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The subtle art of slowly losing control

A great deal of evidence points to the superiority of teacher-led instruction in terms of transmitting content memorably and effectively. Here, teacher and PhD candidate Greg Ashman considers what this meant for his own teaching, under what circumstances we might use guided instruction, and when less guidance might actually be useful. For years I was […]

Battling the Bandwidth of your Brain

Why some people think cognitive load theory might be the most important thing a teacher can understand. Recently, there has been a surge of interest in cognitive load theory, perhaps aided by comments made by Dylan Wiliam on Twitter that it is ‘the single most important thing for teachers to know’ (Wiliam, 2017). So, what […]