The outrage is not that she fit better. The outrage is that she stated very firmly on national television with no caveat, that there are no conditions not improved by exercise. Many people with viral sequelae have been saying for years that exercise has made them more disabled 1/
Why is it such a source of collective outrage that a person with fatigue following a viral illness gets better?https://t.co/5lcwQBPLU5
— Trisha Greenhalgh \U0001f637 #CovidIsAirborne (@trishgreenhalgh) January 30, 2021
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A #prodmgmt thread 👇
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Sum up Product Management in 4 words or less. \U0001f609
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MVP (Minimum Viable Product) or MLP (Minimum Lovable Product)? \u2764\ufe0f
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UI/UX are not just add-ons for a product. They\u2019re critical elements that need care, research, and a Product Manager\u2019s full attention.
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Working on a newsletter edition about deliberate practice.
Deliberate practice is crucial if you want to reach expert level in any skill, but what is it, and how can it help you learn more precisely?
A thread based on @augustbradley's conversation with the late Anders Ericsson.
You can find my complete notes from the conversation in my public Roam graph:
https://t.co/Z5bXHsg3oc
The entire conversation is on
The 10,000-hour 'rule' was based on Ericsson's research, but simple practice is not enough for mastery.
We need teachers and coaches to give us feedback on how we're doing to adjust our actions effectively. Technology can help us by providing short feedback loops.
There's purposeful and deliberate practice.
In purposeful practice, you gain breakthroughs by trying out different techniques you find on your own.
In deliberate practice, an expert tells you what to improve on and how to do it, and then you do that (while getting feedback).
It's possible to come to powerful techniques through purposeful practice, but it's always a gamble.
Deliberate practice is possible with a map of the domain and a recommended way to move through it. This makes success more likely.
Deliberate practice is crucial if you want to reach expert level in any skill, but what is it, and how can it help you learn more precisely?
A thread based on @augustbradley's conversation with the late Anders Ericsson.
You can find my complete notes from the conversation in my public Roam graph:
https://t.co/Z5bXHsg3oc
The entire conversation is on
The 10,000-hour 'rule' was based on Ericsson's research, but simple practice is not enough for mastery.
We need teachers and coaches to give us feedback on how we're doing to adjust our actions effectively. Technology can help us by providing short feedback loops.
There's purposeful and deliberate practice.
In purposeful practice, you gain breakthroughs by trying out different techniques you find on your own.
In deliberate practice, an expert tells you what to improve on and how to do it, and then you do that (while getting feedback).
It's possible to come to powerful techniques through purposeful practice, but it's always a gamble.
Deliberate practice is possible with a map of the domain and a recommended way to move through it. This makes success more likely.
An appallingly tardy response to such an important element of reading - apologies. The growing recognition of fluency as the crucial developmental area for primary education is certainly encouraging helping us move away from the obsession with reading comprehension tests.
It is, as you suggest, a nuanced pedagogy with the tripartite algorithm of rate, accuracy and prosody at times conflating the landscape and often leading to an educational shrug of the shoulders, a convenient abdication of responsibility and a return to comprehension 'skills'.
Taking each element separately (but not hierarchically) may be helpful but always remembering that for fluency they occur simultaneously (not dissimilar to sentence structure, text structure and rhetoric in fluent writing).
Rate, or words-read-per-minute, is the easiest. Faster reading speeds are EVIDENCE of fluency development but attempting to 'teach' children(or anyone) to read faster is fallacious (Carver, 1985) and will result in processing deficit which in young readers will be catastrophic.
Reading rate is dependent upon eye-movements and cognitive processing development along with orthographic development (more on this later).
Sorry - a bit of a brain dump post - but I'd appreciate any responses and/or directions towards any applicable research.@Suchmo83 @Mr_AlmondED @TimRasinski1 @ReadingShanahan @mrspennyslater @TheReadingApe @PieCorbett @ReadingRockets @teach_well
— Mr Leyshon (@RyonWLeyshon) February 4, 2021
It is, as you suggest, a nuanced pedagogy with the tripartite algorithm of rate, accuracy and prosody at times conflating the landscape and often leading to an educational shrug of the shoulders, a convenient abdication of responsibility and a return to comprehension 'skills'.
Taking each element separately (but not hierarchically) may be helpful but always remembering that for fluency they occur simultaneously (not dissimilar to sentence structure, text structure and rhetoric in fluent writing).
Rate, or words-read-per-minute, is the easiest. Faster reading speeds are EVIDENCE of fluency development but attempting to 'teach' children(or anyone) to read faster is fallacious (Carver, 1985) and will result in processing deficit which in young readers will be catastrophic.
Reading rate is dependent upon eye-movements and cognitive processing development along with orthographic development (more on this later).
Our preprint on the impact of reopening schools on reproduction number in England is now available online: https://t.co/CpfUGzAJ2S. With @Jarvis_Stats @amyg225 @kerrylmwong @KevinvZandvoort @sbfnk + John Edmunds. NOT YET PEER REVIEWED. 1/
We used contact survey data collected by CoMix (https://t.co/ezbCIOgRa1) to quantify differences in contact patterns during November (Schools open) and January (Schools closed) 'Lockdown periods'. NOT YET PEER REVIEWED 2/
We combined this analysis with estimates of susceptibility and infectiousness of children relative to adults from literature. We also inferred relative susceptibility by fitting R estimates from CoMix to EpiForecasts estimates(https://t.co/6lUM2wK0bn). NOT YET PEER REVIEWED 3/
We estimated that reopening all schools would increase R by between 20% to 90% whereas reopening primary or secondary schools alone would increase R by 10% to 40%, depending on the infectiousness/susceptibility profile we used. NOT YET PEER REVIEWED 4/
Assuming a current R of 0.8 (in line with Govt. estimates: https://t.co/ZZhCe79zC4). Reopening all schools would increase R to between 1.0 and 1.5 and reopening either primary or secondary schools would increase R to between 0.9 and 1.2. NOT YET PEER REVIEWED 5/
We used contact survey data collected by CoMix (https://t.co/ezbCIOgRa1) to quantify differences in contact patterns during November (Schools open) and January (Schools closed) 'Lockdown periods'. NOT YET PEER REVIEWED 2/
We combined this analysis with estimates of susceptibility and infectiousness of children relative to adults from literature. We also inferred relative susceptibility by fitting R estimates from CoMix to EpiForecasts estimates(https://t.co/6lUM2wK0bn). NOT YET PEER REVIEWED 3/
We estimated that reopening all schools would increase R by between 20% to 90% whereas reopening primary or secondary schools alone would increase R by 10% to 40%, depending on the infectiousness/susceptibility profile we used. NOT YET PEER REVIEWED 4/
Assuming a current R of 0.8 (in line with Govt. estimates: https://t.co/ZZhCe79zC4). Reopening all schools would increase R to between 1.0 and 1.5 and reopening either primary or secondary schools would increase R to between 0.9 and 1.2. NOT YET PEER REVIEWED 5/