Pedagogy First.
Technology Second.

Retrieval Practice & Memory

The act of pulling knowledge out of memory does more for learning than putting it back in. This chapter is about making that effort happen, on purpose, again and again.

Rooted in the work of Bjork, Roediger & Karpicke, Dunlosky, Agarwal and others

Formative Assessment

The term formative should apply not to the assessment but to the function that the evidence generated by the assessment actually serves.

Dylan Wiliam, Assessment: The Bridge between Teaching and Learning, 2013

Rooted in the work of Black, Wiliam, Sadler and others

Feedback

Feedback is too often treated as another word for marking. It isn’t. Good feedback gives pupils information they can use to improve what they do next, and that is a far higher bar than writing a comment in the margin.

Rooted in the work of Hattie & Timperley, Sadler, Nicol & Macfarlane-Dick and others

Questioning & Discussion

The questions a teacher asks, and the talk they allow to follow, shape what thinking happens in a room.

Rooted in the work of Alexander, Rowe, Mercer and others

Explanations & Modelling

Telling is not explaining, and showing is not modelling. This chapter is about helping teaching work framed around how attention and memory actually work.

Rooted in the work of Rosenshine, Sweller, Mayer and others

Metacognition & Self-Regulation

Students who can plan, monitor and adjust their own learning consistently outperform those who can't. This chapter is about teaching that ability explicitly, so self-regulation is something pupils are taught rather than something the lucky ones pick up. That means helping learners break a task down, choose an approach on purpose, check how it's going, and change course when it isn't working.

Rooted in the work of Zimmerman, Flavell, Winne and others