iiinova — where your digital self keeps evolving

Reposted by Christian Moore-Anderson

Jack Schneider @jackschneider.bsky.social · 16/10/2026

OK folks here it is -- my chapter on Zig Engelmann (who I interviewed back when he was alive) and his brainchild: "Direct Instruction." Pair this with Season 2 of Emily Hanford's *Sold a Story* podcast and decide for yourself what the "story" is.

researchgate.net

(PDF) Lessons of Last Resort: Direct Instruction

PDF | On Jan 1, 2014, Jack Schneider published Lessons of Last Resort: Direct Instruction | Find, read and cite all the research you need on ResearchGate

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Reposted by Christian Moore-Anderson

Adrian Neibauer @mrneibauer.bsky.social · 16h

I am excited to share that my book, The Redress of Teaching, is now available for preorder. It will be released on February 20, 2027. This means that I must begin shamelessly promoting myself. I would appreciate everyone sharing. Thanks! #TeacherSky #EduSky onesubjectpress.com/the-redress-...

onesubjectpress.com

The Redress of Teaching

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Christian Moore-Anderson @cmooreanderson.eurosky.social · 22h

When talking about Oracy, why does not one talk about @rethinkingjames.bsky.social research?

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Ed Finch @edfinch.bsky.social · 16/10/2026

Seems to me that the greatest determiner of whether a teacher (and an education system) will be successful and healthy in the long term is simply humility.

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Reposted by Christian Moore-Anderson

Mark Goodrich @markgoodrich.bsky.social · 16/10/2026

Banger of a post to announce your arrival on BlueSky! #MathsToday #EduSky

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Nick Covington @covingtonedu.bsky.social · 15/10/2026

Did I miss the part where Zig Engelmann was reading off a script and micromanaging student bodies and behavior? 🤔

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Nick Covington @covingtonedu.bsky.social · 14/10/2026

To the great frustration of economists who see gains in other sectors, human development remains resistant to our appeals to efficiency. It's the cost disease haunting education: despite paying teachers more each year, it still takes 365 days for a 6yo to become 7!

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Christian Moore-Anderson @cmooreanderson.eurosky.social · 13/10/2026

I generally get way more on Bluesky (and they stay reading for longer) than from LinkedIn. Despite the much larger userbase on Linkedin.

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Christian Moore-Anderson @cmooreanderson.eurosky.social · 12/10/2026

You know, I think what they say is true. The deeper I read into the debates about the details of evolution, the more confused I feel.

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Reposted by Christian Moore-Anderson

Adrian Neibauer @mrneibauer.bsky.social · 12/10/2026

My students have little practice with waiting. They get bored quickly and prefer fast-paced visual stimulation. Instead of yielding to this, I’m building trust with my students and teaching them that learning is worth the wait. #TeacherSky #EduSky adrianneibauer.substack.com/p/teaching-o...

adrianneibauer.substack.com

Teaching On Demand

Learning Cannot be Low-Effort Gratification

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Pedro De Bruyckere @thebandb.bsky.social · 12/10/2026

In 2016, 1 in 6 10-year-olds said they arrived at school tired every day. By 2023, it was 1 in 4. Tiredness is also linked to lower academic achievement. wp.me/p2nWPo-6gu

wp.me

https://wp.me/p2nWPo-6gu

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Christian Moore-Anderson @cmooreanderson.eurosky.social · 11/10/2026

Yes, agreed with that. Didn't von Foerster write a paper of sorts on that theme with thermodynamics

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Christian Moore-Anderson @cmooreanderson.eurosky.social · 11/10/2026

What is the question you ask here, which exception do you refer to? why would such a critical system in the human body be the only exception to what every natural system does?

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Christian Moore-Anderson @cmooreanderson.eurosky.social · 11/10/2026

For almost everyone nowadays. Teaching workload has become wild. But that's part of what I'm trying to remedy by providing a robust curriculum and lots of support.

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Reposted by Christian Moore-Anderson

Mark Goodrich @markgoodrich.bsky.social · 11/10/2026

Hi #EduSky and apologies again for being a day late again with my #Saturday3 with yesterday being crazily busy. Normal service should be resumed next week after I have changed time zones…

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Christian Moore-Anderson @cmooreanderson.eurosky.social · 10/10/2026

Any good links that give an overview, Peter?

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Reposted by Christian Moore-Anderson

whipmawhopma.bsky.social @whipmawhopma.bsky.social · 10/10/2026

Found this very interesting! I've always found it very difficult/limiting to teach using materials that someone else prepared. It skips some steps that I find it necessary to work through for myself. A sketch of the process: 1. Engaging with the subject myself. (Multiple steps/loops.)

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Christian Moore-Anderson @cmooreanderson.eurosky.social · 10/10/2026

They obtain resources and deliver them, creating a loop between the students and the resources.

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Christian Moore-Anderson @cmooreanderson.eurosky.social · 10/10/2026

The main problem I perceive is when teachers are not involved in the lesson plan. So, it's possible for a teacher to make their own slides and teach them with the meaning they have made of them. But, nowadays, many teachers are buying and collecting slide decks, so they are not in the loop.

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Caroline Keep @ka83k.bsky.social · 10/10/2026

Worry about this. A pen and a board is really important. I often use them (and slides) but your tech goes down and it's a critical skill. Also just being able to explain in other ways using drawings and language. Seen a decline in the whiteboard pen over years too.

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Christian Moore-Anderson @cmooreanderson.eurosky.social · 10/10/2026

Yes. The teachers who get into the curriculum end up having long conversations with me about the content

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Christian Moore-Anderson @cmooreanderson.eurosky.social · 10/10/2026

In my case, being around to support, let them observe me whenever they want, and allowing them to make their own resources that follow the curriculum. But, so far, the making of new resources has been seen as too much work, so they haven’t.

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Christian Moore-Anderson @cmooreanderson.eurosky.social · 10/10/2026

They all found the ideas of revealing understanding novel and difficult. They were all used to just giving questions and answers, they didnt know how to converse about ideas, it what to look for in an open writing task.

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Christian Moore-Anderson @cmooreanderson.eurosky.social · 10/10/2026

One resorted to displaying my models and having students just copy them from the board, and then explain them to each other. Another copied sections of the models into slides and showed them sequentially. Two embraced the challenge of coconstruction, but one just talked while drawing the model.

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Christian Moore-Anderson @cmooreanderson.eurosky.social · 10/10/2026

...Teachers are allowed to make their own slides, (following the curriculum). They are encouraged to feel comfortable in how they teach it). The big problem they have is not having slides to drive the lesson and having to drive it themselves. It's really new for them.

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Christian Moore-Anderson @cmooreanderson.eurosky.social · 10/10/2026

...showing what lesson we're all on, and they can see my pace (although, it's typically one model per lesson). They have a set of basic knowledge questions detailing the content in short answer questions. The document is printed for students and follows the sequence of the lessons...

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Christian Moore-Anderson @cmooreanderson.eurosky.social · 10/10/2026

There is a model for each lesson, all packaged in nice folders for them to see the exact sequence. Practicals, simulations, videos included. There's a curriculum document with extra information, including sequence and ideas about topic's meaning and direction. There's a joint planning document...

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Christian Moore-Anderson @cmooreanderson.eurosky.social · 09/10/2026

Yes, absolutely. Its still the fundamental premise of much of enactivism. Maturana and Varela applied autopoiesis just to the cell. Varela's concept of autonomy was his way of generalising beyond the cell what could be generalised of the idea of the recursive organisation.

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Christian Moore-Anderson @cmooreanderson.eurosky.social · 09/10/2026

This is what I meant a while ago on how people want to perceive the idea of memory and storage. However, the term storage had enough baggage that von Foerster, Maturana, and Varela did not like it. Von Foerster challenged people to explain how you could "retrieve" what was stored.

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Christian Moore-Anderson @cmooreanderson.eurosky.social · 09/10/2026

There was some excitement that work on active inference was the sort of thing that would work well with enactivism. Although I believe there is still debate about the problem of underlying assumptions being different in places.

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Christian Moore-Anderson @cmooreanderson.eurosky.social · 09/10/2026

And here is Maturana and Varela in The Tree of Knowledge:

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Christian Moore-Anderson @cmooreanderson.eurosky.social · 09/10/2026

That's where their premise of structural coupling came from, which is what I'm referring to when I discuss learning loops. Here's an example that Maturana once gave:

MATURANA: On certain occasions I use the example of an instrument flight when I want to explain the difference between the internal operational dynamics of a system and what happens in the domain of interactions of the system as a whole. Imagine pilots sitting in the cockpit and flying a plane in complete darkness. They have no immediate access to the external world nor do they need it, they act on the basis of measurement values and indicators, employing their instruments when the values change or particular combinations of values emerge. They establish sensorimotor correlations in order to keep the relevant values within specified limits. When the plane has landed, friends and colleagues may appear who have observed the plane arrive, and congratulate the pilots on their successful and admirable landing in thick fog and dangerous storms. The pilots are confused and ask: “What storm? What fog? What are you talking about? We just handled our instruments!” You see: What happened outside the plane was irrelevant and without meaning to the operational dynamics inside the plane.

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Christian Moore-Anderson @cmooreanderson.eurosky.social · 09/10/2026

They can't say anything about the perturbation itself.

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Christian Moore-Anderson @cmooreanderson.eurosky.social · 09/10/2026

Whatever you sense, in whatever part of the body, a triggered impulse is always just that. As impulses are always the same, there can be no differentiated information. E.g. neurons can only say "pressure here" and "more pressure here".

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Christian Moore-Anderson @cmooreanderson.eurosky.social · 09/10/2026

The premise is, then, that external perturbations can only ever trigger the nervous system to act; signals can't enter. von Foerster says that he and Maturana were the first to really think about the consequences of Johannes Müller's work on neurons: all neurons fire impulses in the exact same way.

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Christian Moore-Anderson @cmooreanderson.eurosky.social · 09/10/2026

The principal idea can be traced back to something more fundamental: recursion, which was a topic von Foerster, Maturana, and then Varela, explored deeply. The nervous system, as it has no direct access to anything outside it, is a recursive system. It only ever "speaks" to itself.

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Christian Moore-Anderson @cmooreanderson.eurosky.social · 09/10/2026

The beginning of the work on the autonomy of the nervous system started with Maturana and Varela. It states that no information can enter the system, and, therefore, nothing can enter to be stored. These ideas originated in the 70s/80s in von Foerster's Biological Computer Lab

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Christian Moore-Anderson @cmooreanderson.eurosky.social · 09/10/2026

I have read, quite a lot of second order cybernetics, which was the foundation of enactivism, and then enactivism itself. So, works by von Foerster, Maturana, Varela, Thompson, and Di Paolo, plus so many more papers. I refer to the nervous system because that's how they discuss it.

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Christian Moore-Anderson @cmooreanderson.eurosky.social · 09/10/2026

Even so, the fundamentals of enactivism prevent the idea (if you follow this paradigm) the very idea that information can enter and be stored in the nervous system.

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Christian Moore-Anderson @cmooreanderson.eurosky.social · 09/10/2026

I'm also interested why you think that. One of enactivism's core assumptions is the rejection of representationism. Going back to the founding work, Maturana and Varela's, the nervous system is assumed autonomous, and therefore, that no information can enter from the outside to be stored.

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Christian Moore-Anderson @cmooreanderson.eurosky.social · 09/10/2026

It's a an uphill task for sure. My efforts have been in making it easier for teachers to switch through my books, posts, diagrams and, now, videos on teaching certain things in biology. It's there for when people want it.

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Christian Moore-Anderson @cmooreanderson.eurosky.social · 09/10/2026

Definitely a worry. But also a calling. We must help change it by bring forth new learning loops between us and new teachers.

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Christian Moore-Anderson @cmooreanderson.eurosky.social · 09/10/2026

They must experience slides so much through their day.

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Christian Moore-Anderson @cmooreanderson.eurosky.social · 09/10/2026

For me, this is a problem. If you see teaching from an enactive perspective, then the loop is the learning. It isn't what's stored in the brain, but the learning to act in the loop. And, therefore, that loop should be driven, not by slides, but by the teacher.

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