Retrieval practice is strongly supported by over 100 years of research and is one of only two learning techniques rated by Dunlosky et al. (2013) as having ‘hig...
Cognitive load theory (CLT) (Sweller, 1998) is a well-established framework that has attracted renewed attention due to its evidential role in the new Ofsted ‘E...
Cognitive load theory has led to the development of many instructional techniques for enhancing learning that are designed to prevent learners from overloading ...
Retrieval practice has become ubiquitous in schools because it is easy to implement, and the outcomes are easy to observe and measure. As a teacher educator I a...
The best way to teach values is to provide a culture embodying the values to be learned, in which students become habituated into ways of life that develop char...
One of the most frequent comments that students make after I teach them about memory (and about why some strategies are much more powerful than others) is ‘Why ...
Developments in our understanding of how three- to seven-year-olds learn mathematics have practical relevance for the mathematics we plan for in nursery, Recept...
If used effectively, peer assessment – a formative assessment strategy that encourages students to comment on the work of their peers – can improve students’ un...
Autism has traditionally been viewed as a condition predominantly affecting boys, and therefore autistic girls are not being sufficiently identified. Gould and ...
As more and more schools participate in research projects and conduct their own research, it is important for all stakeholders (headteachers, teachers, trainee ...
"Is there a profession filled with more disagreement among its members than teaching?"
This was a question posed on Twitter by lecturer in education at La Trob...
As a classroom teacher and school leader, I have experienced the positive impact of a school-wide application of a cognitive science-driven pedagogy. I have wit...
Dan Willingham’s (2009) Why Don’t Students Like School? is the first thing that all staff who work at Willingham (name is a coincidence) Primary School are aske...
In 2018, the Education Endowment Foundation published some guidance for schools on Metacognition and Self-Regulated Learning, which we are told provides ‘high i...
Reflection on one’s own lessons is typically viewed as a key aspect of professional development. Teachers are exhorted to be reflective practitioners, and this ...
Evidence suggests that the use of ‘metacognitive strategies’ can be worth the equivalent of an additional seven months’ progress when used well (Education Endow...
It is 20 years since the National Advisory Committee on Creative and Cultural Education (NACCCE, 1999) offered a simple if daunting definition of creativity:
I...
In the 60 years since CP Snow’s Rede Lecture of 1959, there has been a considerable narrowing in the cultural divide between science and the humanities, and onl...
What are the arts for?
Howard Gardner (1990) suggested that the arts provide three interconnected developmental pathways: helping to develop a child’s percepti...
Schools love to measure things. They like to collect these measurements up and present the numbers as an ineffable truth about a pupil’s progress. The data is e...
