Christian Moore-Anderson

Ever experienced with silent classrooms when asking open-ended questions?

Despite the perennial debate on whether teachers should “just tell” or not, both sides of the discussion tend to accept constructivism.

The knowledge-understanding problem is perennially debated.

Education is caught in a debate over autonomy and cohesion.

When Engelmann developed his popular Direct Instruction1, his principle was that students were capable of learning anything.

Claude Shannon’s groundbreaking information theory focused on getting a message from A to B.

I’ve attended a couple of training sessions as a teacher in which the trainer would ask “check for listening” questions.

Blood glucose homeostasis is a classic concept for teaching about feedback loops that drive stability.

Surface area to volume ratio is a fundamental concept that keeps appearing throughout biology.

Recently, a claim has emerged: if leaders are frustrated with teaching outcomes, the fault isn’t the teacher, but the specific techniques (like turn and talk) they’ve been trained to use.

PowerPoint was a central tool in the community of teachers I was inducted into.

Around 2012ish, a new movement rode into the UK (school) educational scene.