WAGOLLTeaching

Her more than me...💃

Quotes Worth Quoting:
"Memory is the residue of thought." – Daniel Willingham

The more our pupils think about something, the more likely they are to remember it. It’s not just about exposure or time spent—it’s about engaged thinking. And just as important as what they think about is how they think about it.

As educators, our job is to structure knowledge clearly, spark curiosity, and focus their attention on what matters most. Let’s make thinking visible—and memorable.

This was actually my first step into the world of research-informed practice, around seven or eight years back. At the time, it cut through all the noise and nonsense around education and got me thinking clearly about what really matters in the classroom - high-quality learning, made simple. It’s the kind of book that doesn’t waste your time.

Tom Sherrington takes Rosenshine’s legendary principles and makes them dead easy to grasp, showing what great teaching looks like in real classrooms - no fluff, just the good stuff.

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I’ve heard people use Cognitive Science as an excuse to avoid more “fun” teaching methods. Activities like role play, debates, or even an occasional Kahoot get dismissed as inefficient compared to cold calling, retrieval practice, or whiteboard work.

2/ And sure, efficiency matters. If you’re building knowledge or checking understanding, direct retrieval is powerful. But education isn’t just about efficiency—it’s also about engagement, experience, and making learning stick.

3/ Think of it like walking to the shops for milk. If the goal is to get your coffee fix, you take the fastest route. But on a sunny Saturday morning, you might take the scenic path, enjoy the fresh air, and make the experience more enjoyable—even if it takes longer.

4/ The same applies in the classroom. Sometimes, the goal is pure efficiency—getting knowledge into long-term memory to build fluency. Other times, it’s about enriching the learning experience, creating moments that students remember.

5/ A well-timed role play, a rich discussion, or even an interactive quiz isn’t just about fun—it helps students form deeper connections with what they’re learning. And that does matter.

6/ The best teachers strike a balance. They know when efficiency is key and when a richer, more engaging approach is worth the time. Cognitive Science should inform our decisions, not restrict them.

7/ So let’s stop framing this as a false choice. Efficiency and experience both have their place in great teaching. The real skill is knowing when to prioritise each. Thoughts?