Curriculum Development Tools

If you feel like you’re sprinting through the curriculum you’re not alone. 🏃♂️ But here’s the catch: Cognitive science says fast teaching doesn’t equal deep learning. Cognitive Load Theory (Sweller, 1988) reminds us that the brain’s working memory is limited. When we overload it, learning stalls no matter how great the content is. This isn’t just about students. It’s about teacher sustainability too. So many of us are under pressure to “cover everything.” But here’s the truth: Trying to do too much leads to shallow learning and teacher burnout. What works better? Teaching with the brain in mind: • Chunking content into manageable parts (Miller, 1956; 7±2 rule) • Using worked examples to reduce extraneous load (Sweller, 2006) • Providing pause time so students can consolidate and process • Eliminating distractions—less “busywork,” more focus • Building schemas through repetition, connection, and reflection • Focusing on one learning intention at a time As Willingham (2009) puts it: “Memory is the residue of thought.” We must give students time to think deeply not rush to the next thing. Slow learning is strong learning. Let’s ditch the overload and create space for what really matters: Clarity. Connection. Purpose. And yes - our own wellbeing too. #CognitiveLoadTheory #EvidenceBasedTeaching #TeacherWellbeing #DeepLearning #PrimaryTeaching #CurriculumDesign #BrainBasedLearning #EducationResearch #NeuroaffirmingPractice #LessIsMore

Shaft Alignment According to API 686: Shaft alignment is a critical process in rotating machinery installation and maintenance, ensuring optimal performance, reduced vibration, and extended equipment life. The API Standard 686 (Recommended Practice for Machinery Installation and Installation Design) provides guidelines for proper alignment of shafts in pumps, turbines, compressors, and other machinery. Below is an overview of shaft alignment principles as per API 686: 1. Alignment Tolerances (API 686 Guidelines) API 686 references other standards (such as API 610 for pumps and API 617 for compressors) but generally recommends: - Soft foot must be minimized (typically < 0.002 in or 0.05 mm). - Offset (parallel) misalignment: ≤ 0.002 in (0.05 mm) for most machinery. - Angular misalignment: ≤ 0.0001 in/in (0.1 mm/m) shaft separation. - Cold alignment should account for thermal growth (hot alignment check may be required). 2. Pre-Alignment Checks (API 686 Requirements) Before performing shaft alignment: - Verify foundation flatness and grouting quality. - Ensure pipe strain is minimized (nozzle loads within API limits). - Check soft foot (all feet should be within tolerance before alignment). - Confirm **runout** of couplings and shafts (< 0.002 in TIR typically). --- 3. Alignment Methods API 686 recognizes several alignment techniques: - Reverse dial indicator method** (traditional, precise for most applications). - Laser alignment (preferred for high-speed or critical machinery). - Rim-and-face alignment (older method, less common today). 4. Thermal Growth Compensation API 686 emphasizes accounting for thermal displacement: - Use vendor-provided thermal offset values for hot alignment targets. - For steam turbines, cold alignment targets may require intentional offset. - Consider piping expansion effects on machinery movement. 5. Final Verification After alignment: - Recheck soft foot and bolt tightening. - Verify coupling gap meets manufacturer specs. - Perform runout checks after coupling installation. - Document alignment readings (before/after corrections). 6. Post-Alignment Steps (API 686 Recommendations) - Conduct a final check under operating conditions (if possible). - Monitor vibration levels post-startup (API 670 guidelines). - Recheck alignment after initial run-in period (e.g., 500 hours). Key Takeaways from API 686 - Alignment must account for both static and dynamic conditions. - Precision is critical — misalignment is a leading cause of machinery failure. - Documentation of alignment data is essential for reliability tracking. For exact tolerances, always refer to the specific API standard applicable to your machinery (e.g., API 610, 617, 692) in conjunction with API 686.

One of the most intellectually honest and practically necessary conversations I have with teachers is around the myth of the "universal pedagogy." It’s a myth that creeps quietly into staff rooms, teacher training programs, education conferences, and even policy documents - whispering that there is one best way to teach, one superior method that will transform every classroom. Whether it comes cloaked in the language of project-based learning, student-centred education, experiential approaches, or even inquiry-based instruction, the idea that a single pedagogical model can universally serve all learners, contexts, and disciplines is not just flawed - it’s deeply reductive. What concerns me is how quickly some of these approaches move from being valuable frameworks to rigid dogmas. I often encounter well-meaning educators who advocate passionately for project-based learning or activity-based teaching, presenting them as inherently better than traditional instruction. But when we fail to ask in what context? with what learners? for what kind of content?, we risk falling into the trap of pedagogical absolutism. I encourage teachers to explore and interrogate: Where might project-based learning fall short? In a classroom with extremely limited resources, where students are underprepared for autonomous learning, along with group settings, PBL may inadvertently widen gaps rather than close them. Even the much-lauded student-centred approach needs scrutiny. There are contexts, especially where there are wide disparities in prior knowledge, exposure, or access, where placing the burden of navigation entirely on the student can unintentionally lead to confusion, frustration, and alienation. When we start recognising these nuances, teachers begin to feel empowered not by a method, but by their own judgment. They begin to see pedagogy not as a prescriptive formula, but as a set of tools, each one useful, but only in the right moment and context. And with that comes agility. The ability to shift within a single class. Or create your own pedagogical strategy. To start with guided instruction, open it up into a hands-on task, then step back into reflective discussion. To design not just with principles in mind, but with responsiveness in practice. Teaching is not about championing one model over another. It’s about developing pedagogical discernment - the ability to make informed, intentional, and flexible decisions based on students, subjects, and settings. Because no classroom is ever the same twice. And if we’re serious about teaching as a craft and a profession, we must embrace the complexity rather than reduce it to specific terminologies! #education #pedagogy #teaching #learning #pbl #priyankeducator

Data integration with LLM apps has got a major leap! Anthropic just introduced the Model Context Protocol (MCP): A New Open Standard for AI Data Integration It is an innovative solution that simplifies how AI applications connect to data sources. MCP offers a unified, secure protocol that streamlines how AI tools interact with different systems and resources. Key Benefits: - Single, standardized approach to data integration - Works with both local and remote data sources - Easy to implement across various platforms Already, leading tech companies like Block, Apollo, Zed, Replit, Codeium, and Sourcegraph are adopting MCP to enhance their platforms. It has pre-configured servers for popular services including: Google Drive, Slack, GitHub, Git, Postgres and more

Law schools should develop TRUE tech competency, not just familiarity with specific tools. This demands a a competency-based curriculum that focuses on digital problem-solving skills rather than solely specific software training. Students should learn to adapt to changing technologies through: • Integration across ALL courses - Faculty should incorporate relevant tech components into traditional subjects, starting with the first year doctrinal foundation. For example, civil procedure professors can require students to develop e-discovery protocols. Constitutional law classes can explore how algorithms impact due process. • Skills assessments tied to real-world scenarios - Present scenario-based challenges that require students to identify appropriate technological solutions for complex legal problems. • Collaborative learning environments – Establish, if possible, cross-disciplinary projects with computer science and business students to develop solutions to access-to-justice challenges. The shift requires focusing on the evaluation of students' ability to leverage technology TO solve legal problems and not just awareness OF specific tools. Technology must be treated as a core part of professional identity formation, not an add-on skill. #legaltech #innovation #law #business #learning

The art and science of learning analyzed- • Pedagogy: teacher-directed, often used with younger learners. • Andragogy (Malcolm Knowles): learner-centered adult education. • Heutagogy (Hase & Kenyon, 2000): self-determined learning—focused on capability, not just competency. Heutagogy emphasizes: • autonomy • nonlinear exploration • reflection and adaptability • learning how to learn AME takes heutagogy further by rooting it in neuroscience, curiosity, and contribution. From Pedagogy to Heutagogy: AME’s Learning Revolution In traditional schools, pedagogy rules: the teacher leads, the student follows. In adult education, we shift to andragogy. But in Always Meaningful Education (AME), we go a step further: Heutagogy—self-determined, reflective, curiosity-driven learning. In AME: • Learners co-design their paths. • They explore what lights them up—and create something real with it. • Learning isn’t about performance; it’s about capability, contribution, and growth. This isn’t hypothetical. Since 2019, AME students have created museums, published books, launched restaurants, performed original theater, and delivered TED-style talks, among many other real world connections and contributions—all from their own inquiries. The future isn’t content recall. It’s adaptability, creativity, and the power to learn how to learn. AME isn’t just learner-centered. It’s learner-led. And that’s heutagogy in action.

We count on training to help prevent serious injuries and fatalities (SIFs). But when it comes to how that training is delivered, what actually works? The latest Construction Safety Research Alliance study put different delivery methods to the test. The team compared five formats: pre-recorded video, traditional lecture, interactive lecture, flipped classroom, and interactive lecture with hands-on activities. They evaluated each based on two outcomes: engagement (generating interest in SIF prevention) and skill (the ability to recognize high-energy hazards). The engagement results aligned with expectations: more interactive formats led to greater learner engagement. When it came to building skill, the results defied assumptions. The most effective formats landed at opposite ends of the spectrum. Low-cost video training and high-cost, hands-on instruction both produced the strongest skill gains. Traditional lecture methods, often seen as the default, was the least effective. The conclusion: If the goal is skill alone, video may offer the best value. But if you’re aiming for both engagement and skill, it may be worth investing in the most interactive approach. Kudos to the team, the PIs Siddharth Bhandari and Logan A. Perry, Ph.D. and our stellar PhD student, Roya Raeisinafchi. This study exemplifies rigorous design, disciplined experimentation, and a willingness to follow the evidence even when the results challenge assumptions. The paper is linked below and, as with all CSRA work, free to access. Please help us share the work and let us know what you think! https://lnkd.in/eWFZ9Pud

An innovative approach to teaching economics that puts student learning first! As an economics educator, I've redesigned my ECO 100-semester project to embrace Universal Design for Learning (UDL) principles, offering students multiple pathways to demonstrate their understanding of macroeconomics. I was encouraged by Jeni Al Bahrani and her summer project on UDL as part of her doctorate degree to bring back this project. Students can choose from three engaging options: * Create a physical art piece interpreting economic concepts through visual expression * Compile an "EconSelfie" diary connecting real-world observations to classroom theories * Write a critical book review analyzing contemporary economic literature. This semester’s choices were Kyla Scanlon’s “In this Economy?” or Scott Galloway‘ “Algebra of Wealth”. This flexible approach: * Accommodates different interests * Empowers student choice and engagement * Maintains academic rigor while fostering creativity * Makes economics accessible and relevant to everyday life The results? Students are more engaged, demonstrate deeper understanding, and develop unique perspectives on economic principles. Seeing how different creative approaches can unlock complex economic concepts is amazing! I'm particularly proud of how this project breaks down barriers in economics education while maintaining high academic standards. Each option requires critical thinking and authentic application of course concepts. I am appreciate the innovative business education environment we have created at NKU Haile College of Business What innovative teaching methods have you implemented in your classroom? Let's share best practices! You can read more about my research in this area in my newsletter. Link in comments. #TeachEcon #UniversalDesign #HigherEducation #TeachingInnovation #StudentSuccess #UDL #EconomicLiteracy

🌍𝐇𝐨𝐰 𝐋𝐞𝐚𝐫𝐧𝐞𝐫 𝐀𝐠𝐞𝐧𝐜𝐲 𝐓𝐫𝐚𝐧𝐬𝐟𝐨𝐫𝐦𝐬 𝐂𝐥𝐚𝐬𝐬𝐫𝐨𝐨𝐦𝐬: 𝐓𝐨𝐩 𝟏𝟎 𝐒𝐭𝐫𝐚𝐭𝐞𝐠𝐢𝐞𝐬 𝐟𝐨𝐫 𝐄𝐦𝐩𝐨𝐰𝐞𝐫𝐢𝐧𝐠 𝐒𝐭𝐮𝐝𝐞𝐧𝐭🌟 Empowering students through #Learner #Agency is essential for fostering #independence, #motivation, and #engagement in the IB PYP classroom.  🌟 Here are the top 10 strategies to effectively incorporate Learner Agency and create a dynamic, student-centered learning environment: *𝟏. 𝐂𝐡𝐨𝐢𝐜𝐞 𝐁𝐨𝐚𝐫𝐝𝐬: Design boards with a variety of activities and tasks related to the current unit. Allow students to choose the ones that align with their interests and learning styles. *𝟐. 𝐈𝐧𝐪𝐮𝐢𝐫𝐲-𝐁𝐚𝐬𝐞𝐝 𝐋𝐞𝐚𝐫𝐧𝐢𝐧𝐠: Encourage students to ask questions, conduct investigations, and explore topics of interest. This approach helps them take an active role in their learning process. *𝟑. 𝐒𝐭𝐮𝐝𝐞𝐧𝐭-𝐋𝐞𝐝 𝐂𝐨𝐧𝐟𝐞𝐫𝐞𝐧𝐜𝐞𝐬: Facilitate regular conferences where students present their learning progress, reflect on their achievements, and set personal goals. This promotes self-assessment and ownership. *𝟒. 𝐅𝐥𝐞𝐱𝐢𝐛𝐥𝐞 𝐆𝐫𝐨𝐮𝐩 𝐖𝐨𝐫𝐤: Allow students to form their own groups based on their interests and skills. This flexibility fosters collaboration and enhances peer learning. *𝟓. 𝐏𝐞𝐫𝐬𝐨𝐧𝐚𝐥𝐢𝐳𝐞𝐝 𝐋𝐞𝐚𝐫𝐧𝐢𝐧𝐠 𝐏𝐚𝐭𝐡𝐬: Develop individualized learning plans that cater to each student’s strengths, interests, and needs. Tailoring learning experiences increases engagement and motivation. *𝟔. 𝐆𝐨𝐚𝐥 𝐒𝐞𝐭𝐭𝐢𝐧𝐠 𝐚𝐧𝐝 𝐑𝐞𝐟𝐥𝐞𝐜𝐭𝐢𝐨𝐧: Guide students in setting their own learning goals and reflecting on their progress. This practice helps them develop self-regulation and accountability. *𝟕. 𝐄𝐦𝐩𝐨𝐰𝐞𝐫𝐢𝐧𝐠 𝐒𝐭𝐮𝐝𝐞𝐧𝐭 𝐕𝐨𝐢𝐜𝐞: Involve students in decision-making processes related to classroom rules, projects, and activities. This inclusion promotes a sense of ownership and responsibility. *𝟖. 𝐏𝐫𝐨𝐣𝐞𝐜𝐭-𝐁𝐚𝐬𝐞𝐝 𝐋𝐞𝐚𝐫𝐧𝐢𝐧𝐠: Implement projects that allow students to explore real-world problems and solutions. This hands-on approach encourages critical thinking and problem-solving skills. *𝟗. 𝐒𝐭𝐮𝐝𝐞𝐧𝐭 𝐂𝐡𝐨𝐢𝐜𝐞 𝐢𝐧 𝐀𝐬𝐬𝐞𝐬𝐬𝐦𝐞𝐧𝐭: Provide options for how students demonstrate their learning, such as through presentations, written reports, or creative projects. This flexibility respects individual learning preferences. **𝟏𝟎. 𝐂𝐨𝐥𝐥𝐚𝐛𝐨𝐫𝐚𝐭𝐢𝐯𝐞 𝐋𝐞𝐚𝐫𝐧𝐢𝐧𝐠 𝐎𝐩𝐩𝐨𝐫𝐭𝐮𝐧𝐢𝐭𝐢𝐞𝐬: Create opportunities for students to work together on tasks and projects. Collaborative learning enhances communication skills and fosters a sense of community. By integrating these strategies, you can enhance Learner Agency in your #IB #PYP #classroom, leading to more engaged and empowered students. 🌍✨𝐒𝐡𝐚𝐫𝐞 𝐲𝐨𝐮𝐫 𝐢𝐧𝐬𝐢𝐠𝐡𝐭𝐬 𝐛𝐞𝐥𝐨𝐰! 👇 #LearnerAgency #StudentEmpowerment #IBPYP #EmpoweringLearners #PYPStrategies #TransformativeEducation #AgencyInAction #independence #motivation #engagementv

🚨 New #OpenAccess Publication Alert! 🚨  📚 Resilient Education Systems: Adaptive Pedagogies for Navigating Uncertainty is now featured in Christakis, D. A., & Hale, L. (2025). Handbook of Children and Screens: Digital Media, Development, and Well-Being from Birth Through Adolescence Children and Screens: Institute of Digital Media and Child Development Springer Nature ✍️ Authored by Justin Reich, Cristóbal Cobo, Sarah Dryden-Peterson, Eric Klopfer, Anya Kamenetz and Torrey Trust, Ph.D. (2025), this chapter presents a transformative approach to education during crises, introducing the concept of pedagogies of adaptability. These instructional frameworks ensure that learning persists in the face of uncertainty by emphasizing flexibility, creativity, and community engagement [more about this article https://lnkd.in/edJAmi8H] Dynamic learning modalities are at the heart of this approach, enabling educators to seamlessly transition between in-person, online, and hybrid environments. This #adaptability minimizes disruptions and sustains student engagement, even under challenging circumstances. Another cornerstone is the empowerment of informal educators, such as caregivers and community members, who often step into teaching roles during emergencies. #FlexibleCurriculum design is a critical component, allowing #educators to adjust content and delivery based on available resources and the specific needs of learners. This modular approach ensures continuity, even when traditional classroom resources are unavailable. Additionally, the thoughtful #integration of #technology plays a crucial role in bridging gaps while addressing challenges such as #accessibility and #privacy. The focus is on using digital tools not as a replacement for traditional methods but as a complement that enhances the learning experience.  Finally, #pedagogies #of #adaptability prioritize student autonomy and collaboration, encouraging learners to take ownership of their education. Approaches such as project-based learning and peer mentoring help build resilience and foster a sense of agency among students, preparing them to navigate and thrive in uncertain conditions. It offers a #roadmap to #reimagine #education as a stabilizing force, ensuring continuity and equity in learning for all students.  #EducationInnovation #Resilience #AdaptivePedagogies #EquityInEducation #FutureReadyLearning 🌐✨  [🌟 Explore the full chapter and insights into adaptive education strategies in Dimitri Christakis and Lauren Haley, EdD (2025). The Handbook of Children and Screens: Digital Media, Development, and Well-Being from Birth Through Adolescence (2025) offers a comprehensive examination of how digital media influences children's cognitive, physical, mental, and psychosocial development https://lnkd.in/ew5but6V ]