This is a book about teaching, but it is not a manual on how to teach. It is a book about ideas, but not ideological. It is a book about thinking and questioning and challenging, but it also attempts some possible answers. The hope is that you will consider the implications of being wrong and consider what you would do differently if your most cherished beliefs about education turned out not to be true.
| Foreword |
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iii | |
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| Foreword |
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vii | |
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| Acknowledgements |
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xi | |
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xvii | |
| Introduction |
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1 | (6) |
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7 | (132) |
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11 | (22) |
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33 | (40) |
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3 Challenging assumptions |
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73 | (18) |
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4 Why we disagree and how we might agree |
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91 | (16) |
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5 You can prove anything with evidence! |
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107 | (32) |
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Part 2 Through the threshold |
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139 | (72) |
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145 | (14) |
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7 Liminality and threshold concepts |
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159 | (10) |
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8 Learning: from lab to classroom |
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169 | (8) |
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177 | (20) |
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10 The difference between experts and novices |
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197 | (14) |
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Part 3 What could we do differently? |
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211 | (62) |
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11 Deliberately difficult |
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215 | (6) |
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221 | (6) |
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227 | (6) |
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233 | (10) |
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243 | (4) |
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247 | (2) |
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249 | (20) |
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269 | (4) |
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Part 4 What else might we be getting wrong? |
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273 | (84) |
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19 Why formative assessment might be wrong |
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277 | (14) |
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20 Why lesson observation doesn't work |
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291 | (18) |
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309 | (10) |
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22 The dark art of differentiation |
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319 | (10) |
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23 The problem with praise |
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329 | (8) |
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24 Motivation: when the going gets tough, the tough get going |
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337 | (16) |
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25 Are schools killing creativity? |
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353 | (4) |
| Conclusion: The cult of outstanding |
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357 | (14) |
| Appendix 1 Data by numbers |
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371 | (20) |
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| Appendix 2 Five myths about intelligence |
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391 | (22) |
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| Bibliography |
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413 | (20) |
| Index |
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433 | |
David Didau is Senior Lead Practitioner for English at Ormiston Academies Trust and a freelance writer, blogger, speaker, trainer and author. He started his award-winning blog, The Learning Spy, in 2011 to express the constraints and irritations of ordinary teachers, detail the successes and failures within his own classroom, and synthesise his years of teaching experience through the lens of educational research and cognitive psychology. Since then he has spoken at various national conferences, has directly influenced Ofsted and has worked with the Department for Education to consider ways in which teachers' workload could be reduced.
