Paul Cline

Thanks for this - it explains an unease I’ve had for some time with this distinction but been unable to articulate.

Do you think this might also represents an element of ‘gate-keeping’ or even intellectual snobbery? (“Don’t use these terms because you’re not clever enough to use them properly!”)

Schemas vs Mental Models: Does the difference make a difference? Why the distinction between “schemas” and “mental models” tell us more more about our language than our minds.

“For a difference to be a difference, it must make a difference.”.
Education loves new distinctions, but unless they change what we do or how students learn, they’re just semantics. Are schemas and mental models really different or just two terms for the same thing? open.substack.com/pub/daviddid...

..any advice or useful research on Inclusive Teaching and it's impact would be hugely appreciated @markgoodrich.bsky.social @paulclinepsy.bsky.social @carlhendrick.substack.com @mrjlauder.bsky.social @mrmountstevens.bsky.social @jillberry102.bsky.social @dtwuva.bsky.social @jillberry102.bsky.social

From an EAL perspective (which has been a significant new priority for us) "Empowering EAL learners" by @joannakolota.bsky.social was really helpful

We found the Steplab paper really helpful too. I saw @trythisteaching.bsky.social speak on this at EdFest last summer who was excellent so may be able to offer more pointers/research. Similarly @sendmattersuk.bsky.social talk at T&L summit last Feb was very good.

Both have good books out!

NEW POST

Almost every school I know has a list of Teaching and Learning or curriculum "non-negotiables." But is that a good term to use in schools?

Please share if you can 🙏🙏

substack.com/home/post/p-...

The Dual Coding Delusion How dual coding theory became a victim of edu-mythology and why adding visuals won’t make your teaching more memorable.

A pictures worth a 1000 words, right? But when words and pictures pull in different directions, learning falls apart. My latest piece looks at where dual coding goes wrong and how to make visuals actually help students think. open.substack.com/pub/daviddid...

1. Zombie. The Cranberries
2. Superstition. Stevie Wonder
3. Thriller. Michael Jackson
4. For the dead. Gene
5. Ghostbusters. Ray Parker Jr

#FridayFive

That’s a new one on me!

I’m making lasagne tomorrow for a family gathering… do I dare?!

They could do a tour of different coffee shops & call it ‘a cup of Joe’

Bet Joe Wilkinson is feeling betrayed though 😂

Toasted pine nuts and dried apricots (yes, really!)

In this podcast and recent blogs I’ve talked about how attention might be at the heart of issues that look on the surface to be about other things (e.g. working memory, comprehension, intelligence etc).

Here’s a great recent example www.tandfonline.com/doi/full/10....

🧵1/2

Calling all psychology teachers out there!

I'd love to see some psychology-teaching focused discussion!

Took a bit of thought, but clever. One of my golden rules worked here (if you're baffled, assume an alternative - and slightly unconventional - definition, then play around with that). And don't be fooled by two word phrases which are intentionally designed to lead you astray!

That made me laugh. I also needed a letter but only because I'm an idiot (I came up with the right word and dismissed it because I misspelt in my head and was a letter short!)

Had fun delivering my own session on feedback - huge thank you to the lovely people who attended

A key point raised in the panel discussion by @clairestoneman.bsky.social was the importance of belonging for teachers - researchED definitely has a role to play in that for me!

Great day at #rEdCam25

Engaging & thought-provoking sessions from: @claresealy.bsky.social on the writing framework
@jonhutchinson.bsky.social on belonging
@johntomsett.bsky.social on great teachers
William Wadsworth on revision techniques

A big thank you to @tombennett71.bsky.social & the team

Having a terrific day at #rEdCam25

Seen some super sessions from @claresealy.bsky.social, @thebandb.bsky.social, the a youth shadow CAR panel, and @clairebadger.bsky.social talking about @innerdrive.bsky.social’s fantastic new book.

We all want children to feel like they 'belong' at school, but do we all agree what that means?

Fascinating deep dive by @jonhutchinson.bsky.social at #rEdCamb25 #researchEd

Today!!

Who's coming to #researchED Cambridge tomorrow?

Looking forward to some great sessions and catching up with people. I'll be talking about the mental models and decision-making underpinning good feedback:

The most influential study on scaffolding timing just failed replication. My latest on why this matters and what the evidence actually shows. carlhendrick.substack.com/p/we-need-to...

That’s very kind 🙏

Paul is a must see. Plus Cambridge on a chilly Autumn day is the best Cambridge.

Who's coming to #researchED Cambridge tomorrow?

Looking forward to some great sessions and catching up with people. I'll be talking about the mental models and decision-making underpinning good feedback:

researchED Cambridge 2025 Get ready for researchED Cambridge, a mind-blowing in-person event where educators, researchers, and enthusiasts come together to explore.

Tickets still available for this: www.eventbrite.co.uk/e/researched...

Learning Fast, Acting Slowly: AI and the Future of Schooling! A large minority of students say they hate AI—yet most use it daily. This post explores what’s really happening in schools: how teachers and students are using AI, the risks they fear, and how one …

A large minority of students at my school hate AI. They are not ambivalent or cautiously optimistic. They hate it. Almost all of them, though, report having used it recently to ‘learn something.’

How we are navigating the ‘AI revolution’

benjamindwhite.wordpress.com/2025/10/19/l...

I love this simply for the joy of the answer, such a wonderful word!