Faculty Learning and Teaching Development Lead @EHU_FOE

Joined November 2012
Helena Knapton retweeted
A Norwegian neuroscientist spent 20 years proving that the act of writing by hand changes the human brain in ways typing physically cannot, and almost nobody outside her field has read the paper. Her name is Audrey van der Meer. She runs a brain research lab in Trondheim, and the paper that closed the argument was published in 2024 in a journal called Frontiers in Psychology. The finding is brutal enough that it should have changed every classroom on Earth. The experiment was simple. She recruited 36 university students and put each one in a cap with 256 sensors pressed against their scalp to record brain activity. Words flashed on a screen one at a time. Sometimes the students wrote the word by hand on a touchscreen using a digital pen, and sometimes they typed the same word on a keyboard. Every neural response was recorded for the full five seconds the word stayed on screen. Then her team looked at the part of the data most researchers had ignored for years, which is how different parts of the brain were communicating with each other during the task. When the students wrote by hand, the brain lit up everywhere at once. The regions responsible for memory, sensory integration, and the encoding of new information were all firing together in a coordinated pattern that spread across the entire cortex. The whole network was awake and connected. When the same students typed the same word, that pattern collapsed almost completely. Most of the brain went quiet, and the connections between regions that had been alive seconds earlier were nowhere to be found on the EEG. Same word, same brain, same person, and two completely different neurological events. The reason turned out to be something nobody had really paid attention to before her work. Writing by hand is not one motion but a sequence of thousands of tiny micro-movements coordinated with your eyes in real time, where each letter is a different shape that requires the brain to solve a slightly different spatial problem. Your fingers, wrist, vision, and the parts of your brain that track position in space are all working together to produce one letter, then the next, then the next. Typing throws all of that away. Every key on a keyboard requires the exact same finger motion regardless of which letter you are pressing, which means the brain has almost nothing to integrate and almost no problem to solve. Van der Meer said it plainly in her interviews. Pressing the same key with the same finger over and over does not stimulate the brain in any meaningful way, and she pointed out something that should scare every parent who handed their kid an iPad. Children who learn to read and write on tablets often cannot tell letters like b and d apart, because they have never physically felt with their bodies what it takes to actually produce those letters on a page. A decade before her, two researchers at Princeton ran the same fight using a completely different method and ended up at the same answer. Pam Mueller and Daniel Oppenheimer tested 327 students across three experiments, where half took notes on laptops with the internet disabled and half took notes by hand, before testing everyone on what they actually understood from the lectures they had watched. The handwriting group won by a wide margin on every question that required real understanding rather than surface recall. The reason was hiding in the transcripts of what the two groups had actually written down. The laptop students typed almost word for word, capturing more total content but processing almost none of it as they went, while the handwriting students physically could not write fast enough to transcribe a lecture in real time, which forced them to listen carefully, decide what actually mattered, and put it in their own words on the page. That single act of choosing what to keep was the learning itself, and the keyboard had quietly skipped the choosing and skipped the learning along with it. Two studies. Two countries. Same answer. Handwriting makes the brain work. Typing lets it coast. Every note you have ever typed instead of written went into your brain through a thinner pipe. Every meeting, every book highlight, every idea you captured on your phone instead of on paper was processed at half depth. You did not forget those things because your memory is bad. You forgot them because typing never woke the part of the brain that would have made them stick. The fix is the thing your grandmother already knew. Pick up a pen. Write the thing down. The slower road is the faster one.
2,449
43,684
4,362
118,841
10,523,384
Helena Knapton retweeted
Interesting read by @CarlessDavid (2025) Feedback Literacy Concepts and Practices: Toward Academic Feedback Literacy, Change: The Magazine of Higher Learning, 57:5, 5-11, DOI: 10.1080/00091383.2025.2539038
5
18
892
Helena Knapton retweeted
🚨 Today, we’ve published findings from an independent evaluation of a teaching assistant-led maths programme for Year Two pupils. Developed by Every Child Counts at @edgehill, the programme is designed to improve maths skills for children who require further support. 1/4
1
12
20
4,197
Helena Knapton retweeted
That's a wrap! If you enjoyed this thread: 1. Follow me @manishkhosiya for more of these 2. RT the tweet below to share this thread with your audience
Harvard University just released free online courses. No payment required. Here are 10 courses you don't want to miss in 2025:
1
6
2
29
23,830
An important reminder that if you are finding things tough and need someone to talk to; you are not alone. @samaritans are here over the Easter weekend ☎️
1
4
15
655
What an absolute joy having Professor Nick Sorensen in as guest lecturer for my Creativity, Society & Culture students. Nick spoke about his model for improv in education: #noticing #adapting #dialoguing #connecting #artful #improvisation #education @BathSpaUni
1
4
134
Helena Knapton retweeted
Man with slick hair, "I find it quite disgusting how we're talking about human beings who are genuinely.. And it's not illegal to claim asylum in a foreign country" "Saying they're illegal immigrants.. They're asylum seekers and refugees" #BBCQT "Illegal immigrants tend to be people who come here legally and overstay a visa, or an application. That's the majority of illegal immigrants" "We know other countries take on a lot more refugees than we ever do" "Calling these people: the invaders" "Or dehumanising them so we can point a finger at them saying: you're the reason we have a housing shortage.. But we've only built 250,000 council houses since Thatcher came into power.. Before that we built 5 million" "Why do people claim that immigrants are the problem when it's recent governments that are the problem"
1,079
3,106
155
17,856
1,454,486
Helena Knapton retweeted
New for 2025! We're delighted to be extending our current PGCE portfolio with two courses designed for aspiring teachers who want to become specialist SEN leads or mental health & wellbeing specialists in primary education settings. Discover the courses bit.ly/41ZgGO
1
1
493
Helena Knapton retweeted
‼️Deadline 6 January. Looking for a new challenge? Join @edgehill as Senior Lecturer in Secondary Education (PGCE English) Play a key role in module delivery and contribute to impactful research. For details and to apply: ehu.ac.uk/seniorlecturerappl……
3
1
735
Looking forward to it! @EHU_FOE @Bristol_EY_SPH
This Post is from a suspended account. Learn more
1
2
169
Helena Knapton retweeted
We're hiring! Join @edgehill Faculty of Education as the Every Child Counts @ecc_ehu Project Development Manager. Lead the national & international growth of impactful programmes, drive strategic partnerships & make a real difference in education Apply now ehu.ac.uk/eccapply
6
1
2
1,513
Did you know the @NTRepository isn't just just about sharing resources from the UK? It is Global, anyone, anywhere can share. It is safe & easy to secure recognition for your practice with a DOI and citation. Upload here: figshare.edgehill.ac.uk/subm…
3
1
3
320
Helena Knapton retweeted
The beauty of Wildlife ~ A Thread 🧵 1. When it’s cold enough to see the melody.
401
6,431
385
74,781
5,393,968
Helena Knapton retweeted
I was talking to a grandmother last week about schooling. ‘I can see the difference’ she said. ‘When my children were young, primary school was relaxed. If the weather was good, they went outside and ran around. If they were sick, they stayed at home. Now with my grandchildren they are seated in desks for more of the day and if they are ill, they are worried that they’ll lose their 100% attendance for the term. The pressure is on to pass their phonics test when they are six and then to learn their times tables at speed by the time they are nine. They feel it and their parents feel it too’. There’s lots of talk about SEND (special educational needs and disabilities) at the moment, and how increasing numbers of children are being identified as SEND. It’s less common to ask questions about what SEND really means, and whether the education system creates more children ‘with SEND’ as it becomes more pressured and rigid. For what SEND really means is that a child cannot learn in the way which mainstream education expects. They cannot keep up with expectations, either for academic work or for behaviour. SEND is something which happens in the interaction between a child and the education system. In a system where no 6-year-old is expected to sit still and learn to write their name, then a 6-year-old who just wants to run around outside isn't a problem. In a system where everyone is meant to be able to read by age 6, then they are. We know from research that if a child is young in their year, they are more likely to be identified as ‘having SEND’. We know that summer born boys are far more likely to be identified as ‘having SEND’ than autumn born girls. We know that the impact of this immaturity resonates through the years, with the youngest in the year doing less well at GCSE. We know that the number of children ‘with SEND’ is going up year on year. It's not really plausible that more children each year have difficulties in learning, nor that being born in August makes you more likely to have learning problems than if you are born a few weeks later in September. It’s far more likely that in the push to ‘drive up standards’ the education system is becomes less, not more, suited to how children develop and learn. It’s more likely that the system is penalising immaturity – and children are inherently immature. That isn’t a lack or a defect, it’s a defining part of childhood. As the education system becomes more rigid and pressured, we’d expect more children not to be able to manage without adaptations. This is exactly what we see. Those children are holding up the flag for all the others, saying that this system is not child-friendly and doesn’t take account of developmental needs and differences. What if, instead of having higher expectations of the children, we had higher expectations of the education system? What if those expectations were of flexibility, reducing pressure and prioritising lifelong learning and wellbeing instead of short-term testing? What if we saw the increasing number of children ‘with SEND’ as a sign that the system isn’t working for the many ways in which children develop, rather than a sign that more and more children have learning difficulties? We’ll never sort the ‘SEND crisis’ until we start looking at SEND as an interaction between children and the education system. The more rigid the system is, the more children it will fail. Illustration by @_MissingTheMark from the book A Different Way to Learn.
65
382
73
1,377
114,601
Our next open day is right around the corner. If you’re planning to attend, hear Rachel's top five tips to help you make the most out of your day. If you haven’t booked yet, what are you waiting for? Book now for Saturday 2 November: orlo.uk/RZR1s
5
1
11
1,511
Helena Knapton retweeted
What a fantastic celebration of children’s and young people’s art—such an inspiring showcase of creativity and talent! 🎨🌟👏 @dotartschools @livepool_ONE
Exciting new outdoor exhibition - dot-art Schools Winning Artists 2024, showcases the incredible talent of young artists in Liverpool City Region. Thanks to a partnership @Liverpool_ONE. Check out the fantastic new display in School Lane, round the corner from Schuh.
3
4
531
Helena Knapton retweeted
Calling all #teachers! @ecc_ehu updated maths intervention programmes start this November. Help pupils struggling with numeracy reach age-related expectations. 🌟 1stClass@Number 2: Y3+ 🌟 Success@Arithmetic: Y5+ including secondary Visit ehu.ac.uk/ecc for more info
4
1
3
933
Helena Knapton retweeted
Congratulations to Dr Jo Albin-Clark from #EarlyYears and colleague Dr Nathan Archer who have been awarded funding from the @FroebelTrust to research how educators enable children's right to play. froebel.org.uk/research-libr… @KarenMBoardman @MJFulford #EHUResearch @EHU_Research
2
11
28
1,635
Helena Knapton retweeted
Kids these days...
976
11,624
577
93,654
1,033,214
Helena Knapton retweeted
I’ve had nearly a thousand people read this blogpost today (normally it’d be fewer than a hundred). Thanks, whoever’s shared it and whoever’s been reading it today! Hope people find it interesting. sendmatters.co.uk/2024/05/13…
3
58
5
150
19,786