Nidhi Sachdeva, PhD

@researchEDCan YES, it's true! #onted @rastokke @JimHewittOISE

@GvanGinkel @mikesully97 @Mr_AlmondED Also, when is acquisitions achieved? Before fluency. That's what the instructional hierarchy says. You can't build fluency without accuracy. (Haring et al, 1978)

@nsachdeva2019 @mikesully97 @Mr_AlmondED Crux being, when is 'acquisition' archieved. Consolidation, automation, fluency? In Bjork studies, mixing appears to come earlier. Performance suffers, learning is enhanced. Arguably, mixing is also oriënted toward acquisition, but of a different type of knowledge.

I’m yet to see anything compelling that suggests multiple strategies is a bad thing. The work of Liping Ma is quite compelling in saying the exact opposite of this.

@GvanGinkel @mikesully97 @Mr_AlmondED Can you share where Bjorks have said mixing occurs earlier? I'd like to see as I have never seen that myself. Performance suffers in desirable difficulties not because we mix "early" but because interleaving is taxing and cognitively challenging, which leads to durable learning.

@GvanGinkel @mikesully97 @Mr_AlmondED Mixing similar yet different practice problems strictly after mastery of individual skills in question has been achieved. On instructional hierarchy, it would be much bettet suited for adaptation and generalization stages. Not mix during acquisition stage.

@mikesully97 @rastokke @Mr_AlmondED Studies by Bjork on interleaving actually suggest mixing can be better. In your scenario: especially so if I have to be prepared to go a different route in case of problems (traffic jam, train fail etc). I need to build a broader mental map than just 1 turnbyturn route.

Excellent new article by ⁦@rastokke⁩. I am really looking forward to seeing her speak at researchED Melbourne next week. aei.org/research-produ…

I’m loving my updated “How Learning Happens” knowledge organizer. Yes, I spend the first couple of days of the school year teaching students the basics of human cognitive architecture. It gives them the lens through which they’ll understand why I teach the way I do and the foundational principles behind our procedures, routines, and instructional practices. Some people will probably be annoyed by that. Let’s all be cool about it, OK?

1/2 I'm honoured to be part of The Practice Project, a joint project between AEI and @researchED1. Here's my contribution: "Five Math Misconceptions That are Holding Students Back" I've also paired it with a podcast episode (link below). aei.org/research-produ… @rpondiscio

It is going really well

@patricebain40 @New_Old_Paul Thank you so much, Patrice. It was such an honour.

@nsachdeva2019 @New_Old_Paul Look at that room full of lucky folks listening you, Nidhi!

Keynoted! MTSS integrated conference Wenatchee 2026. Why teaching expertise matters, how we define it, how we can develop it? @New_Old_Paul

Det här gäller förstås även kulturen på fakultet och myndigheter. Evidens kan krocka med tidigare övertygelser och det är inte helt enkelt att övertyga en kollega om att de har fel i metodval. Skoltwitter är kanske ett bra exempel på det.

@NateJoseph19 @New_Old_Paul Thank you!

@nsachdeva2019 @New_Old_Paul Congratulations!

@F3Kpilot @JimHewittOISE @rastokke Well said!

@nsachdeva2019 @JimHewittOISE @rastokke A tough sell when some methods have become tightly fused with cherished values. •Inquiry learning ↔ curiosity and creativity •Student-directed learning ↔ agency and learner independence •Collaborative learning ↔ equity and inclusion

scienceoflearning.substack.com/p/why-good-evi… @JimHewittOISE @rastokke

@ms_katywalsh @New_Old_Paul Thank you so much, Katy! Hope you'll have a copy at rED Toronto.

@nsachdeva2019 PS. I can’t wait for your and Paul Kirshner’s book to come out! I really think it’ll be a great resource for teacher development and school improvement. @New_Old_Paul

From my keynote on Becoming an Expert Teacher. #expertteacher

@nsachdeva2019 I attended your keynote at @researchED1 NYC. So many great takeaways that I’m still thinking about. One is the idea that that we can confuse experience with expertise. I believe this can act as a barrier if teachers feel what they already know (through experience) is sufficient.

@ms_katywalsh @researchED1 💯 Experience is needed for expertise but is not sufficient. We could be doing the same thing over and over again without experiencing any growth.

@MrZachG And YOU

@nsachdeva2019 We need it here. We need YOU here.

Nidhi making Washington State proud