Authors

Too often, we use questioning badly in our teaching – here’s how to make sure that it deepens learning, says Mark Enser

‘Interleaving’ curriculum design is all the rage, but the research isn’t always interpreted correctly, says Mark Enser

We need to construct learning according to the principles of storytelling if we want it to be remembered, argues Mark Enser

Too often we create the distractions that make it difficult for children to remember what they learn, argues Mark Enser

No, argues Mark Enser. ‘Dirt’ is designed to make feedback visible, rather than useful – and it’s time to get rid of it

School leaders and consultants are taking good educational ideas and making them worse, argues Mark Enser