César Williams @ceswill

@XpatEducator ATTENTION. Thank you very much

📘 My new Teaching for Attention Playbook is a 70+ page, evidence-informed guide that breaks down the science of attention and provides 6 practical strategies to support teachers. It covers how to: 🎯 Secure Attention: Create the conditions for students to focus 🎯 Direct Attention: Guide students towards important information 🎯 Orchestrate Attention: Manage where attention goes as learning unfolds 👉 Want a free copy? REPOST and comment ATTENTION below, and I’ll DM you the link. ⏰ Available free until Wednesday 30 September at 11:59pm AWST

Un hospital infantil de Londres operaba corazones de bebés con excelentes resultados, pero durante el traslado del quirófano a cuidados intensivos, surgían graves problemas debido a la desorganización. Encontraron la solución en la Fórmula 1 y en Ferrari. Tira del hilo 🧵👇🏽👇🏽👇🏽

Ahora que el mundial se está poniendo interesante, vamos a hablar en detalle de lo que son esos famosos xG (Expected Goals). ⚽️ El concepto no es para nada nuevo, pero en los últimos años se han refinado los modelos incorporando datos de posicionamiento y miles de variables contextuales. Vamos a adentrarnos en el modelo probabilístico (que es a lo que hemos venido). Lo primero que hace el xG es asignar a cada disparo una probabilidad entre 0 y 1 de que termine en gol. Si un disparo tiene xG = 0.30, significa que históricamente, disparos parecidos terminan en gol el 30% de las veces. No computa si ese disparo concreto entró o no. Solamente mide la calidad estadística del tiro. ¿Cómo se calcula? Se entrena un modelo (tradicionalmente se usaba regresión logística, ahora también gradient boosting) sobre cientos de miles de disparos históricos bien etiquetados (gol / no gol). Los inputs principales son: - Distancia a portería - Ángulo de tiro - Parte del cuerpo (cabeza, pie hábil, ombligo...) - Tipo de asistencia (centro, pase a la espalda, contragolpe...) - Contexto posicional El modelo devuelve P(gol) por cada tiro. Y el xG total de un equipo es la suma de todas esas probabilidades. A nivel matemático, cada tiro es un ensayo de Bernoulli. Y el total de goles esperados es la esperanza matemática de la suma. ¿Y todo esto qué sentido tiene? Como ya sabemos, el fútbol es un deporte de baja anotación, así que el resultado de un partido puede depender de un gol en propia en el minuto 90, de un penalti fronterizo o de un portero llamado Vozinha. El marcador rara vez refleja con precisión lo que ha pasado en el campo. En este contexto, el xG te dice quién merecía ganar según la calidad de las ocasiones creadas. Como comparar la volatilidad implícita con la volatilidad realizada. (Perdón por la analogía). Aquí van algunos datos del mundial. España +8.3 xG diferencial acumulado y la mejor defensa del torneo (~0.32 xGA por partido). Argentina +7.9 diferencial. ~2.25 xG generados por partido. Francia +7.0 diferencial, pero con una sobreperformance brutal de +5.0 goles por encima de su xG. Mbappé él solo ya lleva +2.85 xG de overperformance individual. Es decir, ha metido 8 goles, pero su xG acumulado es de 5.15. Una interpretación de esto es que España y Argentina son favoritos estadísticos en cuanto a xG, mientras que Francia está sobreviviendo a base de talento individual de élite terminando las jugadas en gol. Sin embargo, esto tiene muchos caveats y puntos ciegos. El xG asume que los disparos son ensayos independientes (Bernoulli). Pero en la realidad, los tiros dentro de un partido están correlacionados. Si un equipo va perdiendo, suele generar más oportunidades pero de menos calidad. No tiene en cuenta cómo de bueno o de malo es el portero. Ni tampoco la presión o la motivación que tienen los jugadores a la hora de disparar. El modelo no captura el contexto táctico de un partido tampoco. Al final hay momento en los que es como modelar correlaciones con una matriz de Pearson cuando el mercado está en pánico. La dependencia cambia. ¡Hay que hacerlo con cópulas! Pero aún con sus limitaciones, el xG es una de las mejores métricas que tenemos para caracterizar un partido de fútbol. El marcador te dice quién ganó. El xG te dice quién pudo haber ganado con mayor probabilidad.

メッシ、走行距離は618人中618位。得点は618人中1位。 この極端すぎるデータの正体がポジショニング。 90分を60秒に圧縮してみた。 ロナウドはスペースを埋め、メッシはスペースを作る。 ロナウドはゴール前の、最も決められる位置に居続ける。だがそこに居座ることでDFも固定され、味方の飛び込むスペースが消える。 メッシは走らない。歩いて、ペナ外の一見怖くない位置に降り続けるだけ。それでも世界一マークを外してはいけない選手だから、DFは付いていくしかない。結果、ゴール前が空き、味方が生きる。そして90分のどこかで必ずマークが剥がれ、その瞬間に仕留める。 ロナウドからマークは剥がれない。 メッシからは勝手に剥がれていく。 チームプレーを覚えたスーパースターは、最も脅威。 #Messi #Ronaldo #WorldCup2026

Two thousand years ago, a Roman poet wrote two lines about a woman he loved and could not stand at the same moment. I hate and I love, he wrote. I do not know why. I only feel it happening, and it tortures me. The last word he chose, excrucior, is the root of our word excruciating. It means to be crucified. Catullus was writing about heartbreak in the first century BC, reaching for the same word you reach for at 2am. He was not even the first to feel it. More than five hundred years before him, on a Greek island, Sappho wrote down what wanting someone does to a body. Her tongue breaks. A thin fire runs under her skin. Her ears ring, her eyes go dark, she sweats and shakes and feels close to dying, all because the person she wants is laughing with someone else across the room. Catullus loved that poem so much he rewrote it into one of his own. The exact feeling got handed down across five centuries and a whole sea. The boredom is there too. Marcus Aurelius ran the largest empire on earth and spent his nights writing private notes to himself just to stay sane. He called them, roughly, To Himself, and never meant for anyone to read them. He opens by bracing himself for the day, reminding himself that the people he would meet would be ungrateful, arrogant, dishonest, and exhausting. The most powerful man alive, quietly dreading his meetings, around 175 AD. The hunger for meaning runs deepest. The oldest surviving epic, from around four thousand years ago, follows a king named Gilgamesh who watches his only real friend die and falls apart. He tears his clothes, wanders into the wilderness in animal skins, and travels to the end of the world looking for a way to never die. He fails. He comes home, and the failure is the point. People love to share one line about all of this: "We read to know we are not alone." It gets credited to C.S. Lewis everywhere. There is no record of him ever writing it. A screenwriter named William Nicholson wrote those words for Shadowlands, a play and film about Lewis's life, for a character based on Lewis. The most quoted sentence about reading to feel less alone was invented, then carried so far by people who needed it that it got pinned to someone they trusted. The line did the thing it describes. Your peculiar little feelings have always existed. Someone already felt them, wrote them down, and waited a few thousand years for you to find it.

🇯🇵🤺 La esgrima da un paso hacia el futuro: Japón presentó un sistema que permite visualizar en tiempo real la punta de la espada, con el objetivo de mejorar la precisión arbitral y hacer el deporte más comprensible para el público.

How creative are students in your country? Creativity can be a powerful driver for learning, & is important in today's job market as routine skills risk automation. The OECD’s PISA measures the creative thinking skills of 15-year-olds around the world: bit.ly/45dxRvv

It's not just phonics: Schools have failed to teach reading because they ignore 50+ years of findings in cognitive psychology that reading depends on general knowledge. ED Hirsch has been banging this drum for a long time but Ed Schools shut their ears because the whole idea was unromantic & had a vaguely right-wing aroma. Now he joins with Dan Willingham to make a strong case that kids can't read if they don't have the background knowledge that makes sense of the rarer vocabulary, allusions, and understandings that allow us to read between the lines - which all reading requires. educationnext.org/rediscovering-…

This is a 1000-gram iron bar. In its raw form, it’s worth around $100. If it’s turned into horseshoes, its value rises to about $250. If it’s made into sewing needles, its value jumps to roughly $70,000. If it’s crafted into watch springs and gears, it can be worth around $6 million. And if it’s transformed into precision laser components, like those used in lithography, its value can reach $15 million. Your value is not defined only by what you are made of, but by how well you shape your potential into something extraordinary.

As Michale Pollan (A World Appears: A Journey Into Consciousness) feelings precede perception and thought. An information-processing model of the mind is not not-true, just seriously unbalanced & incomplete.

Steve Magness @stevemagness

8 months ago

In a study out of the University of Plymouth in the UK, when subjects were walking up to a massive hill, they perceived it to be less steep if they had a friend by their side. With someone else there, the daunting seems more manageable. thegrowtheq.com/we-are-born-to…

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🧵 Reflexión necesaria sobre #DUA y “diseño universal” en educación: Diseño Universal para el Aprendizaje (DUA) no es lo mismo que "diseño universal" o "accesibilidad"

Esta carta de Rod Wilson al Wall Street Journal sobre el tema de las prohibiciones de redes a los jóvenes me parece de lo más sensato que he leído al respecto. La pongo entera porque es cortita: La prisa global por prohibir el acceso de los adolescentes a las redes sociales es emocionalmente comprensible -y estratégicamente miope (“Las prohibiciones de redes sociales para jóvenes ganan impulso en todo el mundo”, Portada, 19 de febrero). Las prohibiciones parecen contundentes, pero evitan la verdad más dura: el entorno digital no es temporal y la adolescencia no puede posponerse hasta que resulte conveniente para los adultos. No estamos criando niños para un mundo sin algoritmos. Los estamos criando para un mundo moldeado por la inteligencia artificial, la visibilidad pública y la comparación constante. Eliminar el acceso no construye resiliencia, juicio ni autorregulación. Solo retrasa el momento en que esas habilidades serán necesarias, a menudo hasta que la influencia parental ya se ha debilitado. La historia demuestra que la prohibición rara vez genera madurez. Los adolescentes necesitan adultos dispuestos a establecer límites claros, aplicar consecuencias, enseñar alfabetización digital y modelar ellos mismos un uso disciplinado de la tecnología. Necesitan escuelas que enseñen la atención como una habilidad. Necesitan responsables políticos que exijan transparencia y barreras de protección a las plataformas que monetizan el engagement adolescente. El verdadero problema no es si los adolescentes tienen acceso a las redes sociales. El problema es si estamos dispuestos a hacer el trabajo de criarlos dentro de ese entorno. Una prohibición traslada la responsabilidad hacia fuera, a gobiernos y empresas. Pero la atención, la disciplina y el juicio se aprenden en casa. Si queremos adultos que contribuyan en lugar de dependientes digitales, deberíamos centrarnos menos en proteger a los adolescentes del mundo moderno y más en formarlos para navegarlo. Rod Wilson

Alec Muffett @AlecMuffett

8 months ago

If you read 1 thing about Social Media Bans this week, it should be Rod Wilson’s magisterial letter to the WSJ; extract, text & link below

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Dieciséis mil millones. Esa es la cantidad de veces que la popular canción infantil Baby Shark ha sido vista en YouTube. Eso es más del doble de la población mundial. Y lo que es realmente sorprendente: 5 de los 10 videos más vistos en la historia de YouTube son contenido para niños pequeños. No de Bad Bunny. No de Taylor Swift. Mas bien tiburones bebés y autobuses con ruedas giratorias. Estos números revelan que la primera infancia está siendo influenciada por las pantallas, mucho antes de que Instagram o TikTok entren en escena. Los niños de 0 a 5 años aún no tienen cuentas de redes sociales, pero ya pasan horas en YouTube o con un teléfono inteligente Eso es lo que exploramos en el informe El tiempo frente a la pantalla en la educación infantil: Equilibrar la balanza digital (lnkd.in/e49cCpuy). Algunos enfoques de política que se discuten allí: - Las autoridades deben definir directrices claras y basadas en la evidencia y apoyar a los padres con campañas públicas. - Para madres, padres y cuidadores, el mensaje no es la prohibición, sino el balance: reemplazar el uso automático de pantallas con alternativas graduales, crear zonas y momentos sin pantalla. - Las instituciones educativas, por su parte, pueden modelar hábitos saludables que comienzan en preescolar. - La industria digital debe estar regulada para limitar las prácticas que promueven el uso excesivo. Puede que “cero pantallas” no sea algo realistas, pero el balance es factible. No vamos a eliminar a Baby Shark de YouTube, pero podemos asegurarnos de que no sea lo único que nuestros hijos recuerden de su infancia. Ver blog con Ezequiel Molina y Cristóbal Cobo 👇 lnkd.in/eH6Vbyih

54% of American teenagers now use AI chatbots for help with their schoolwork. Nearly 60 percent believe that chatbot-assisted cheating has become, in Pew's phrasing, "a regular feature of student life." The numbers have doubled in two years. But I think the worst thing about this is cognitive offloading and the fact there is a new generation of students who think they are learning when they're not. According to Pew, most students aren't actually cheating and asking chatbots to write their essays. They're asking them to explain, summarise, and solve. They probably think they're studying but this is 'cognitive offloading and does something cheating never does: it leaves the student believing they've learned when they haven't done anything remotely like the thinking that learning requires. Many schools haven't got to grips with this at all it seems. Are we still pretending that coursework or take-home essays are valid measures of learning? nytimes.com/2026/02/24/tec…

Who calls classical music boring? It's straight-up rocket fuel.

How learning happens in seven general principles ⬇️ 1. Working Memory Capacity is Limited: Our working memory, responsible for holding and processing information in real-time, has a limited capacity. This limitation means that when learners are exposed to large amounts of new information simultaneously, they may struggle to process it effectively. Focusing attention is essential because distractions or overload can lead to cognitive strain, reducing the ability to learn. Teachers can support this by breaking information into manageable chunks, allowing students to engage deeply with smaller parts before moving on to the next concept. 2. We Learn Through Meaning and What We Already Know: Learning is enhanced when new information connects to existing knowledge. When learners relate new content to things they already understand, they create a stronger foundation for retention and comprehension. This process, known as schema-building, helps students make sense of complex ideas by fitting them into an established framework. Teachers can facilitate this by introducing new concepts through familiar examples or linking them to relevant prior knowledge, making learning more meaningful and long-lasting. 3. Novices Think Differently Than Experts: Novices often approach tasks with means-end analysis or trial-and-error methods or simple strategies because they lack the knowledge to recognize patterns or apply sophisticated approaches. In contrast, experts draw on rich mental models, using prior experiences and refined techniques to solve problems more efficiently. This difference means that novices need structured guidance to develop these mental models over time. Teachers can help by gradually introducing students to expert strategies, enabling them to progress from basic skills to more advanced understanding. 4. To Remember, We Need to Forget: Storage strength is the measure of how well information is embedded in long-term memory, indicating its durability over time. Retrieval strength is the ease with which information can be accessed from memory at a given moment, which fluctuates based on recent use and context. Unlike storage strength, retrieval strength is influenced by context and interference from other information. To remember something long-term, it’s essential to boost its retrieval strength, which can be achieved by actively retrieving the information. Unlike passive studying, retrieval requires you to recall the item on your own, strengthening memory more effectively, especially when the retrieval is challenging. This principle explains why strategies like interleaving (alternating topics) and spacing (spreading out sessions) are so effective. By allowing time for slight forgetting, these methods make retrieval harder, ultimately enhancing memory retention. This “adaptive forgetting” is crucial for retaining core concepts. 5. Learning ≠ Performance: A high test score or good performance in the classroom doesn’t necessarily mean that true learning has occurred. Learners might perform well temporarily by memorizing facts or rehearsing specific methods without understanding the underlying concepts. This principle highlights the difference between short-term performance and deep, long-term learning. Effective assessment should look beyond scores to evaluate true comprehension. The rate of assessment matters which is why regular checking for understanding is so important. Teachers can use open-ended questions, application tasks, and reflective discussions to gauge whether students genuinely understand the material. 6. Achievement Leads to Motivation: Success in learning (however small) can foster a positive cycle of confidence, self-efficacy, and motivation. When students achieve their goals, even in small steps, they are more likely to believe in their ability to succeed in future learning tasks. This sense of accomplishment encourages them to take on new challenges and persist through difficulties. Teachers can support this cycle by setting attainable goals, providing regular feedback, and celebrating incremental progress to reinforce students’ confidence and motivation. 7. Learners Are Bad at Knowing How to Learn: Many students are unaware of effective learning strategies, often relying on passive techniques like re-reading, highlighting, or cramming. These methods feel productive in the short term but are less effective for long-term retention. Evidence-based strategies like retrieval practice, spaced learning, and interleaving have been shown to improve memory and understanding, but students may need guidance to adopt these methods. Teachers can enhance learning outcomes by teaching students about these techniques and encouraging their use, helping students develop more efficient and powerful study habits. (Thanks to @MrAlexKoks for the design)

@ValeriA_Tech Muy, muy útil. Muchísimas gracias

Dog realizes when the point has been won and celebrates.

10 empresas construidas alrededor de un solo producto: 1/Crocs (2002)