Reader, writer, photographer
Southern Vermont
Joined November 2009
- Tweets5.8K
- Following2.2K
- Followers2.3K
- Likes664
Bruce Wellman retweeted
Here are two articles on providing FEEDBACK to students. One is a classic from Grant Wiggins. The other offers ideas for using rubrics as tools for feedback, not just evaluation. ascd.org/el/articles/seven-k… and jaymctighe.com/wp-content/up…
Bruce Wellman retweeted
If you teach anyone at all, and you don't know about @helenrey's CogSci book summaries, you are missing out. It's a wonderful resource summarizing the most important books on cognitive science: bit.ly/3Q7dEnG
Bruce Wellman retweeted
This is a fabulous blog on reading! Every word of it, and ‘an apprenticeship in thought’ especially. Amen to this.
What We Lose When Reading Becomes Smaller
When reading becomes smaller, thinking does too.
A classroom moment about what we’re losing and why it matters.
open.substack.com/pub/danapa…
Bruce Wellman retweeted
If the goal of education is for students to use what they learn beyond the classroom, contextual interference forces learners to determine what remains when everything else changes. And that may be one of the most important things education can do.
kirschnered.nl/2026/02/09/an…
Bruce Wellman retweeted
'Job one for schools should be teaching a broad base of knowledge that will prepare students to be autonomous, thoughtful adults, no matter what the workforce actually looks like in 2046 (when today’s 4th graders turn 30).' Great piece @rickhess99 @AEIeducation aei.org/op-eds/ai-changes-no…
Bruce Wellman retweeted
An intriguing collection of essays on the idea of ‘knowledge rich’ curricula, teaching & learning.
Essays include Naomi Pilling’s brilliant argument for ‘knowledge rich’ art curricula & @bennewmark on ‘knowledge rich’ for children who can struggle most.
civitas.org.uk/content/files…
Bruce Wellman retweeted
Today, @Civitas_UK releases a collection of essays on the value of a knowledge-rich curriculum. Here's my chapter titled "Knowledge-rich curricula: A key driver of equity in education" open.substack.com/pub/dylanw…
Bruce Wellman retweeted
I Really Like This Strategy For Talking With People You Disagree With larryferlazzo.edublogs.org/2…
Bruce Wellman retweeted
Expert teachers do not simply “notice more”; they have routinised ways of scanning the class, briefly zoom in on the disruption, then rapidly re engage with everyone else. Novices, by contrast, show more scattered, exploratory gaze behaviour and are more easily pulled off their routine. sciencedirect.com/science/ar…
Bruce Wellman retweeted
I’ll tell you what will happen to these kids…better yet, this report from EAB will. pages.eab.com/rs/732-GKV-655…
Bruce Wellman retweeted
Dylan Wiliam calls Cognitive Load Theory “the single most important thing for teachers to know.” This guide summarises core CLT ideas and highlights six high-impact strategies for reducing overload.
It focuses on the classroom levers teachers can pull right away. CLT goes much deeper, of course — transient information included — but these strategies offer some of the fastest gains. 💪
Free HQ copy if you want it: jamieleeclark.com/graphics
Bruce Wellman retweeted
My new blog post is an essay by Max Roser, The Limits of Personal Experience and the Value of Statistics. in Data. Here's a link to the original.
His argument is that we desperately need statistics to offset the biases that are built into our personal experience, which exposes us to only a minuscule sliver of the world around us. To say "in my lived experience" is not to say much at all. Worse, it suggests that what I have seen in my limited time and place trumps all other forms of knowledge about life and living.
davidlabaree.com
Bruce Wellman retweeted
“Learning math is somewhat like learning to read: we can do it, but it takes time, effort and requires mastering increasingly complex skills and content.”
Inspired by the recent UC SAN Diego report on the steep decline of students’ foundational math skills, I feel that this article is very timely. Is it a matter of students not being able to do math or is it a matter of teachers not being trained to teach it in a way that aligns with the cognitive scientific research? #Math
SoRticle: Is It True that Some People Just Can’t Do Math? By @DTWillingham
Link: aft.org/sites/default/files/… #SoRticle
Bruce Wellman retweeted
If a child starts behind in reading, the odds of catching up fall fast:
• 49% in kindergarten
• 29% in first grade
• 18% in second
• 5% in third
We don’t have a third-grade reading crisis. We have an early learning problem. Great take, @ChadAldeman.
chadaldeman.com/p/do-not-wai…
Bruce Wellman retweeted
Strengthen your teaching and leadership with practical strategies, powerful insights, and ready-to-use resources.
lp.constantcontactpages.com/…
Bruce Wellman retweeted
🎙️ “Any assessment is a biased approach to capture something the assessor wants.” — Yong Zhao
In Ep 137 of #CoachingConversations, @YongZhaoEd challenges what schools really measure and why.
Power, politics, and what gets left out. - ICG Team
🎧 Listen here ow.ly/zOrf50WEwV7
Bruce Wellman retweeted
🚨 In Season 3, Ep. 1 of the Knowledge Matters Podcast, @dylanwiliam breaks it down:
“We can’t really increase the capacity of short-term memory. This is why knowledge matters.”
🎧 Listen now: knowledgematterscampaign.org…
#KnowledgeMatters
#CurriculumMatters
#ScienceOfLearning
Bruce Wellman retweeted
A study of beginning teachers in Missouri found that only 25% reported being observed by their mentors for at least one hour each month and 21% were not observed at all: bit.ly/4nigaUi
Bruce Wellman retweeted
Do teachers keep improving after their first few years on the job?
✅ Yes—just not as quickly.
📊 A review of 23 studies shows most teachers grow steadily for at least 15 years.
Read more: fordhaminstitute.org/nationa…