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Peps

@PepsMccrea

May 18

🔥 15 hottest edu-research papers from the last 15 weeks:

(all open source 🔓)

↓

1/ Study on teacher enthusiasm

→ finds that teachers who see themselves as enthusiastic use more positive lingo, but students don’t always pick up on this.

bpspsychub.onlinelibrary.wiley.com/doi/10.1111/bj…

2/ Study testing student confidence rating of answers

→ finds it shifts the focus from understanding to memorisation, making knowledge harder to apply.

link.springer.com/article/10.100…

Read 16 tweets

Peps

@PepsMccrea

May 11

The most important idea when it comes to AI & education:

WHOEVER DOES THE THINKING GETS THE LEARNING

More:

↓

AI is coming—thick & fast.

LLM’s like ChatGPT are outperforming humans at an ever-increasing range of tasks, their adoption is spreading quicker than any technology before, and they are the least intelligent they will ever be.

However, just because AI is powerful doesn’t mean that it’s good for learning.

Setting aside issues related to accuracy, bias, and privacy—the current generation of LLMs are optimised for helping users SOLVE PROBLEMS, not helping users GET BETTER AT SOLVING PROBLEMS.

Read 11 tweets

Peps

@PepsMccrea

Apr 27

Many students recognise the power of spacing their study.

However, few manage to make it work consistently in practice.

@examstudyexpert suggests that spacing rituals can help students overcome this knowing-doing gap.

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Our brains are selective when it comes to building knowledge.

We typically forget most academic content we encounter... unless we take proactive steps to remember it.

One of the most effective approaches entails retrieving ideas multiple times over increasingly distributed time intervals.

(aka spaced retrieval practice)

Read 15 tweets

Peps

@PepsMccrea

Apr 6

One of the most effective ways to drive effective inclusion is to make our teaching ‘accessible by default’.

Let's dig into what that means:

↓

‘Accessible design’ is a well-established concept in other sectors.

Ramps in buildings, braille in lifts, websites that work with screen readers—these all help more people access what's already there.

Classrooms should be no different.

Accessible design in teaching means making lessons as usable as possible from the outset, for as wide a range of students as possible.

Then, only adapting further when necessary—and in the lightest-touch way.

(rather than leaning into personalisation, such as with UDL)

Read 12 tweets

Peps

@PepsMccrea

Mar 30

The double-edged sword of SEND labels:

↓

Labels play an important role in education. They help students access targeted support and guide us in responding to particular needs.

However, they can also have unintended downsides—they are a double-edged sword.

Labels can influence expectations.

Teachers who know a student’s diagnosis can—often unconsciously—lower their expectations, asking fewer complex questions or offering less peer collaboration.

journals.sagepub.com/doi/abs/10.117…

Read 13 tweets

Peps

@PepsMccrea

Mar 23

*Diagnostic overshadowing* can thwart inclusive teaching.

What's useful for teachers to know:

↓

Diagnostic overshadowing is a term originating in medical contexts (and introduced to me by @Barker_J).

It describes the phenomenon where doctors inadvertently place too much emphasis on a patient's diagnosis, overshadowing other significant health concerns.

For example, a patient diagnosed with depression might have their physical symptoms—like fatigue or headaches—mistakenly attributed to their mental health condition, potentially overlooking a critical underlying physical illness requiring separate treatment.

Read 13 tweets

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