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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

Observation and evaluation of colleagues can be a tricky process, and a one-size-fits-all approach is unlikely to pay off in performance improvement. Mark Enser taps the research on how to make it work

Thematic approaches to subjects can sometimes lack coherency, says Mark Enser, but he has some tricks to solve the problem