What truly elevates instruction?.Recently, I had the privilege of visiting @tempyheightsps & it was one of the most impressive examples of expert teaching I’ve seen. Calm classrooms. Purposeful practice. Responsive instruction. But the secret? It wasn’t just strategy. It was

Too often in education, we debate which teaching strategy is best. But what if the real question is: when should we use it?.In this post, I dive into a common trap even great teachers fall into: using high-impact strategies like checking for understanding, problem-solving & group

RT @janeconsidine: This is so fascinating! Important longitudinal study on Key Stage 2 results and earnings. A MUST READ. - Higher KS2 att….

RT @msrebeccabirch: Have you found AERO helpful in your school or for your practice? They're being evaluated and the results may have impli….

RT @reerossi97: An absolute privilege ❤️ so honoured to showcase what we do to some incredible experts in our field!.

WHAT IT REALLY TAKES TO ELEVATE INSTRUCTION.From shared language and routines to deep pedagogical knowledge and genuine team reflection, this school shows what happens when a community is fully aligned around a clear, student-focused vision. In this article, I unpack the five

Want to teach maths with more clarity (and less guesswork)?.My 2-day course Effective Primary Maths Teaching is back!.✅ Practical + online.🗓️ Aug 4 & Sept 1.🎯 $299.👉 Register:

RT @C_Hendrick: Instructional hierarchy with @learnwithmrlee at @SharingBestPrac

As always, @lifelonglit offering some extremely useful tips on the building blocks of English. GPCs are powerful—but not perfect. That’s where morphology, orthography & etymology step in to finish the job. @SharingBestPrac

If anyone wants to know what effective instruction looks like, make sure you visit @tempyheightsps! What they teach, how they teach and the teacher knowledge of the why is so impressive 👏.It's clear that the leadership team has put so much work into creating a positive learning.

I've had the privilege of seeing @C_Hendrick present 3 times in the past 2 days! Here are some of my key takeaways:.➡️ we need to create a shared understanding.➡️ our super power is our LTM.➡️ learning is counter-intuitive .➡️ when teaching we need to ask:.- Are students thinking

🚨 **NEW EPISODE**.Few do a better job of turning research into real classroom practice than Jocelyn Seamer Education! In this episode, we dive into what really matters for Years 3–6 literacy—clear purpose, practical tools, and powerful insights. 🎧

Looking forward to today's session with the "Tay-Tay of maths" @mrbartonmaths and @ollie_lovell

RT @JakeCowling: What an awesome thread!.

Ready for practical PL that actually connects research to the classroom?.The next round of Effective Primary Maths Teaching kicks off this August. 🗓️ 4 Aug & 1 Sep.💻 Live + interactive.🎯 Real strategies, not just theory. 👉 Register now: Are you in?

Good strategies can fail when used at the wrong time. ⌚It’s all about timing. 📖 Read the full piece:.🧵8/8

Each of these practices—checking for understanding, using problem-solving tasks, building fluency and grouping students—can be powerful. But power depends on timing. It’s not about having all the tools—it’s about using them with purpose, not just habit. 🧵7/8

When groups are used to rotate through tasks that lack purpose or clarity, small group work becomes little more than busy work. There’s little learning—just movement. Make small groups purposeful, flexible, and responsive. 🧵6/8

If students are still making frequent errors or haven’t yet developed a clear mental model of the skill, adding speed only adds pressure—not progress. Before introducing any form of timing, make sure students can perform the skill correctly & consistently. 🧵5/8

The problem isn’t that students are unwilling—it’s that they’re unprepared. Without fluency in the core facts, procedures, or concepts underpinning the task, their cognitive load is overwhelmed. Use novel problems after students are fluent with foundational knowledge. 🧵4/8