Please listen to comments from pediatrician @drdyanhes.
Especially BC she starts w/:
“I’m probably one of my only colleagues or peers that can be here today, because I am not tied to a hospital or organization that refuses to let pediatricians speak out against @AmerAcadPeds.”
.@drdyanhes is pro-vaccine, pro-public health, she has been on the front lines of vaccination, but she cannot find sense in toddler mask mandates as a motivation.
Please hear her full comments:
1/2
.@drdyanhes is seeing more young kids w/ speech delays.
And she is seeing a huge wait list for Early Intervention services, in a city where most cannot afford to pay for private speech therapy.
“What does NYC know that the rest of the world doesn’t” about masking toddlers?
*she cannot find sense in toddler mask mandates as a mitigation, that is. (Two tweets above this one.)
.@C_Hendrick’s keynote at @researchED_US was astoundingly good.
I caught most of it on video…
Sorry that it’s in Tweetable chunks, but I promise that it’s worth the headache of pressing Play a few times.
What is learning, Carl asks?
The problem is that learning is highly counterintuitive.
How we think we learn, and how we actually learn, are more often than not very far apart.
@C_Hendrick
@C_Hendrick As he outlines the six paradoxes of learning, @C_Hendrick speaks personally about #2, the difference between working memory and long-term memory.
“I had no idea about this for the first 5 years of my teaching.”
They were once familiar to, and believed by, @MrZachG.
“I’m not a contrarian. I believed what I was told” in teacher preparation.
At @researchED_US:
His learning journey brought him to more effective practices.
@MrZachG details Project Follow Through, a massive US study of instructional approaches that showed the relative effectiveness of explicit instruction vs more popular approaches.
@MrZachG In his podcast, @MrZachG goes into detail on Project Follow Through with some of the original participants, including Linda Carnine: