This post is a capture of a short thread posted on X;LinkedIn last week. I’ve added links to other posts that explore the issues in more depth,

Some thoughts from recent discussions and observations:

1. Concrete Learning and schema-building

A lot of teaching is too abstract and out of context for the weakest learners. Not enough scene setting—images, videos, real objects, experiences, stories, concrete examples—make it real, concrete, vivid. Spell it out.

2. Modelling hand-over,

Modelling is a process that should only end when everyone can do what you’re modelling. They all need a chance to do it, so you need to check they all can. Reteach and scaffold as needed—but at least check. Can *everyone* do the equation, paragraph, explanation, skill?

3. Checks for understanding

It’s so common for a few students’ answers to be taken as representative of the class. Show-me boards, proper structured pair talk, or full circulation checks ensure all students think, practice, make meaning; you have to do these things or else you have no idea how it’s going.

4. Retrieval Practice.

Too much retrieval practice assumes we’re at the ‘strengthening connections’ phase when actually many students simply don’t understand the material at all. Quizzing must reveal wrong answers leading to reteaching. Green penning isn’t teaching. Design RP for a high success rate.

5. Rehearsal and fluency – for all,

We underplay the need for extensive rehearsal and repetition. For example, one student gives a half-decent answer; they are not asked to improve it, and nobody else is asked. Versus pair talk being used so every single student is answering, and sampled responses are probed and deepened.