Peter Mattlock

Take it from the task-master: easy ways to get pupils thinking

Teachers know hard thinking leads to better learning. Here, Peter Mattock explains how to set up knowledge-boosting activities without burning the midnight oil

Magazine article image

Deciding what you want your pupils to do in a lesson so that they can consolidate knowledge, develop understanding or just generally explore a theme is one of the most important judgements that teachers make each day. Get it right, students thrive; get it wrong, learning stalls – or it can even go backwards.

Fortunately, task design is becoming an ever-more-informed process. The majority of teachers understand that engagement is a poor proxy for learning. Classrooms of pupils busy working on a task that they find “fun” does not necessarily mean the children will emerge having made any sort of ...

Subscribe to continue reading

Get full access to our magazine to keep up-to-date with the latest education research, insight and analysis – including audio articles and back issues