Layne

This is why I will continue to cover the #learningstylesmyth in #EdPsychModules published by @SageEducation.

The education system has been lying to you since second grade. You think you're a visual learner? Or a hands-on learner? You're not. "Learning styles" are a myth.

@XpatEducator Yet another generous offer from @XpatEducator -this time on Rosenshine’s Principles. Thank you Jamie,🙏

🚨 ONE DAY TO GO… HERE’S AN UPDATE: 1️⃣ You’ll need to follow me so I can DM you the link 2️⃣ It’s Rosenshine… not “Rose Shine” 😅 3️⃣ Politeness goes a long way 🤝 4️⃣ I’ll work through DMs gradually — thanks for your patience

🎁 FREE GIFT: FULL ROSENSHINE CPD PACK! To celebrate 50 consecutive weeks of ⚗️DistillED, I’ve put together something quite cool… Over the past year, Rosenshine’s Principles of Instruction has been one of the most requested topics from teachers and school leaders. So I’ve put together a complete, ready-to-run CPD pack to help schools explore and implement all 10 principles. The download includes: → 10 CPD PowerPoints (ready for 30–45 min sessions) → 10 strategy checklists (practical classroom actions) → 10 planning templates (put principles into action ) → Covers all 10 of Rosenshine’s Principles of Instruction Everything you need to run ten focused CPD sessions — one for each principle. 👉 REPOST and comment ROSENSHINE and I’ll DM you the link. Cheers! ⏰ Available until Sunday 22 March!

The latest issue of #TRLJournal is here! Read our sneak peek article, “Measuring What Matters: Understanding What Reading Assessments Really Tell Us,” & strengthen your understanding of assessment to help create better reading outcomes for your students. bit.ly/3O7k0lS

The International Dyslexia Association (IDA) affirmed today that dyslexia, a reading disability, is entirely unrelated to a person's intelligence or cognitive potential.

@learnwithmrlee @TrinaDSpencer2 I agree. I’m looking forward to listening to this episode @learnwithmrlee @TrinaDSpencer2

Are we missing the biggest lever for improving literacy outcomes? In this episode of Knowledge for Teachers, I speak with language and literacy researcher @TrinaDSpencer2 about a powerful idea that could reshape how we approach literacy instruction in schools. We unpack: ✅ Why spoken academic language may be the true foundation of reading success ✅ How storytelling and narrative can strengthen comprehension and writing ✅ Practical shifts teachers can make to support more students to succeed On top of all that, Trina also shares her incredible personal story from being "raised by dingoes" to being the director of the Juniper Gardens Children’s Project. If you are passionate about improving literacy outcomes and want research-informed ideas you can actually use, this is an episode worth your time. 🎧 Listen here learnwithlee.net/s04e04-dr-trin…

Join hundreds of your literacy colleagues to hear THE Dr. Freddy Hiebert this Sat March 21 to share her vast knowledge about developing students' vocabulary. Not available Sat ? Sign up and we'll send you the recording. You do NOT want to miss this one! eventbrite.com/e/the-new-scie…

Here’s what was meant to be a quick take aways blog on researchED Ballarat but turned into something a bit longer #rEDBall26 open.substack.com/pub/vmnalex/p/…

Camp A says Ss must develop fluency thru strategies. Camp B says we should really focus on memorisation. I am somewhere in the middle — I don't think practising strategies alone will lead to fluency, but I do think the facts being memorised need to be MEANINGFUL to students. 1/6

It’s obvious to me that effective curiosity explodes once one’s knowledge has been built. I see it every day in my students: the more they know, the more they want to know. It’s the Dunning-Kruger effect—as their expertise develops, they become more and more aware of what they don’t know yet, and then ask very insightful, substantive questions to explore those gaps based on what they’re now ready to understand. This doesn’t happen when you lead with discovery and inquiry. Yes, kids will ask questions, they will be curious, but it often lacks a substantive foundation of knowledge from which that curiosity can develop. They don’t know enough yet to know what they don’t know about a concept or an issue, so their questions and inquiries are often superficial. If you want to help your students become more curious and inquiring, teach them to know a lot about that topic or concept first. From there, they will become inquiring minds, built on a strong body of knowledge that helps them understand what they still need to learn.

🏀March Madness is in the air!📚 What’s @mcglynn3 overall number one in her literacy instruction bracket? The text. It’s always the text. Read more from the @Standards_Work Chief Academic Officer on her Substack or the @KnowledgeMatrs Blog! knowledgematterscampaign.org/post/bracketol…

Ahem, maybe what I may have been saying for a very long time- since starting my teaching degree and arguing with lecturers- because I am one of those special edders and I am now into research.

Thank you Lyn for the amazing write up about our school. It means a lot coming from you and your expertise 😊

New blog post: A Trip to Colac and Down Memory Lane lifelongliteracy.com/a-visit-to-col…

You can’t write if you don’t have the language to do so- this is especially important for our students with DLD, SLD, ID etc We moved away from assessing writing- until we taught them the words, structures & knowledge through a mentor text- it made a huge difference. @C_Hendrick

High text; low tech. In reading, that's the first step.

Highlighting and text marking improves performance for novices but has little or even distracting effects for more advanced learners, consistent with expertise reversal. link.springer.com/article/10.100…