the disruptive educator
Caiti WadeBring evidence into the classroom. Exactly where it should be.
| Platform |  | Pricing | Only free issues | Publishes | Weekly |
|---|---|---|---|---|---|
| Issues | 36 | Founded | 3 years ago | Last Issue | 7 days ago |
| Active | |||||
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thedisruptiveeducator.substack.comLatest Issues
weaponising naplan: how underachievement is being used to indict explicit instruction
It’s the talk of edu-media everywhere this week, if you consider everywhere to really just mean Australia. There’s probably good reason for this. NAPLAN is one of the few consistent national measures that exists in Australia for tracking st...
the most dangerous belief you'll never write in a lesson plan
“Ability is the consequence, not the cause, of what children learn.”
- Graham Nuthall, The Hidden Lives of Learners
It’s currently 6:30 am on the Sunshine Coast. Getting here involved a pre-4 am alarm and a drive in the dark - both deci...
who's really teaching helplessness?
Term 3 is in full swing here in Australia, and in great news, I did not forget how to teach over the holidays. This was particularly fortunate for me, considering I then spent a good portion of my holidays and the start of term sick. In cla...
the terrifying low-variance curriculum (and other urban legends)
Myths on low-variance curriculum? See here for even more of these: how to take down an argument and not an individual: low-variance doesn't mean no variance
Did I really need to write another1 post on autonomy and/or low-variance cu...
everyone has an opinion on school
My week started off, as many of mine do, wonderfully.
On Monday, I was lucky enough to attend a professional development session on responsive teaching and retrieval practice presented by Carl Hendrick himself. When I say I barely slept S...
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| Subscribers | Engagement | 75 | Monthly Web Visits | ||
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Authors
The writers behind this newsletter.
Science of learning expert and secondary maths educator committed to disrupting educational myths and turning research into classroom reality. I write about what works, what doesn’t, and why it matters for student learning.
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