Pedagogy

The latest research and advice covering the theory and practice of teaching, including teaching methods and tips

Monday

1st Jun 2026

Why too many classrooms are designed wrong
A school leader who took a sabbatical at a classroom-design company explains the benefits of a few simple design fixes
Sound and vision: why too many classrooms are designed wrong

Thursday

28th May 2026

Why students’ writing often feels flat, and how to fix it
Pupils’ writing lacks personality when they are too focused on sentence structures and checklists, writes head of English Emma Snow. Here, she sets out how to address this problem
mountain of paper

Tuesday

19th May 2026

Why group work is growing in US and Swedish maths classrooms
Group work using ‘vertical, non-permanent surfaces’ is a staple of Building Thinking Classrooms – a pedagogical approach gaining traction across the Atlantic. But how well does it work?
Numbers on wall

Thursday

7th May 2026

How distributed leadership in Scotland overcame mistakes of the past
Distributed leadership works by making success everyone’s collective responsibility, says Antony Luby
How distributed leadership in Scotland overcame mistakes of the past

Wednesday

29th Apr 2026

Why a new EEF study should not stop debates on setting
New EEF research shows that high prior attainers made slower progress in mixed-ability classes, but the overall picture is nuanced, writes Becky Francis
Professor Becky Francis, chief executive of the Education Endowment Foundation

Friday

24th Apr 2026

Do we really know what ‘good listening’ looks like?
Listening in class is associated with behaviours like sitting still and making eye contact, but these expectations can be difficult for some children to meet, says Rebekah Boylan
Ear illustration

Wednesday

22nd Apr 2026

Why funny teachers aren’t (usually) better teachers
Humour is one of the traits that students value most in their teachers. But can cracking jokes actually make your teaching better? Mark Roberts takes a look at the research
Laurel and hardy

Tuesday

21st Apr 2026

Why confidence matters as much as knowledge in Year 6 Sats
In the run-up to Sats, paying attention to how pupils feel about their learning is just as important as academic preparation, says Year 6 teacher Tom Hullyer
Boy on a diving board

Wednesday

15th Apr 2026

What neuroscience tells us about teaching young children
We know that the youngest pupils’ brains work differently to adult brains, and scientific research has now uncovered some of the secrets to keeping early years children engaged in their learning, argues neuroscientist Sam Wass
Brain montage

Tuesday

14th Apr 2026

Paul Black: how his work improved learning worldwide
Following the death of education researcher Paul Black, his colleague and co-author Dylan Wiliam reflects on the legacy of his work on assessment and classroom practice
Paul Black

Tuesday

7th Apr 2026

Why oracy is the perfect antidote to AI exploitation
In an age when AI can deliver facts in a fraction of a second, educators need to focus on doing what tech cannot do – exploring knowledge and understanding through talk, says Alex Hebbes
Why oracy is so important in education in the age of AI

Tuesday

31st Mar 2026

5 ‘superpower’ prompts that boost primary pupils’ maths resilience
Pupils’ lack of perseverance with tackling maths problems led this international teacher to introduce a checklist of five simple questions designed to develop their metacognitive skills
Metacognition in schools: the 'superpower' prompts that help pupils build resilience in maths