Carl Hendrick, Wellington College, UK; Author
Jim Heal, Deans for Impact, USA
One of the difficulties with determining what is effective in a classroom is tha...
Jemima Rhys-Evans, HEAD OF PRIMARY CURRICULUM AND STANDARDS, THE CHARTER SCHOOLS EDUCATIONAL TRUST; DIRECTOR, CHARLES DICKENS RESEARCH SCHOOL, UK
Just over fiv...
Adam Stubbs, Teacher of Science, Park View School, UK
Research into learning and cognition has led to the use of various evidence-based approaches in the class...
Helen Skelton, Head of Science, Beaumont School, UK
Formative assessment has the power to transform learning, since it yields evidence that is used to adapt te...
Claire Badger, Senior Teacher, Teaching and Learning, The Godolphin and Latymer School, UK
Sweller’s cognitive load theory (CLT; Sweller et al., 1998) has been...
Jonathan Firth, Teaching Fellow, University of Strathclyde, UK
Jennifer Zike, PhD Student in Education, University of Strathclyde, UK
Myths and misconceptions...
Caroline Locke, Second in Charge of Mathematics, Haberdasher's Aske's Crayford Academy, UK
The issue of marking and feedback impacts every teacher. The Departm...
Cecilia Astolfi , Teacher of Physics, Brentwood School, UK
Flashcards are a method of retrieval involving a prompt or question on one side of a card, and a sta...
Stephen Lee and Terry Dawson, Mathematics in Education and Industry, UK
Core Maths is a general title for a range of Level 3 (post-16) maths qualifications tha...
