Teaching, by the evidence.
Principles, pedagogies, methods, and tasks. Each entry leads with what the research actually says, and names the lethal mutations that degrade it.
Cognitive load theory
Cognitive load theory says working memory can only hold a few things at once. Good teaching reduces the load that isn't useful so pupils can spend their limited attention on the thinking that builds long-term memory.
PrincipleStrong evidenceConcrete pictorial abstract
Teach a new idea with physical objects first, then with drawings, then with abstract symbols. The sequence builds intuition before notation, and is the backbone of Singapore-style maths.
PedagogyDiamond 9 ranking
Pupils arrange nine cards in a diamond shape, ranked by importance. One card at the top, two in the second row, three in the middle, two below, one at the bottom. The constraint forces them to justify the harder middle choices.
TaskDirect instruction
Teacher-led teaching with small steps, explicit modelling, frequent checks for understanding, and quick feedback. One of the most strongly evidenced approaches for foundational skills.
PedagogyDual coding theory
Pupils learn more when teachers use words and visuals together than when they use either on its own. The two codes work in parallel, doubling the routes back into memory.
PrincipleElaboration
Asking pupils to explain why something is true or how it links to other ideas. Forces them to connect new material to what they already know, which is what builds schemas.
PedagogyFrayer model
A four-quadrant template that surrounds a word with its definition, key characteristics, examples, and non-examples. Particularly useful for tier 2 vocabulary and for science and maths terms that pupils often half-understand.
MethodModerate evidenceGenerative learning
Asking pupils to do something with new material rather than just take it in. Summarise it, map it, explain it, apply it. The act of generating produces stronger learning than passive reception.
PedagogyHexagon concept maps
A low-stakes routine where pupils tessellate labelled hexagons so touching sides represent connections between ideas. Forces them to choose which links are worth keeping, which is where the thinking happens.
TaskTheoretical basisInterleaving
Mix different problem types within a practice session rather than grouping them. Pupils get more confused at first and more flexible later. Particularly effective for maths and any subject with distinct categories.
PedagogyOracy
The ability to speak and listen well, with structure, vocabulary, and dialogue skills. Often the missing third of literacy alongside reading and writing. Underpins reading comprehension and writing quality.
PedagogyRetrieval practice
Retrieval practice is pulling information out of memory rather than re-reading it. It strengthens long-term memory more than almost any other learning strategy, and works across age groups and subjects.
PedagogyStrong evidenceRosenshine's principles of instruction
Ten teaching principles drawn from cognitive science, observation of expert teachers, and instructional research. The list is short, classroom-ready, and the closest thing teaching has to a one-page evidence summary.
PedagogyStrong evidenceScaffolding
Temporary support that helps a pupil do something they cannot yet do alone. The scaffolding is faded gradually until the pupil is independent. The fading is what makes it scaffolding rather than just help.
PedagogySchema theory
Pupils organise knowledge in long-term memory as connected webs called schemas. Strong schemas let pupils think quickly about complex problems because the parts are already linked.
PrincipleSpaced repetition
Revisit material at growing intervals rather than cramming. Pupils who study the same amount of material spread over weeks remember more than pupils who study it all at once.
PrincipleThink pair share
A three-step talk routine. Pupils think alone, discuss with a partner, then share with the whole class. Increases participation and lets every pupil rehearse before speaking publicly.
MethodTier 2 vocabulary
The mature, cross-subject words that appear in books and exam papers but rarely in everyday speech. Examples are "conclude", "consequence", "establish". Teaching them explicitly is one of the strongest levers on reading comprehension.
PedagogyWorked examples
A fully completed solution shown step by step. Novices learn more from studying a worked example than from solving the equivalent problem themselves, because their working memory is freed up to attend to the method.
PedagogyWorking memory
Working memory is the mental workspace pupils use right now. It holds around four items for a few seconds. Good teaching protects it from unnecessary load.
Principle
Every entry is grounded in published research, reviewed against the evidence at least once a year, and paired with the misconceptions inventory.