Mr Lee Bates @mrbates.bsky.social · 27/09/2026Great discussion. I’d have liked more on the affordances provided by cognitive tools. We often automatically label their use as “cognitive offloading”, when in many cases they may be better understood as cognitive augmentation I.e. enabling forms of thinking that otherwise wouldn’t be possible. 100
Mr Lee Bates @mrbates.bsky.social · 27/09/2026How Christian builds a single formal model that can then be used by students to test and extend their understanding of multiple concepts. 022
Reposted by Mr Lee BatesChristian Moore-Anderson @cmooreanderson.eurosky.social · 23/09/2026So, I trialed recording a "how I'd teach" video: How I get students to understand the symbols of stock and flow models. I learnt: buy a mic, remove the flicker, make sure the whole page can be seen. I'll make more through the year. www.youtube.com/watch?v=1YB-...youtube.comHow I teach students the symbols of stock and flow models (without PowerPoint)YouTube video by Christian Moore Anderson 281
Mr Lee Bates @mrbates.bsky.social · 23/09/2026Well it should be no surprise, teaching with a greater focus on meaning making makes the teaching itself more meaningful. 010
Reposted by Mr Lee BatesChristian Moore-Anderson @cmooreanderson.eurosky.social · 22/09/2026My latest post: A simple reason for why classroom questions often fail. And how to fix it using the power of variety. christianmooreanderson.com/why-classroo...christianmooreanderson.comWhy classroom questions often fail, and how to fix them – Christian Moore-AndersonEver experienced with silent classrooms when asking open-ended questions? This excerpt from Chapter 3 of Teaching Meaning breaks down why "guess what's in my he 1139
Reposted by Mr Lee Batesclarefeeneyuk.bsky.social @clarefeeneyuk.bsky.social · 08/09/2026In our whole-school T&L CPD today, I included @cmooreanderson.eurosky.social's work on live-modelling (diagrams), talk-rich classrooms and teaching without PowerPoint. It generated lots of really good discussion about active learning & inclusive classrooms. Thanks Christian. 173
Mr Lee Bates @mrbates.bsky.social · 27/08/2026Christian always points to the practicalities of what to do in the classroom if you want pupils to be doing the doing; doing the thinking; making their meaning. Engaging with Christian’s thinking has definitely helped my thinking and my practice. trevoraleo.substack.com/p/christian-...trevoraleo.substack.comChristian Moore-Anderson Talks Teaching Meaning and Cognitive ScienceEpisode Description 052
Mr Lee Bates @mrbates.bsky.social · 22/08/2026Starting from defined polarised extremes is a good but this particular discussion has mostly got stuck in those extremes. Because of this, most moderates often think the middle ground is a mixture of the two. Christian shows the middle can have a different perspective; one of interaction. 011
Reposted by Mr Lee BatesMr E @theniceman.bsky.social · 07/08/2026What is it like to start learning a new language for the first time? whoteacheslanguages.blogspot.com/2025/08/ling...whoteacheslanguages.blogspot.comLinguistics in Year 7I have been meaning for a while to write a post on the idea of Linguistics in schools and its relation to language teaching. Or more precis... 063
Reposted by Mr Lee BatesMr E @theniceman.bsky.social · 01/08/2026I always enjoy reading @didau.bsky.social. Not because I agree with him. But because he's honest and he thinks. 021
Mr Lee Bates @mrbates.bsky.social · 27/07/2026Christian eloquently describes a way of thinking about teaching that actually makes sense with the way we teach. 012
Reposted by Mr Lee BatesChristian Moore-Anderson @cmooreanderson.eurosky.social · 17/07/2026Meaning can't be transmitted. Many teachers I've spoken to haven't understood why. Chapter 1 of Teaching Meaning makes it easy to understand. Read it here: christianmooreanderson.com/wp-content/u... And check out my conversation with Drew discussing its consequences ↓↓ 0136
Reposted by Mr Lee BatesJeffrey Austin @jaustinedu.bsky.social · 11/07/2026The fundamental argument of the CogSci crowd is that students lack durable knowledge, so embodied processes won't work. Learning can only occur when students are explicitly given dots in a systemic, replicable way. The important knowledge students have from other contexts doesn't count. 171
Reposted by Mr Lee BatesNick Covington @covingtonedu.bsky.social · 20/05/2025I woke up still upset about this diagram. No recognition of humans as agents in their environment or as active sensemakers & constructors of knowledge & understanding. Just lay down on the floor, class, and collect information like water and I'm a human sprinkler! 5204
Mr Lee Bates @mrbates.bsky.social · 10/07/2026All cognition involves cognitive offloading. Cognition is action. Action is interaction. The thing we interact with provides constraints, affordances and tendencies. All cognition involves cognitive offloading. www.preprints.org/manuscript/2... 021
Reposted by Mr Lee BatesPeter Steidinger @psteidinger.bsky.social · 08/07/2026Kalyuga further develops his reflections on Gal’perin’s ‘Orienting Basis of Activity’ (OBA) by demonstrating that the debate over whether we should teach ‘general schemata’ (such as critical thinking) or ‘concrete, domain-specific facts’ is asking the wrong question. 1/4 #Kalyuga #Gal'perin #CLT 121
Reposted by Mr Lee BatesChristian Moore-Anderson @cmooreanderson.eurosky.social · 05/07/2026I loved this podcast episode, as always, by @rethinkingjames.bsky.social and with kindered spirit @bruceleeedu.bsky.social Extra bonus was hearing my book mentioned several times! drjamesmannion.substack.com/p/the-missin...drjamesmannion.substack.comThe missing science of how we learn - and the “barefoot unschool” that’s already living itThis might be the most important conversation I've had on the podcast – and I don't say that lightly. 076
Reposted by Mr Lee BatesJeffrey Austin @jaustinedu.bsky.social · 05/07/2026Stephen Vainker has researching and writing about the contradictions between these folks' stated positions and the pedagogies and practices at places like Alpha. stephenvainker.substack.com/p/the-scienc...stephenvainker.substack.comThe science of education, the science of learning, and an educational establishment all at seaThere is a difference between a scientific approach to education and a scientific approach to learning. 041
Reposted by Mr Lee BatesChristian Moore-Anderson @cmooreanderson.eurosky.social · 20/06/2026NEW POST: ● Understanding isn't just knowledge (and how we can teach it) → christianmooreanderson.com/understandin... 1229
Mr Lee Bates @mrbates.bsky.social · 03/07/2026Deeper concepts are by definition more powerful, they apply to a greater range of situations. But deeper concepts are also by definition more abstract, they are further removed from concrete experience. /1 110
Mr Lee Bates @mrbates.bsky.social · 28/06/2026Well described thoughts on the use of the term ‘lethal mutation’. 020
Mr Lee Bates @mrbates.bsky.social · 28/06/2026Learning is constructed. Do with that what you will, but know that learning is constructed. 000
Mr Lee Bates @mrbates.bsky.social · 28/06/2026Great way of seeing a useful difference between knowledge and understanding. 000
Reposted by Mr Lee BatesBernard Andrews @bernardandrews.bsky.social · 27/06/2026On knowing how to play a song... open.substack.com/pub/bernarda...open.substack.comKnowing how to play a songMy 7 year old son recently wanted to learn how to play ‘Peaches’ (a song by Jack Black from the Super Mario Bros film). 283
Mr Lee Bates @mrbates.bsky.social · 25/06/2026Learning is a positive feedback loop. Learning always leads to an increase in the potential to learn. 010
Reposted by Mr Lee BatesChristian Moore-Anderson @cmooreanderson.eurosky.social · 21/06/2026What a fantastic review of my book Teaching Meaning! Thank you :D 293
Mr Lee Bates @mrbates.bsky.social · 20/06/2026Knowledge task: doing something they have done before (no real variation) Understanding task: doing something they have not done before (variation around previous knowledge task) 152
Reposted by Mr Lee BatesStuart Rowntree @primarythink.bsky.social · 20/06/2026Love this. Dovetails with a post by @markmccourt.bsky.social Build curriculum so pupils do not simply meet knowledge, repeat knowledge or recall knowledge. They learn it clearly, return to it often, compare it carefully and use it in increasingly varied contexts. 352
Mr Lee Bates @mrbates.bsky.social · 20/06/2026If you would like a way to think about knowledge and understanding - here you go. If you would like to see how this applies to your teaching - again Christian provides. If you would like to see what makes the difference between teaching for better understanding - 👇😀👇 032
Mr Lee Bates @mrbates.bsky.social · 17/06/2026% confidence A straight forward metacognitive thinking task that reveals to them and to you. 000
Reposted by Mr Lee BatesChristian Moore-Anderson @cmooreanderson.eurosky.social · 15/06/2026On the workload front, Im actively trying to help. Im populating my website with my drawings, and if people bought into my teaching game, they'd not need to make a worksheet or slide deck again. They just need to understand the rules and moves (explained in my books). I'll soon be making videos, too 131
Mr Lee Bates @mrbates.bsky.social · 15/06/2026Every time you think you retrieve. Every time you act you retrieve. It’s always about what kind of thinking and action you want them to be doing. ‘Retrieval practice’ is intentionally placing the emphasis on the practice of retrieving during practice. 000
Mr Lee Bates @mrbates.bsky.social · 12/06/2026Take time to take in Christians way of teaching Biology. I started out a biology teacher and retrained to be a physics teacher because biology teaching felt fundamentally fact based. Christian shows us a different, more meaningful way to teach biology. 143
Mr Lee Bates @mrbates.bsky.social · 12/06/2026And internal imaginal sense making is also an action. It causes change just like every other action. 011
Reposted by Mr Lee BatesChristian Moore-Anderson @cmooreanderson.eurosky.social · 06/06/2026New post: ● The problem with "teaching consistency" ● christianmooreanderson.com/the-problem-... #EduSky #UKEd 1127
Mr Lee Bates @mrbates.bsky.social · 01/06/2026Intentionality is the most important thing when making decisions in complex situations. 000
Reposted by Mr Lee Batesoliver caviglioli @olicav.bsky.social · 02/04/2026This looks juicy and will, I'm sure, offer the more nuanced, finely-observed side of cognitive science, beyond the merely behavioural instantiation (that is temptingly simple to understand and convert into evaluation checklists). 294
Mr Lee Bates @mrbates.bsky.social · 30/05/2026When we focus more on the meaning the pupils are making, our teaching becomes more meaningful. 020
Reposted by Mr Lee BatesChristian Moore-Anderson @cmooreanderson.eurosky.social · 28/05/202611 ⭐⭐⭐⭐⭐ ratings already! For some time many EduBooks have covered similar concepts: cognitive load, memory, attention, and retrieval. But what does cognitive science say about sense-making and when telling isn't enough? Teaching Meaning offers something unique. 141
Mr Lee Bates @mrbates.bsky.social · 25/05/2026Play is an iterative interaction with something. The result is we learn something about that thing. Learning is an iterative interaction with something. The result is we learn something about that thing. Where is the distinction? 012
Mr Lee Bates @mrbates.bsky.social · 25/05/2026 If we find an explanation or method that works well, we should try it on and see where it fits. What we shouldn’t do is assume it will work for every situation. Too often we fall into the comforting but false trap of reductionism through linear logic. What meaning are they making? 000
Mr Lee Bates @mrbates.bsky.social · 23/05/2026Brilliant post Christian helps make sense of the distinction between instruction and learning. He helps clarify the reasons why an emphasis on instruction is highly beneficial but also when an emphasis on instruction is highly limiting. It helped me make meaning 😃 231
Reposted by Mr Lee BatesNeil Cohn @neilcohn.bsky.social · 21/05/2026It feels like there’s a lesson here for artists… 093
Reposted by Mr Lee BatesMr E @theniceman.bsky.social · 16/05/2026New Post whoteacheslanguages.blogspot.com/2026/05/coul...whoteacheslanguages.blogspot.comCould you design a worse system for making sure people don't study languages?If you wanted to design a system for making sure as few people as possible learn a language, our school system is perfect: "Transition" fro... 002
Mr Lee Bates @mrbates.bsky.social · 15/05/2026Learning is memory because both are dependent on a change in us. But learning is more importantly the process of change itself not just the result of the change. The change is dependent on meaning. 011
Reposted by Mr Lee BatesMr E @theniceman.bsky.social · 12/05/2026I once had a pupil who spent a whole weekend doing this whoteacheslanguages.blogspot.com/2022/11/dual... for the whole vocab list. She got an A.whoteacheslanguages.blogspot.comDual Coding works for Vocabulary LearningI am not going to start by defining Dual Coding. I'm going to show a powerful tool in learning Vocabulary and you can see if you agree that... 111