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Learning and thinking skills
From cognitive psychology to working memory, examining how pupils learn is often the gateway to better outcomes in the classroom.
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Metacognition has become a trendy term to use in schools – but how can we develop it in a way that actually takes advantage of this approach? James Mannion explains
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Dr Tracy Packiam Alloway of the University of Durham has researched the difficulties faced by children who have a low working memory
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Pupil independence should be the goal of any in-class support. Anita Devi explains how teachers and teaching assistants can facilitate transformative learning
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Are growth mindsets for teachers too? Bradley Busch summarises research findings on teacher mindset and suggests practical applications for the classroom
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Dr Amelia Roberts shares some reflections on the challenges of developing a growth mindset in pupils with SEND, and offers some practical advice
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Academic journals are full of specialist information that more able students can use. Dr Andrew K. Shenton outlines how students can use Bradford’s Law to navigate research
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Pupils with working memory difficulties find problems harder and acquire concepts less easily. Here’s how to help pupils train their memories
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Many theories of teaching are only loosely linked to what we know about how the brain works. Nigel Paine outlines the key findings that teachers should know
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Why is it that pupils struggle to understand abstract ideas? Damian Haigh explains how to help pupils apply existing knowledge to new problems in order to succeed
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A lot of claims are made about the importance of neuroscience to teachers. Owen Carter summarises what you can and can’t learn from the research so far