Authors

Teachers know that retrieval practice works for learning, so, Mark Enser asks, why is there hesitation around revisiting the same concepts in teacher development?

Even if written feedback motivates students, there are other less time-consuming and more effective ways to show students you care, argues Mark Enser

If you’re teaching something simply because you ‘have to’, it might be time to ask if you can cut it out, says Mark Enser

Learning is an invisible process – but if we teach a curriculum that is worth learning, it should happen, says Mark Enser 

Curriculum sequencing helps to avoid teaching topics in silos – and here’s how to do it, says Mark Enser

There is a difference between work being completed and learning occurring, argues Mark Enser