iiinova — where your digital self keeps evolving

Yes. If the P is high but R very low then growth rate will be low even if biomass is increasing.

But now I’m thinking the link between growth and p:r ratios is a misleading simplification.

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😃 I was thinking something like this.

If you take the time to explore Christian’s diagrams, (as his students would be doing), you will soon find they get you thinking and realising all sorts of novel relationships between concepts you have not connected before. A clear indicator of a great explanatory model.

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Mr Lee Bates @mrbates.bsky.social · 01/10/2026

Another great video. I would be tempted to add extra to help concretise their conceptualisation. Such as labelling each container as ‘glass’ & drawing a light above, maybe with a switch next to it to prompt another If Then Because. & to explicitly draw the 3 P:R situations as diff in plant size.

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Inception. Selling stories about selling stories and call it sold a story.

Mr Lee Bates @mrbates.bsky.social · 01/10/2026

The focus on memory is the focus on the product. Much better to focus on the act of learning, the process.

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Mr Lee Bates @mrbates.bsky.social · 29/09/2026

It feels like we need to be clear what is desirable in each situation. Is it the act of doing the process or is it the product? In education we nearly always need to use the product as a proxy for the ability to do the process but maybe we should mostly focus on the process & devalue the product.

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Great 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.

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How Christian builds a single formal model that can then be used by students to test and extend their understanding of multiple concepts.

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I would say learning is action that leads to change. I would say this aligns with your definition as all action is by necessity an interaction and all action presupposes the ability to interact which in itself is structurally dependent (physically or conceptually)

My concern about change in LTM is twofold. Firstly, it shifts the focus from the action of learning onto the outcome of the action. This allows people to believe that as long as they get the product the process is mostly inconsequential. Secondly, it often leads to reductive reasoning.

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Mr Lee Bates @mrbates.bsky.social · 25/09/2026

I think the only use for change in LTM is to push back against the potential belief that ‘I taught them, I asked them, they answered, so job done’ as being OK. Otherwise it does not make sense in any other respect as soon as you ask questions of it.

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Sacrilege. I wooed my wife by taking her to see Chris Martin singing Yellow. 😄Thanks Chris 👍🏻

Mr Lee Bates @mrbates.bsky.social · 25/09/2026

It will be Coldplay tomorrow.

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Mr Lee Bates @mrbates.bsky.social · 25/09/2026

If it cannot do intelligent accountability should it be doing unintelligent accountability? Is unintelligent accountability an overall positive? Has the system even tried to carry out intelligent accountability?

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Reposted by Mr Lee Bates

Christian Moore-Anderson @cmooreanderson.eurosky.social · 23/09/2026

So, 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.com

How I teach students the symbols of stock and flow models (without PowerPoint)

YouTube video by Christian Moore Anderson

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Mr Lee Bates @mrbates.bsky.social · 23/09/2026

Well it should be no surprise, teaching with a greater focus on meaning making makes the teaching itself more meaningful.

That’s a good idea Christian. I will do that with my Y12s.

I often add another layer by first asking them to begin the process of formalising their ideas on whiteboards and then use those whiteboards to help them discuss with partners. Thoughts are never preformed. They need formulating. Writing and speaking force formulation.

Yes but I think the microscopic perspective explains the macroscopic but not vice versa. Also, the movement of particles is more intuitively obvious to the pupils. So I would establish this first and build the macroscopic from there.

I would say the cause is the random movement. The concentration is a particular situation. And provide situations showing equal probability of movement per particle and so movement form one place to another correlates to the proportion of particles in one place vs the other.

its a thing of beauty Christian 😀

Looks coherent to me Christian 😃

The meaning of the model is not contained in the visual marks that we see. The meaning of the marks must be associated whilst constructing the model and to emphasise meaning being made by the pupil we need to emphasise that this must be a co-construction. It is not a matter of drawing an image.

Yes. When I say each of the elements of the model are obvious like energy moves or more energy make things move more or things that are held together are held together by something. But that does not mean the model becomes obvious or how to apply the model to each of the different situations.

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Yes. I can see a potential confusion and that’s with the way the negative feedback arrow needs to be drawn is opposite to the direction of the transfer of heat from particles to surface.

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This is the fundamental explanatory model. Each of the concepts in the model are already obvious to the pupils before they walk into the class. It’s just a matter of applying those obvious concepts to the situation.

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But like you say this might just be part of build the explanatory model in the previous lessons and your stock flow is a model to generate novel questions and thinking.

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I then draw the effect of each situation as different zoomed in areas at the surface. Energy given out -watery particles vs energy taken in -faster gas particles flying away.

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I then draw the particles getting closer with thicker bands vs further apart with thinner bands between and so far that there are no bands.

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I first of all show the change in energy of the particles. Could be a heat arrow to the bottle or from the bottle. And show how this affects motion. (Increasing vibration)

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Your visual focuses on how heat affects number of particles in liquid vs gaseous states. It is an alternative vehicle for provoking thinking but I’m not sure if it adds more than having a good understanding of ‘heat affects motion which changes effect of intermolecular forces on the particles’.

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Thinking about movement of particles (momentum) vs intermolecular forces opposing the movement (changing momentum). The contact with the surface affects the state because heat is transferred which affects the particles motion which changes the effect of the intermolecular forces on the particles.

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For me your visual representation is an abstraction that shifts away from the underlying explanatory model rather than an abstraction that shifts towards it.

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I also imagine many pupils will conflate evaporation with boiling & that will mean you will need to specify the term for each situation. You could keep the flow & name it boiling (ignoring evaporation) & just say there is a switching on & off from one flow to the other depending on the surface temp

I would omit the evaporation flow if you wanted to focus on making sense of condensation. Unless you also wanted to make the point that liquid can turn to a gas at temperatures below its boiling point. But that does complicate and increase uncertainty because other concepts need to be introduced.

I draw the varying attractive force between molecules as different number of, and/or thickness of lines connecting one molecule (circle) to the next. You could include this next to your examples of various boiling points.

Maybe draw the ‘water on surface box’ shorter so it only happens during the condensation and evaporation parts. And then draw the ‘remains as gas and deflects’ directly off the bottle by elongating this flow to reach the bottle (as the ‘water on surface’ part has been shortened.

Mr Lee Bates @mrbates.bsky.social · 18/09/2026

Ideas are a great substrate for interest to work on. 😃

Mr Lee Bates @mrbates.bsky.social · 18/09/2026

We need social media to be a functioning vehicle for educational discussion again. At the moment it is just the established voices that are heard by everyone. Nobody is proposing a consistent and coherent focus on the interactions that lead to learning apart from yourself Christian.

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Mr Lee Bates @mrbates.bsky.social · 15/09/2026

I remember thinking my daughter as a baby was amazing because she could instantly pick out the sheep amongst the page full of shapes and animals. But then I realised sheep was one of the things she had conceptualised and perceptualised. All the other variation was just a colourful amorphous mosaic.

Mr Lee Bates @mrbates.bsky.social · 15/09/2026

Variation along with the ability to conceptualise and perceptualise - the ability to abstract variation into ‘things’, and things about things. However, there is always variation, but the vast majority is ignored. Our job is to direct attention to make relevant variation salient.

clarefeeneyuk.bsky.social @clarefeeneyuk.bsky.social · 08/09/2026

Reposted by Mr Lee Bates

In 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.

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Mr Lee Bates @mrbates.bsky.social · 01/09/2026

Love that, as someone with no ability to form images in my mind I would have to say the experience is better 😄

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Mr Lee Bates @mrbates.bsky.social · 31/08/2026

What action leads to the changes that happen to us after reading a book? Was it the physical movement of the fingers or the eyes? Or was it the imaginal actions we were taking in the conceptual landscape? I believe all change happens via action. We just need to broaden our definition of action. /3

Mr Lee Bates @mrbates.bsky.social · 31/08/2026

If we open up to the possibility that action also happens within our internal imaginal internal sense making ‘environment’ then I believe we get much closer to the actual ‘action’ that leads to meaning making in our classrooms. /2