1. The meaning of the word ‘learning’, in a one-sentence definition that’s easy to recall, and say
2. How learning happens – a simple ‘model of learning’, of the kind that fits on one page, like this one that we use at HBK: Model of Learning
3. Why some enduringly-popular teaching techniques, such as initiation-response-evaluation (I.R.E.) questioning, and allowing hands up, are likely to make it harder for ALL students to learn well
4. The 10-15 teaching techniques that are likely to have the greatest impact on learning, based on robust research – Rosenshine’s Principles are a good example of the attempt to bring clarity to this question
5. Revision activities that are popular but largely ineffective when done on their own, such as re-reading notes and highlighting/underlining; and what makes them largely ineffective
6. Why knowledge matters: the crucial importance of knowledge-building for learning and ‘being smart’
7. What is meant by retrieval practice, and why it is essential for learning (but still probably under-used by many teachers)
8. What great behaviour looks like, and why it matters
9. The difference between progress and attainment, and why progress in learning should be a primary goal – perhaps the key goal – of teaching
10. What school is for, based on an examination of the research, discussion with colleagues, and personal reflection
