How do we help students become thinkers, not just fact collectors? New on Substack, Ms. Penney speaks with science teacher Phoebe Buguey about designing for curiosity, encouraging experimentation, and nurturing the intellectual stamina students need for high school and beyond. Read it now at https://lnkd.in/gixCxsa5 #TheAcademyBerkeley #LearningInAction #TeachingAndLearning #JoyfulLearning #InquiryBasedLearning #ProjectBasedLearning #ThinkLikeAScientist

Why do students forget so quickly after learning something new? The science behind memorization tells us a lot; and it’s not just about repetition! Discover 8 practical, research-backed strategies to help your students retain what matters most. 📊 Get the full infographic: https://hubs.la/Q03Qj8qR0

Only 31% of 4th graders are reading at or above proficiency, according to the latest NAEP data. That number should stop all of us in our tracks. The research is clear: Structured Literacy works. The challenge is making sure that knowledge reaches every classroom in ways teachers can actually use. That’s why Maya Valencia Goodall, M.Ed, M.A., Dale W. Webster, Ph.D., and our team at CORE Learning are so excited for Structured Literacy Week, coming up November 4–6. We’re partnering with edWeb.net to host three free days of sessions that will give leaders a clear vision of what it takes to build systems where every student learns to read. I hope you’ll tune in! If you miss the live sessions, you can watch the replays anytime. Register here: https://lnkd.in/etA5Fv_T

Inge Rozendal recently recommended: 'The Theory of Educational Technology - Towards a Dialogic Foundation for Design': "What resonated with me is how Wegerif and Major see education as an act of creation, not something that simply describes the world, but something that changes it. Teaching, learning, and design are intertwined; each shapes the other. They also argue for design-based research - iterative, inclusive, and grounded in real educational practice - keeping theory and practice in a living conversation." Thank you Inge for the reading tip!

Ron Gray, Todd Campbell, and I are excited to share this open-access paper written for educators! The paper: 🗯️ Describes why uncertainty is a central support for NGSS science and engineering practices 🗯️ Provides examples of uncertainty in K-12 science classrooms 🗯️ Shares key supports that educators can use in planning and classroom discussion. It's out in the Nov/Dec issue of the three NSTA journals. We hope it will be useful for teacher educators and educator professional learning. Let us know how you use it! https://lnkd.in/dWFqrpvi

LETRS in Michigan: what’s the next move for phonics More than 12,000 Michigan educators have finished LETRS as we prepare for the new K-12 Literacy and Dyslexia law. Huge step. Now teachers need a diagnostic that tells them exactly what to teach, not just who is “at risk.” That’s where Star Phonics fits. Dr. Louisa Moats put it plainly: “I recommend Star Phonics… because it is the best phonics screener and diagnostic assessment available.” It pinpoints teach-next phonics skills for each student and gives clear targets for instruction. Why this matters after LETRS • LETRS builds deep knowledge about sounds, patterns, and why some skills are harder • The training’s phonics check is paper based, not psychometrically validated, and not diagnostic • Star Phonics fills that gap by diagnosing skill by skill so teachers can act right away • Pair it with Lalilo for the daily practice students need to master those skills If your team just wrapped LETRS and wants a simple path from insight to instruction, let’s connect and I’ll show what this looks like in a short walkthrough. #MichiganEd #LETRS #Dyslexia #Literacy #StarPhonics #MTSS #ReadingScience #Lalilo https://lnkd.in/gHj6kXnj

Microlearning lovers, you might find this paper useful! Open access peer reviewed, link 🔗 in comments! This conceptual paper argues that Barak Rosenshine’s ten Principles of Instruction provide an evidence-informed framework to guide the design of effective microlearning experiences in both K–12 and higher education settings. Drawing on cognitive science research and empirical studies, the paper maps each of Rosenshine’s principles—including daily review, small-step instruction, questioning, modeling, guided practice, scaffolding, and spaced review—onto practical microlearning strategies.

One surprising insight: Even with high‑tech tools, if the pedagogy is weak, the impact remains small. Let’s talk about what works. 👉 https://lnkd.in/edqSuTbs

What's new in the science of learning? New research on reading instruction, retrieval practice, feedback, fluency, and the limits of social-emotional learning. 👉 https://lnkd.in/eNW_NxKZ

There seems to be a lot of claim and counter claim about the relationship between knowledge and inquiry recently. Source Citation: Brod, G. (2021). Toward an understanding of when prior knowledge helps or hinders learning. npj Science of Learning, 6(24) Brod responds to a recent meta-analysis suggesting that while prior knowledge strongly predicts learning outcomes, it does not, on average, predict learning gains, thus challenging David Ausubel's famous statement. Brod argues that the effect of prior knowledge on learning is complex and depends on more than just the amount and structure of the knowledge itself. I explore this here https://lnkd.in/dKyGNymr