ABSTRACT

A central goal of teaching is to foster learning that is both durable and flexible. Vitally, improving teaching requires giving teachers the time and space to try out and practice the theory and techniques they have learnt, reflecting and being supported to constantly improve. Great teaching can significantly increase a child's attainment and success. This is even more important for a child from a low-income background, who can often lack other support structures and social capital. Teachers can learn to practice deliberately as a continuous form of powerful, professional learning. It should be at the heart of a school's formative teacher evaluation program, focusing on strategies to improve student learning and performance. Cognitive science research offers a rich treasure trove of practical insights and teaching strategies, some counterintuitive, that will enrich and improve the learning designs of all teachers regardless of experience level.