Christian Moore-Anderson
@cmooreanderson.bsky.social
● Biology Teacher (11–18)
● Author of Teaching Meaning, Difference Maker, and Biology Made Real
● Interested in enactive cognitive science in teaching
Blog: rb.gy/dyi5a
● Author of Teaching Meaning, Difference Maker, and Biology Made Real
● Interested in enactive cognitive science in teaching
Blog: rb.gy/dyi5a
Reposted by Christian Moore-Anderson
A great thread on learning and curriculum and SO, SO relevant to English too. Curriculum is about thinking and doing in the subject, growing through connections, and 'knowledge made, not given' (Harold Rosen).
The other day, @agittner.bsky.social prompted me to describe how I would teach a concept.
I found it almost impossible.
And, it had me wondering why, a full time biology teacher, head of biology, & someone who has written so much on biology education, couldn't do it easily.
Here's my answer 🧵
I found it almost impossible.
And, it had me wondering why, a full time biology teacher, head of biology, & someone who has written so much on biology education, couldn't do it easily.
Here's my answer 🧵
February 13, 2026 at 5:51 PM
A great thread on learning and curriculum and SO, SO relevant to English too. Curriculum is about thinking and doing in the subject, growing through connections, and 'knowledge made, not given' (Harold Rosen).
Reposted by Christian Moore-Anderson
Is anyone else having ‘Research shows’ fatigue in their student body?
My classes yesterday were muttering about ‘if they hear ‘research shows…’ again etc’
My classes yesterday were muttering about ‘if they hear ‘research shows…’ again etc’
February 14, 2026 at 7:41 AM
Is anyone else having ‘Research shows’ fatigue in their student body?
My classes yesterday were muttering about ‘if they hear ‘research shows…’ again etc’
My classes yesterday were muttering about ‘if they hear ‘research shows…’ again etc’
It won't disappoint ;) This is my third book and I've been able to mature the ideas. It should feel very "fresh".
February 14, 2026 at 8:19 AM
It won't disappoint ;) This is my third book and I've been able to mature the ideas. It should feel very "fresh".
Alas no videos. Although, soon my new book will be published explaining this. It's based on enactive cognitive science. This is a different field of cognitive science to classical cognitivism (the currently popular one), it's starts with different principles, and you get different consequences.
February 14, 2026 at 7:51 AM
Alas no videos. Although, soon my new book will be published explaining this. It's based on enactive cognitive science. This is a different field of cognitive science to classical cognitivism (the currently popular one), it's starts with different principles, and you get different consequences.
Reposted by Christian Moore-Anderson
I love this approach to teaching and it resonates with what I do in RS. Today Y7 learned about literal and metaphorical interpretations of the Biblical creation story - but that built upon ways of thinking about religions and worldviews that we began in lesson 1 , an understanding of...
The other day, @agittner.bsky.social prompted me to describe how I would teach a concept.
I found it almost impossible.
And, it had me wondering why, a full time biology teacher, head of biology, & someone who has written so much on biology education, couldn't do it easily.
Here's my answer 🧵
I found it almost impossible.
And, it had me wondering why, a full time biology teacher, head of biology, & someone who has written so much on biology education, couldn't do it easily.
Here's my answer 🧵
February 13, 2026 at 5:26 PM
I love this approach to teaching and it resonates with what I do in RS. Today Y7 learned about literal and metaphorical interpretations of the Biblical creation story - but that built upon ways of thinking about religions and worldviews that we began in lesson 1 , an understanding of...
Reposted by Christian Moore-Anderson
Please enjoy our research paper on how Bluesky is the preferred home of academics of all stripes, including professors of rare moths. (Yes, we actually have lots of entomologists here).
academic.oup.com/icb/article-... 🧪
academic.oup.com/icb/article-... 🧪
February 12, 2026 at 3:03 PM
Please enjoy our research paper on how Bluesky is the preferred home of academics of all stripes, including professors of rare moths. (Yes, we actually have lots of entomologists here).
academic.oup.com/icb/article-... 🧪
academic.oup.com/icb/article-... 🧪
Reposted by Christian Moore-Anderson
Excellent🧵with another refreshing interrogation of (over-simplified) cogsci thinking.
How learning happens incrementally over time as students develop meaning through immersion in the discipline.
How learning happens incrementally over time as students develop meaning through immersion in the discipline.
The other day, @agittner.bsky.social prompted me to describe how I would teach a concept.
I found it almost impossible.
And, it had me wondering why, a full time biology teacher, head of biology, & someone who has written so much on biology education, couldn't do it easily.
Here's my answer 🧵
I found it almost impossible.
And, it had me wondering why, a full time biology teacher, head of biology, & someone who has written so much on biology education, couldn't do it easily.
Here's my answer 🧵
February 13, 2026 at 9:43 AM
Excellent🧵with another refreshing interrogation of (over-simplified) cogsci thinking.
How learning happens incrementally over time as students develop meaning through immersion in the discipline.
How learning happens incrementally over time as students develop meaning through immersion in the discipline.
Ah, there's the problem. The book is written, but my wife still needs to turn it into a book. My kids don't let us advance quickly. The paperback will be sold on Amazon, and the ebook in most places. We're hoping in a month...
February 13, 2026 at 1:00 PM
Ah, there's the problem. The book is written, but my wife still needs to turn it into a book. My kids don't let us advance quickly. The paperback will be sold on Amazon, and the ebook in most places. We're hoping in a month...
One problem in Difference Maker was trying to cover too much ground at times. And this comes back to the problem I mentioned: it's so unfamiliar that everything has to be explained. In Teaching Meaning, I wanted to cover the core principles well and accessibly.
February 13, 2026 at 12:54 PM
One problem in Difference Maker was trying to cover too much ground at times. And this comes back to the problem I mentioned: it's so unfamiliar that everything has to be explained. In Teaching Meaning, I wanted to cover the core principles well and accessibly.
Difference Maker was tightly focused on biology teaching, whereas Teaching Meaning zooms out. My ideas have a more mature form and new ones have been included in Teaching Meaning. My writing is better also. But there is, of course, overlap between the books.
February 13, 2026 at 12:54 PM
Difference Maker was tightly focused on biology teaching, whereas Teaching Meaning zooms out. My ideas have a more mature form and new ones have been included in Teaching Meaning. My writing is better also. But there is, of course, overlap between the books.
Difference Maker was where I wanted to show this different way of teaching and learning. It is full of examples of lessons, with one being 3000 words long. However, some people love it, some people wanted something easier.
Teaching Meaning will explain the general ideas for teachers of any subject.
Teaching Meaning will explain the general ideas for teachers of any subject.
February 13, 2026 at 12:54 PM
Difference Maker was where I wanted to show this different way of teaching and learning. It is full of examples of lessons, with one being 3000 words long. However, some people love it, some people wanted something easier.
Teaching Meaning will explain the general ideas for teachers of any subject.
Teaching Meaning will explain the general ideas for teachers of any subject.
By the way, I do have a post on teaching photosynthesis, but its focus is on its relationship with respiration.
cmooreanderson.wixsite.com/teachingbiol...
cmooreanderson.wixsite.com/teachingbiol...
How I teach the relationship between photosynthesis & respiration in plants (without PowerPoint)
The relationship between photosynthesis and respiration—within an individual plant—isn't easy for students. Often I find, they've been bombarded with the respiration equation to have them memorise it,...
cmooreanderson.wixsite.com
February 13, 2026 at 12:48 PM
By the way, I do have a post on teaching photosynthesis, but its focus is on its relationship with respiration.
cmooreanderson.wixsite.com/teachingbiol...
cmooreanderson.wixsite.com/teachingbiol...
And yes, my students comment all the time about how my teaching is quite different. They like it. They especially like model building through inference and conversation.
February 13, 2026 at 12:48 PM
And yes, my students comment all the time about how my teaching is quite different. They like it. They especially like model building through inference and conversation.
If biology had less curricular content, then I may have some more time to show exam questions. But, if I actually had more time, I reckon I'd spend more time developing my students ability to infer and explain from models. Rather than just feedback, time to rewrite, for example.
February 13, 2026 at 12:48 PM
If biology had less curricular content, then I may have some more time to show exam questions. But, if I actually had more time, I reckon I'd spend more time developing my students ability to infer and explain from models. Rather than just feedback, time to rewrite, for example.
I teach IGCSE biology and then IB biology. My lessons are dominated by model building, conversation, and inference. Sometimes, I'll show them an exam question. However, most exam technique practice I save for the months before final exams (and end of term tests).
February 13, 2026 at 12:48 PM
I teach IGCSE biology and then IB biology. My lessons are dominated by model building, conversation, and inference. Sometimes, I'll show them an exam question. However, most exam technique practice I save for the months before final exams (and end of term tests).
Reposted by Christian Moore-Anderson
This looks very interesting indeed - CC @cmooreanderson.bsky.social
@olicav.bsky.social
@literacyengine.bsky.social
@mrbates.bsky.social
#VisualLiteracy
@olicav.bsky.social
@literacyengine.bsky.social
@mrbates.bsky.social
#VisualLiteracy
After taking 7 years to write and draw, my new graphic novel, Speaking in Pictures, about language, cognition, comics, and visual communication is out in less than a week! At long last! www.visuallanguagelab.com/sip
February 13, 2026 at 12:24 PM
This looks very interesting indeed - CC @cmooreanderson.bsky.social
@olicav.bsky.social
@literacyengine.bsky.social
@mrbates.bsky.social
#VisualLiteracy
@olicav.bsky.social
@literacyengine.bsky.social
@mrbates.bsky.social
#VisualLiteracy
I hope Teaching Meaning will do some of that work.
February 13, 2026 at 10:27 AM
I hope Teaching Meaning will do some of that work.
My work is never done! It just keeps evolving.
But, the parts, what are they? How to coordinate meanings and a way of doing biology? We'll I've been working heavily on those too. That was "Difference Maker", but I've got more to say in "Teaching Meaning".
But, the parts, what are they? How to coordinate meanings and a way of doing biology? We'll I've been working heavily on those too. That was "Difference Maker", but I've got more to say in "Teaching Meaning".
February 13, 2026 at 9:11 AM
My work is never done! It just keeps evolving.
But, the parts, what are they? How to coordinate meanings and a way of doing biology? We'll I've been working heavily on those too. That was "Difference Maker", but I've got more to say in "Teaching Meaning".
But, the parts, what are they? How to coordinate meanings and a way of doing biology? We'll I've been working heavily on those too. That was "Difference Maker", but I've got more to say in "Teaching Meaning".
Reposted by Christian Moore-Anderson
What makes information processing in biological systems radically different from information processing in AI?
Here I claim that information processing in living systems is NECESSARILY qualitative because organisms love life & avoid death !
Because they have an end, the have an end, a goal: life!
Here I claim that information processing in living systems is NECESSARILY qualitative because organisms love life & avoid death !
Because they have an end, the have an end, a goal: life!
The No Body Problem: Intelligence and Selfhood in Biological and Artificial Systems osf.io/preprints/ps...
OSF
osf.io
February 13, 2026 at 8:44 AM
What makes information processing in biological systems radically different from information processing in AI?
Here I claim that information processing in living systems is NECESSARILY qualitative because organisms love life & avoid death !
Because they have an end, the have an end, a goal: life!
Here I claim that information processing in living systems is NECESSARILY qualitative because organisms love life & avoid death !
Because they have an end, the have an end, a goal: life!
This is a special type of content.
It's enacting a way of doing your subject.
It's "metacontent", a special kind of content that can only be coordinated together in conversing.
And which makes any of your lessons dependent on a history of conversations.
It's enacting a way of doing your subject.
It's "metacontent", a special kind of content that can only be coordinated together in conversing.
And which makes any of your lessons dependent on a history of conversations.
February 13, 2026 at 8:03 AM
This is a special type of content.
It's enacting a way of doing your subject.
It's "metacontent", a special kind of content that can only be coordinated together in conversing.
And which makes any of your lessons dependent on a history of conversations.
It's enacting a way of doing your subject.
It's "metacontent", a special kind of content that can only be coordinated together in conversing.
And which makes any of your lessons dependent on a history of conversations.
Yet, even when teaching isolated topics, my students and I are still coordinating a way of approaching biology, a way of doing biology. We're coordinating a sense of "what matters" and "how to talk about it", "how to act with it"...
February 13, 2026 at 8:03 AM
Yet, even when teaching isolated topics, my students and I are still coordinating a way of approaching biology, a way of doing biology. We're coordinating a sense of "what matters" and "how to talk about it", "how to act with it"...
Of course, there are times I have to teach something quite isolated, with tenuous connections to other topics.
Here, my teaching may present differently. But it would be an exception, and describing my teaching this way would misrepresent what I do...
Here, my teaching may present differently. But it would be an exception, and describing my teaching this way would misrepresent what I do...
February 13, 2026 at 8:03 AM
Of course, there are times I have to teach something quite isolated, with tenuous connections to other topics.
Here, my teaching may present differently. But it would be an exception, and describing my teaching this way would misrepresent what I do...
Here, my teaching may present differently. But it would be an exception, and describing my teaching this way would misrepresent what I do...
My argument is that if a teacher begins teaching photosynthesis and it is totally new to students, something has failed.
Possibly due to seeing curriculum as a sequence of knowledge acquisition.
Curriculum isn't this. It's a coordination of meanings enacted between teachers and students...
Possibly due to seeing curriculum as a sequence of knowledge acquisition.
Curriculum isn't this. It's a coordination of meanings enacted between teachers and students...
February 13, 2026 at 8:03 AM
My argument is that if a teacher begins teaching photosynthesis and it is totally new to students, something has failed.
Possibly due to seeing curriculum as a sequence of knowledge acquisition.
Curriculum isn't this. It's a coordination of meanings enacted between teachers and students...
Possibly due to seeing curriculum as a sequence of knowledge acquisition.
Curriculum isn't this. It's a coordination of meanings enacted between teachers and students...
Why do I find it hard to describe a single isolated lesson?
Because, with an enactive cognitive science perspective, that lesson is utterly inseparable from our history of coordination of meanings.
Photosynthesis isn't something new to my students, it merges with a deeper meaning enacted over time.
Because, with an enactive cognitive science perspective, that lesson is utterly inseparable from our history of coordination of meanings.
Photosynthesis isn't something new to my students, it merges with a deeper meaning enacted over time.
February 13, 2026 at 8:03 AM
Why do I find it hard to describe a single isolated lesson?
Because, with an enactive cognitive science perspective, that lesson is utterly inseparable from our history of coordination of meanings.
Photosynthesis isn't something new to my students, it merges with a deeper meaning enacted over time.
Because, with an enactive cognitive science perspective, that lesson is utterly inseparable from our history of coordination of meanings.
Photosynthesis isn't something new to my students, it merges with a deeper meaning enacted over time.
From day one, we begin coordinating a way of approaching biology and any new content.
We learn that some organisms are "makers" of their own organic molecules, whereas others are "takers".
We talk about organisms as adaptive agents, responding to preserve their way of being...
We learn that some organisms are "makers" of their own organic molecules, whereas others are "takers".
We talk about organisms as adaptive agents, responding to preserve their way of being...
February 13, 2026 at 8:03 AM
From day one, we begin coordinating a way of approaching biology and any new content.
We learn that some organisms are "makers" of their own organic molecules, whereas others are "takers".
We talk about organisms as adaptive agents, responding to preserve their way of being...
We learn that some organisms are "makers" of their own organic molecules, whereas others are "takers".
We talk about organisms as adaptive agents, responding to preserve their way of being...