Authors

Do classroom displays lead to any discernible benefits for our pupils or do they distract them from learning? Alex Quigley looks at the research

Testing students on content they are yet to learn can improve learning – but teachers should use this approach with caution, says Alex Quigley

As research shows that being labelled as dyslexic lowers academic expectations, Alex Quigley explores the issue

Complex sentences, uncommon words and double negatives can all prevent students from understanding exam questions. Alex Quigley explains what teachers can do to help them

Encouraging students to predict an answer before being told the correct one can spark their curiosity and foster meaningful learning, says Alex Quigley

Knowledge organisers can help to build subject familiarity but unless your students know the appropriate place to introduce the facts they have learned, such tools may be more of a hindrance than a help, says Alex Quigley