This 15-minute guide serves as both a theoretical foundation and a practical toolkit for teachers looking to develop thinking skills in their classrooms. It provides a solid understanding of the concept and offers actionable strategies to implement it effectively. Introduction to Thinking Skills Thinking skills are mental activities used to process information, make connections, decisions, and create new ideas. They are essential for learning, problem-solving, and decision-making. Impact on Attainment Developing pupils’ thinking skills can lead to better learning and increased attainment. Activities that make pupils’ minds work are highly effective in raising attainment. Bloom’s Taxonomy Overview Created by Benjamin Bloom in 1956, organising teacher questions into six categories based on required thinking skills. Provides a hierarchy of thinking skills, from simpler to more complex. Original Bloom’s Taxonomy (1956) Used nouns to name thinking skills: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation. Revised Bloom’s Taxonomy (2001) Anderson and Krathwohl revised the taxonomy using verbs instead of nouns. New order: Remembering, Understanding, Applying, Analyzing, Evaluating, Creating. “Creating” replaced “Synthesis” and moved to the top level.

This 15-minute guide serves as both a theoretical foundation and a practical toolkit for teachers looking to develop peer assessment in their classrooms. It provides a solid understanding of the concept and offers actionable strategies to implement it effectively. Definition of Peer Assessment Involves learners evaluating and making judgments about the work of their peers Usually a formative assessment strategy (occurs during the learning process) K ey Benefits a. Improves learners’ understanding of success criteria b. Increases engagement in learning c. Develops interpersonal and critical thinking skills d. Potentially reduces teacher workload e. Provides more immediate and voluminous feedback than teacher assessment alone f. Helps learners self-evaluate their own work more effectively Implementing Peer Assessment a. Use it for works in progress, not just final products b. Provide opportunities for learners to use feedback to revise their work c. Scaffold the process, especially for younger learners (e.g., using the T-A-G method) d. Ensure feedback is task-involving and focuses on key elements of success criteria

This 15-minute guide serves as both a theoretical foundation and a practical toolkit for teachers looking to develop peer teaching in their classrooms. It provides a solid understanding of the concept and offers actionable strategies to implement it effectively. Introduction This guide introduces peer teaching as a key Evidence-Based Learning (EBL) skill, highlighting its benefits and research support for classroom implementation. What is Peer Teaching? Defined as learners teaching other learners by design Traced back to Aristotle’s use of learner leaders Formally organised as a theory by Andrew Bell in 1795 Benefits of Peer Teaching Increases motivation, engagement, and understanding of material Develops critical thinking, problem-solving, and communication skills Creates a supportive and collaborative learning environment Improves academic achievement for both peer teachers and learners Fosters diversity and depth in knowledge and opinions Enhances social skills, teamwork, and cooperation Helps learners recognise gaps in their knowledge Builds social bonds and friendships Key Points for Teachers Peer teaching allows for explanation in language students naturally use It creates opportunities for active learning and immediate feedback Students often gain deeper understanding by teaching others It can lead to improved grades and greater confidence in learning Peer teachers may explain concepts more effectively, having just learned them It offers multiple perspectives and nuances to a student’s knowledge Implementation Tips Use peer teaching for one-on-one tutoring or small group instruction Encourage students to modify and explain concepts in their own words Create a structured environment for peer teaching activities Use it as a way to reinforce recently learned concepts Monitor interactions to ensure accuracy of information shared Potential Challenges Ensure accuracy of information being shared between peers Manage classroom dynamics to maintain a productive learning environment Balance peer teaching with other teaching methods Conclusion Peer teaching is a valuable tool that can significantly enhance the learning experience, improve academic outcomes, and develop important 21st-century skills in students. By incorporating peer teaching strategies, teachers can create a more dynamic, engaging, and effective classroom environment.

This 15-minute guide serves as both a theoretical foundation and a practical toolkit for teachers looking to develop self-assessment in their classrooms. It provides a solid understanding of the concept and offers actionable strategies to implement it effectively. Purpose and Context: This is a 15-minute teacher guide focusing on Self-Assessment, which is one of eight key Evidence-Based Learning (EBL) skills. It’s designed to help teachers understand and implement self-assessment strategies in their classrooms. Benefits of Self-Assessment: Increases student motivation and engagement Improves understanding of material Develops metacognitive skills Promotes lifelong learning Reduces teacher workload by sharing feedback responsibilities Enhances students’ ability to become independent learners Key Components of Self-Assessment: Students monitor and evaluate their own thinking and learning Students identify strategies to improve their understanding and skills Involves reflective activities Helps students develop criteria for evaluating their work Implementation Strategies: Teach students to ask key questions about their learning (e.g., “Where am I now?”, “Where am I trying to go?”) Use rubrics to provide clear criteria for self-assessment Create a classroom culture where mistakes are viewed as learning opportunities Implement self-assessment during the learning process, not just at the end Combine self-assessment with peer assessment for better results Connection to Other Skills: Self-assessment is closely linked to metacognition and self-regulation It’s a stepping stone towards developing 21st-century skills like creative thinking, critical thinking, and problem-solving Research Support: The guide includes numerous research-based quotes and findings to support the use of self-assessment This research could be used for teacher professional development Practical Considerations: Self-assessment requires practice and guidance from teachers It should be implemented gradually, with clear instructions and opportunities for students to apply and refine their self-assessment skills By incorporating these self-assessment strategies, teachers can help their students become more self-aware, motivated, and effective learners. This guide provides a solid foundation for understanding the importance of self-assessment and offers practical ways to integrate it into classroom practice.

This 15-minute guide serves as both a theoretical foundation and a practical toolkit for teachers looking to develop independent learning in their classrooms. It provides a solid understanding of the concept and offers actionable strategies to implement it effectively. Here’s a summary of its key features: Definition and importance: It provides clear definitions of independent learning and independent learners, emphasising why these skills are essential for 21st-century education. Evidence-based approach: The guide is based on a review of over 200 educational research papers, giving teachers confidence in its recommendations. Key skills overview: It outlines eight key thinking and learning skills, including independent learning, and how they contribute to developing critical thinking, creative thinking, and problem-solving abilities. Characteristics of independent learners: The resource details the traits of independent learners, helping teachers identify and nurture these qualities in their students. Comparison with dependent learners: By contrasting independent and dependent learners, teachers can better understand the spectrum of learner autonomy and how to move students along this continuum. Implementation strategies: The guide offers practical suggestions for promoting independent learning in the classroom, including alternatives to extended teacher talk and ways to gradually transfer responsibility to students. Benefits of independent learning: It lists the advantages of developing independent learning skills, such as improved academic performance and increased motivation. Teacher’s role: The resource emphasises that independent learning doesn’t mean leaving students to work alone, but rather supporting them in developing self-regulation skills and taking responsibility for their learning. Scaffolding techniques: It explains how teachers can use scaffolding to gradually build students’ independent learning skills. Evidence-based quotes: The guide includes research-backed quotes that teachers can use for their own professional development or to support their teaching practices.

This resource is a 15-minute teacher guide focused on metacognition, which is described as one of eight key Evidence-Based Learning (EBL) skills. Here’s a summary of its contents: It provides an introduction to metacognition in the context of learning and teaching. The guide explains what metacognition is, defining it as “thinking about one’s own thinking” and distinguishing it from cognition. It describes the two key components of metacognition: metacognitive knowledge and metacognitive regulation. The resource places metacognition in the context of other thinking skills, showing where it fits in relation to Bloom’s Taxonomy and other 21st century skills. It includes examples of metacognitive questions that students might ask before, during, and after a learning task. The guide provides several research-based quotes on the importance and benefits of metacognition in learning. It explains how metacognition relates to self-regulation and successful learning. This guide that can be used across multiple classrooms and can potentially inform school-wide approaches to developing students’ metacognitive skills since it research-based evidence and practical examples.

This is a 15-minute teacher guide on self-regulation - one of eight key Evidence-Based Learning (EBL) skills. This comprehensive, and evidence-based, guide to self-regulation can be used across multiple classrooms and potentially inform school-wide approaches to developing students’ self-regulation skills. Content includes: An introduction to self-regulation in the context of learning and teaching. An explanation of what self-regulation is, defining it as the degree to which students can control aspects of their thinking, motivation, and behaviours during learning. A description of the characteristics of self-regulated learners, including their ability to set goals, use strategies, and manage distractions. An outline of the key components needed for self-regulation, including both cognitive skills (like lower and higher order thinking, self-assessment, and metacognition) and non-cognitive skills (like motivation, volition, and other attitudes and behaviours). Research-based information on the importance of self-regulation in learning, supported by quotes from the research. Placing self-regulation in the context of other thinking skills, showing where it fits in relation to Bloom’s Taxonomy and other 21st century skills. An appendix briefly introduces the concept of Socially-Shared Self-Regulation.

The Exit Tickets resource is a practical, evidence-based tool designed to help teachers conduct quick, informal assessments at the end of lessons. Exit Tickets allow students to reflect on what they’ve learned, providing teachers with immediate, actionable feedback on pupil understanding. This resource is grounded in research, making it a reliable way for teachers to identify learning gaps, adjust future lessons, and encourage deeper student engagement. The ten-minute guide helps teachers easily incorporate Exit Tickets into their classrooms, enhancing their teaching practices. This price offers great value for whole-school use, ensuring that all teachers can benefit from the research-backed advantages of using Exit Tickets to inform current and future teaching.

15 KS1 Festivals Numeracy Worksheets (photocopiable) These worksheets integrate numeracy skills with a thematic focus on autumn festivals. The structured worksheets are designed to reinforce key mathematical concepts through engaging, festival-related activities.

The Vikings This lesson is ready to use and has three teaching objectives. Introduce 11-14 year old students to the topic of Vikings: The lesson provides detailed historical information about the Vikings, including their raids, settlements, culture, and impact on Europe. Allow students the opportunity to experience a wide variety of question types: The lesson includes various types of questions, such as multiple-choice, true/false, short answer, fill-in-the-blank, and more complex questions that require explanations and personal reflections. This variety helps students engage with the content in multiple ways and develop different skills. Offer students the opportunity to practise self-assessment: There is a section on collaborative self-assessment where students are encouraged to work with a partner to discuss and mark their answers. This process helps students practise self-assessment and peer review, fostering a deeper understanding and self-reflection on their learning.

Thinking Skills in action These screens provide a comprehensive guide for students, covering fundamental thinking skills as well as advanced 21st-century thinking skills, helping them to develop essential cognitive abilities for the modern world. Introduction to Thinking Skills This screen provides an overview of the importance of thinking skills, explaining that they are essential for solving problems, making decisions, and learning new things. It emphasises that these skills can be improved through practice, setting the stage for understanding their significance. Thinking Skill 1 - Remembering Remembering is the foundational skill for all learning processes. This screen explains how to recall information and provides examples of questions that test this skill. It’s crucial for students to master remembering to build a solid base for higher-order thinking skills. Thinking Skill 2 - Understanding Understanding allows students to make sense of information and express it in their own words. This screen is vital because comprehension is necessary for applying, analysing, evaluating, and creating new knowledge. It includes practical questions that help students practice this skill. Thinking Skill 3 - Applying Applying knowledge demonstrates the ability to use what has been learned in new situations. This screen helps students learn how to transfer and adapt their knowledge to solve new problems, a critical skill for real-world applications. Thinking Skill 4 - Analysing Analysing involves breaking down information into parts and understanding their relationships. This skill is essential for critical thinking and problem-solving. The screen provides questions that guide students in practicing analysis, helping them develop deeper insights into complex issues. 21st Century Thinking Skill 1 - Creative Thinking Reason: Creative thinking is crucial for developing innovative solutions in today’s rapidly changing world. This screen introduces creative thinking as a fresh way of looking at problems, emphasising its importance in addressing 21st-century challenges. It encourages students to think outside the box, which is essential for modern education and future careers. 21st Century Thinking Skill 2 - Critical Thinking Critical thinking is vital for evaluating information and making informed decisions. This screen explains the importance of not accepting information at face value and recognising biases and misinformation. It is especially relevant in the age of digital information and “fake news.” 21st Century Thinking Skill 3 - Problem Solving Problem solving combines creative and critical thinking to address challenges that students face. This screen highlights the importance of using these skills to develop effective solutions. It is crucial for students to learn how to approach and solve problems systematically, which is essential for success in both academic and real-world scenarios.

Essential Collaboration These selected pages cover the essential aspects of collaboration: preparation, execution, reflection, communication, and inquiry. Each page provides practical advice and tools that students can directly apply to enhance their collaborative efforts. Collaboration before a task “Make sure you both do the same amount of work.” This emphasises the importance of equal contribution and shared responsibility, which sets the foundation for fair and balanced collaboration. Collaboration during a task (1) “Give your partner time to think.” This highlights the importance of allowing your partner time to think, fostering a respectful and thoughtful collaborative environment. Collaboration during a task (2) “If you disagree with your partner explain why you disagree.” This teaches students how to handle disagreements constructively, maintaining a positive and productive collaborative relationship. Collaboration during a task (3) “Be prepared to justify and defend any opinions you have.” This emphasises the importance of justifying and defending opinions, encouraging critical thinking and deeper understanding during collaboration. Collaboration after a task (1) “Did you learn more working with a partner than on your own?” This prompts students to reflect on their learning experience with a partner, helping them evaluate the effectiveness of their collaboration and identify areas for improvement. Extra 1: Things You Could Say to Your Partner “I think that….” “I disagree because….” “What do you think?” “It might be better if….” “One idea I have is….” Specific phrases for constructive communication, helping students articulate their thoughts clearly and respectfully for effective collaboration. Extra 2: Questions You Could Ask Your Partner “Why did…?” “Why do you think…?” “What was the reason for…?” “What might happen if….?” “How did you feel about…?” “Can you think of another way that…?” “What would you do if…?” Questions that encourage deeper discussion and understanding, a key component of effective collaboration.

Peer Assessment These screens collectively provide a comprehensive approach to peer assessment, covering positive feedback, constructive criticism, questioning techniques, evaluation of understanding, and goal achievement. This ensures students not only learn to give and receive feedback but also develop critical thinking and self-assessment skills. Constructive Feedback (Peer Assessment screens 1 and 2) Screens: “What I really liked about your work was…” and “The reason I liked this part was…” These screens guide students on how to give positive feedback. Learning to identify and articulate what is good about a peer’s work helps in building a supportive and constructive peer assessment environment. Critical Feedback (Peer Assessment screens 3 and 4) Screens: “I think this part could be improved…” and “Maybe you should think about…?” These screens teach students how to provide constructive criticism, which is crucial for the peer assessment process. This helps peers improve their work without feeling discouraged. Questioning Technique: (Peer Assessment screen 5) Screen: “Why did you decide to…?” Encouraging students to ask this question fosters critical thinking and deeper understanding. It also prompts peers to reflect on their choices and consider alternative approaches. Evaluation of Understanding: (Peer Assessment screens 6 and 7) Screens: “I understood most of your ideas but I didn’t understand…” and “Your ideas were easy to understand because…” These screens focus on comprehension and clarity of communication. They help students evaluate how well they are conveying their ideas and identify areas where their communication might be lacking. Goal Achievement Assessment: (Peer Assessment screen 8) Screen: “I thought you met the goal for this task because…” This part helps students focus on the objectives of the assignment and understand if they have achieved the task’s goals. It also opens up opportunities for peers to offer help in meeting these goals.

Essential Independent Learning Independent learning means pupils taking responsibility for their own learning process. It includes identifying learning needs, setting goals, finding resources, and self-assessment. Independent learning fosters autonomy, critical thinking, and lifelong learning skills. Put simply, it means that pupils are learning without help from a teacher or a partner. Essential Independent Learnin consists of the questions that students ‘can’t do without’. Here are the three essential ‘before,’ two essential ‘during,’ and two essential ‘after’ screens that would benefit students the most as they learn independently: Independent Learning before a learning activity How can I plan my learning effectively? Effective planning is the foundation of successful independent learning. This question encourages students to think about how they will structure their study time, select appropriate resources, and create a conducive learning environment. Have I set specific, achievable goals for what I want to learn? What resources and strategies will I use to achieve my learning goals? Identifying resources and strategies in advance ensures that students are well-prepared and have the tools they need to succeed. This question encourages students to think critically about the methods and materials that will best support their learning. Independent Learning during a learning activity Am I staying focused and making progress towards my learning goals? Staying focused and tracking progress are essential for maintaining momentum in independent learning. This question prompts students to regularly check in with themselves to ensure they are on track and to make adjustments as needed. How can I adapt my approach if I encounter challenges or obstacles? Flexibility and adaptability are key components of effective independent learning. This question encourages students to think proactively about how they can overcome difficulties and remain resilient in the face of setbacks. Independent Learning after a learning activity Did I meet my learning goals? Reflecting on whether learning goals were met helps students evaluate their effectiveness and identify areas for improvement. This question encourages self-assessment and accountability. What strategies worked well, and what can I improve for future learning activities? Continuous improvement is essential for developing strong independent learning skills. This question prompts students to reflect on their learning process, recognize successful strategies, and identify areas for enhancement in future learning activities. These questions are designed to guide students through the independent learning process, helping them plan, execute, and reflect on their learning activities. They encourage self-awareness, critical thinking, and a proactive approach to overcoming challenges, all of which are essential for effective independent learning.

Essential Peer Teaching Peer teaching involves students teaching other students, sharing their knowledge, skills, and understanding. It is an effective method for deepening comprehension and fostering collaborative learning environments. Essential peer teaching consists of the questions that students ‘can’t do without’. Here are the three essential ‘before,’ two essential ‘during,’ and two essential ‘after’ screens that would benefit students the most as they peer teach: Peer Teaching before a session How can I prepare to teach this material to my partner? Preparation is crucial for effective teaching. This question encourages the student to plan and organise the material, ensuring they understand it thoroughly before attempting to teach others. Have I set a clear objective for what I want my partner to learn? Setting clear objectives helps the student focus on key learning outcomes, making the teaching session more structured and goal-oriented. What steps do I need to take to effectively teach this material? This question prompts the student to think about the teaching process, including breaking down the material into manageable parts and considering the best methods to convey the information. Peer Teaching during a session Am I engaging my partner and keeping them on track with the lesson? Engagement is vital for effective learning. This question encourages the student to monitor their partner’s engagement and adjust their teaching methods to maintain interest and focus. How can I adjust my teaching approach if my partner is not understanding the material? Flexibility is important in teaching. This question prompts the student to be responsive to their partner’s needs and adapt their approach to ensure comprehension. Peer Teaching after a session Did my partner achieve the learning objectives for this session? Reflecting on whether the learning objectives were met helps the student assess the effectiveness of their teaching and identify areas for improvement. How can I improve my teaching methods for future peer teaching sessions? Continuous improvement is essential for developing teaching skills. This question encourages the student to reflect on their teaching experience and think about how they can enhance their approach in future sessions. These questions are designed to guide the student through the entire peer teaching process, from preparation to execution to reflection, ensuring they consider all aspects of effective peer teaching.

Essential Self-Assessment Essential self-assessment looks at the full resource and selects only those self-assessment questions that students ‘can’t do without’. So, based on the full document “Self-Assessment in action,” here are the six essential self-assessment questions that would benefit students the most. Did I know the learning goals for this task? This question helps students clarify their objectives before starting a task, ensuring they understand what they need to achieve. Did I monitor my performance against my learning goals? This question encourages ongoing self-monitoring, helping students stay on track with their goals during the learning process. Can I identify what was good about my work? Reflecting on strengths allows students to recognize and build upon successful strategies and achievements. Can I identify which parts of my work need improving? Identifying areas for improvement helps students focus on specific aspects of their work that require more effort or different strategies. Do I know how to make these improvements? Understanding how to improve is crucial for students to develop actionable plans to enhance their future performance. What do I need to learn next? This question helps students set new goals and continue their learning journey by identifying the next steps in their development. These questions guide students through a comprehensive self-assessment process, from setting goals to evaluating and planning for future learning.

Essential Self-Regulation Essential self-regulation looks at the full resource and selects only those self-regulation questions that students ‘can’t do without’. Based on the full document “Self-Regulation in action,” here are the three essential ‘before,’ two essential ‘during,’ and one essential ‘after’ screens that would benefit students the most. How can I motivate myself to start work on this task? Motivation is the driving force behind starting any task. Without initial motivation, a student is unlikely to begin working, making this question crucial. Have I set a goal for this task? Setting a goal provides direction and purpose. It helps students understand what they are aiming to achieve, which is essential for effective self-regulation and task completion. What steps do I need to take to achieve my goal? Planning is a key aspect of self-regulation. Identifying the necessary steps helps in organising efforts and resources efficiently, ensuring a structured approach to achieving the goal. Am I on track to meet my goal for this task? Monitoring progress is vital during the task to ensure that efforts are aligned with the goal. This question helps students stay focused and make necessary adjustments in real-time. How can I adjust my approach if I am not making progress towards my goal? Importance: Flexibility and adaptability are crucial when facing obstacles. This question encourages students to think critically about their strategies and make changes if they are not progressing as planned. Did I achieve my goal for this task? Reflecting on whether the goal was achieved is important for evaluating the effectiveness of the strategies used. It helps in understanding what worked well and what can be improved for future tasks. These questions collectively cover the key phases of self-regulation: motivation, goal setting, planning, monitoring, adjusting, and reflecting. By addressing these aspects, students can develop a comprehensive approach to managing their tasks effectively, leading to improved learning outcomes.

Essential Metacognition This is really a “getting started with metacognition” so is probably best suited to P1. Essential metacognition looks at the full resource and selects only those metacognitive questions that students ‘can’t do without’. Based on the full document “Metacognition in action,” here are the two essential ‘before,’ two essential ‘during,’ and two essential ‘after’ screens that would benefit students the most from this full resource: Before a Task: Do I understand what I am expected to do? This question is crucial as it ensures that students have a clear grasp of the task requirements before they begin. Understanding the expectations helps in planning and executing the task effectively. What are the steps needed to complete this task? Identifying the steps required to complete the task helps students create a structured approach, ensuring they don’t overlook any part of the process. During a Task: Am I using the strategies that I know? This question prompts students to actively apply their known strategies and skills, making sure they are leveraging their existing knowledge effectively during the task. Have I checked that my learning is on track? Regularly checking their progress helps students stay aligned with their goals and allows them to make adjustments if they deviate from the expected path. After a Task: What did I do well? Reflecting on what went well reinforces positive behaviours and strategies, which can be replicated in future tasks. What have I learnt from this task? This question encourages students to reflect on the learning outcomes, helping them internalise the lessons and apply them in future scenarios. These essential metacognitive questions guide students in understanding, planning, monitoring, and reflecting on their learning processes, ultimately enhancing their learning efficiency and effectiveness.

Getting to Grips with Connectives This learning resource titled “Getting to Grips with Connectives” is an excellent tool for teaching y5/6 students about the usage and importance of connectives in their writing. Here’s a summary of what the resource covers: It starts by explaining what connectives are and their purpose in making sentences and writing more interesting and coherent. The resource covers the different types of connectives such as ‘and’, ‘but’, ‘so’, ‘because’, ‘although’, etc., and how they can be used to join simple sentences into compound sentences or clauses into complex sentences. It provides numerous examples and exercises for students to practise writing compound and complex sentences using various connectives. The resource also teaches how to vary the structure of sentences by moving the placement of connectives, and how to use pairs of connectives like ‘if…then’ and ‘either…or’ in the same sentence. It demonstrates how connectives can be used to link sentences within a paragraph, making the writing flow better. Finally, it covers the use of time connectives like ‘firstly’, ‘secondly’, ‘finally’ to sequence paragraphs and events in a logical order. Overall, this resource is comprehensive, engaging, and full of practice opportunities. It uses a science-fiction theme which could appeal to y5/6 students. The exercises progress from simple to more complex, allowing students to gradually build their skills with connectives.

Getting to Grips with Similes (blurb) This resource is a comprehensive set of worksheets designed to teach year 5/6 students about the use of similes in writing. It covers the following key areas: Defining similes and distinguishing them from metaphors, with clear examples provided. Explaining how similes create vivid imagery by comparing two unlike things using “like” or “as”. Guiding students to craft their own original similes to describe concepts from the natural world, like the sea, sun, etc. Using similes effectively to bring story characters to life by comparing their traits to animals or objects. Identifying similes in poetry and analysing the comparisons being made. Applying similes to describe fantasy characters or scenes. The resource employs an engaging, multi-modal approach with written explanations, example similes, visuals of characters/animals, and plenty of practice exercises. Students get opportunities to demonstrate understanding by writing their own similes and short descriptive passages. The content is pitched appropriately for the upper KS2 level, with clear instructions and a gradual progression from identifying and explaining similes to generating original ones. Overall, this is a well-designed resource that uses relatable scenarios, images, and step-by-step scaffolding to build students’ skills in recognising, interpreting, and incorporating similes to enhance descriptive writing. The variety of exercises and examples caters well to different learning styles.