

Continuing this week's series on Teaching Toward Thriving: Phase 2 — the Deep Content Dive — is the intellectual heart of a unit. In his latest post, Kurt Love explains the rationale and shares dynamic methods for helping learners move from inquiry to disciplined understanding. A must-read for curriculum designers and educators: https://wix.to/zgIoAJd #EducationLeadership #CurriculumDesign #ProfessionalLearning

One question can deepen learning more than you think. In education, one of the most powerful tools we have isn’t a program or a curriculum—it’s curiosity. When we stay curious, classrooms stay alive. Curiosity shows up in the small moments: • Asking students why they think something works • Inviting colleagues to explore multiple ways to solve a problem • Learning with students instead of positioning ourselves as the expert #StartWithCuriosity #TeacherLife #InstructionalCoaching #StudentEngagement #ReflectivePractice

I have always been curious and have found it can sometimes get me into trouble but most of the time it is my super power to learning and growth. What makes you curious? Educators, how do you build curiosity with students and staff? #InspirED #education #Educators #k12education #curiosity

Great teaching isn’t magic — it’s skill. The Studying Skillful Teaching (SST) course helps educators unpack what expert teachers do—and how they make those moves visible, learnable, and repeatable. Whether you’re in your first year or your twentieth, there’s always more to discover about the craft of teaching. https://lnkd.in/eQuqQ84N #SkillfulTeaching #TeacherGrowth #ProfessionalLearning

Academic excellence is evolving. Dr. Kerri McBee-Black emphasizes that when students embrace experimentation, learn from mistakes, and genuinely engage with tools like CLO, their outcomes surpass traditional expectations. That’s the future of curriculum design. ⚫Watch here: https://lnkd.in/gtY9KzFe #iNNOVATIONInsights #AcademicInnovation #ExperientialLearning #EdTech

Academic excellence is evolving. Dr. Kerri McBee-Black emphasizes that when students embrace experimentation, learn from mistakes, and genuinely engage with tools like CLO, their outcomes surpass traditional expectations. That’s the future of curriculum design. ⚫Watch here: https://lnkd.in/gtY9KzFe #iNNOVATIONInsights #AcademicInnovation #ExperientialLearning #EdTech

Not every teacher believes this, but… “You must cover the syllabus — no matter what.” This is a teaching myth I’ve had to unlearn. For a long time, I felt pressured to rush through topics just to stay on track. Finish the scheme. Tick the boxes. Move on. But I started noticing something… Students were “finishing” topics, but not really understanding them. That changed my perspective. Covering the syllabus is important — but uncovering understanding is more important. Now, I slow down when necessary. I revisit concepts when I see confusion. I prioritise depth over speed. Because at the end of the day, it’s not about how much I’ve taught… It’s about how much my students have truly learned. Have you ever felt pressured to rush just to complete the syllabus? #21daysoflinkedinvisibilitywithteh #21daysoflinkedinvisibiltywithtmt #Day-15