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Teacher talk is often treated as something to minimise. But reducing it too far can leave pupils with less knowledge, less clarity and less capacity to work independently. The goal is not less explanation. It is better explanation, given at the right moment.

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A worrying reminder that recruitment numbers alone do not tell us whether schools are adequately staffed. The deeper issue is whether teachers stay, develop and feel able to build a sustainable career in the profession.

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4/ This connects closely to David’s excellent book, Intelligent Accountability. Accountability becomes damaging when it rewards what is easiest to see rather than what matters most. The answer is not less accountability, but greater humility about what the evidence can tell us.

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3/ The real question is never simply: Was the technique used? It is: What did it reveal? What changed because of it? What could pupils still do later? Good teaching is not the performance of evidence-informed routines. It is the intelligent use of them.

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2/ We may have moved on from judging lessons by pace, group work and visible engagement. But retrieval practice, cold calling, mini-whiteboards and “thinking hard” can become proxies too. Any technique can turn into theatre when its purpose is forgotten.

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1/ A valuable article from David Didau. Schools search for visible signs of learning because learning itself is invisible. The problem begins when those signs become targets, and teachers start producing the appearance of learning rather than learning itself. 🧵

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6/ AI may transform how feedback is delivered. It won’t change the mechanism by which feedback works. Feedback improves learning when it changes thinking. The technology may evolve. The science of learning remains our guide.

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5/ Sometimes the most effective feedback isn’t another explanation. It might be a well-chosen question. A prompt to retrieve prior knowledge. Or a cue that helps pupils identify and correct the mistake themselves. That’s where teacher expertise still matters enormously.

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4/ The key question isn’t: “How quickly can AI provide feedback?” It’s: “Will this feedback cause the pupil to think, revise and improve?” Learning comes from acting on feedback, not simply receiving it.

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3/ AI can generate feedback in seconds. It can spot errors, suggest improvements and explain misconceptions. That’s a remarkable opportunity. But speed is not the same as impact.

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2/ It’s easy to assume that more feedback leads to more learning. The evidence suggests it’s more complicated. Feedback has no effect unless it changes what a pupil does next. Information alone isn’t enough.

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If AI gives every pupil instant feedback, will they learn more? Not necessarily. Feedback is one of the most powerful influences on learning. But only if pupils think about it. 🧵

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3/ The aim is not to make every lesson identical. Nor is it to create a separate lesson for every pupil. It is to remove barriers without reducing ambition. Same destination. Different support when needed.

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2/ Sometimes pupils do need different support. But inclusion does not automatically require different learning. Often, it means keeping the curriculum ambitious while adapting explanations, scaffolds, practice and feedback.

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Differentiation is often presented as creating something different for every pupil. But could inclusive teaching sometimes begin with a stronger shared classroom experience instead? 🧵

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5/ The goal is not to protect pupils from AI. It is to use AI without allowing convenience to bypass learning. AI should support the thinking that builds knowledge, not produce answers in place of it. Thinking still belongs to the learner.

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4/ This gives us a better question for judging its use: Will AI reduce unnecessary difficulty while preserving the productive thinking that leads to learning? Reducing extraneous cognitive load can help. Removing the need to think cannot.

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3/ AI cannot do that thinking on a pupil’s behalf. It can support attention, retrieval, practice and feedback. But if it completes the cognitive work pupils need to do, it may improve the immediate product while weakening the learning behind it.

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2/ Producing a good answer is not the same as producing learning. Even an excellent explanation only has value if pupils attend to it, connect it to what they know and can later retrieve and use what they have learned.

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Bruce Robertson @brucenextlevel.bsky.social · 12/06/2025

Can AI think for a pupil? It can generate an answer, explain a concept and suggest an example. But learning does not happen because information exists. It happens because pupils think about that information. 🧵

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Reposted by Darren Leslie

I’m delighted to announce the launch of the new TEACHING POWERUPS membership website for schools: teachingpowerups.com 🔵 Over 100 Trusted Techniques 🔵 Coaching frameworks 🔵 Extra professional learning supports If this is of interest for your school, local authority or trust, please get in touch 😊

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Reposted by Darren Leslie

Bradley Busch @handle.invalid · 05/06/2025

✈️ Evidence-Informed Wisdom is here!! ✈️ RT for a chance to be the first to read it. Today we received our advance copies. It’s a serious book written in a funny way. It’s my favourite thing I’ve ever done. Will pick someone at random on Sunday night and post them a copy!

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Reposted by Darren Leslie

Kate Jones @katejonesteach.bsky.social · 06/06/2025

There are lots of ways to provide opportunities for retrieval practice. There are benefits/limitations to different techniques that's why I embrace variety. As a history teacher, quizzes are great for knowledge recall but students must be given opportunities for elaboration & application too.

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Reposted by Darren Leslie

Drew Burrett @drewburrett.bsky.social · 04/06/2025

Find the episode here - open.spotify.com/episode/0ZIp...

open.spotify.com

Andy Creamer

Talking Scottish Education · Episode

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Reposted by Darren Leslie

Drew Burrett @drewburrett.bsky.social · 04/06/2025

Great point from Andy to finish about the importance of *time* for teachers to access and engage with professional learning, for preparation and to work together.

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Reposted by Darren Leslie

Drew Burrett @drewburrett.bsky.social · 04/06/2025

Another really interesting episode of 'Talking Scottish Education' from @stuartphysics.bsky.social and @dnleslie.bsky.social speaking about #curriculum #reform with Andy Creamer from @educationscotland.bsky.social Many shortcomings of #CfE identified and discussed. Need for clarity and decluttering

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Reposted by Darren Leslie

Aileen Kennedy @profaileenk.bsky.social · 02/06/2025

An interesting whirlwind tour of the history of @gtcscotland.bsky.social, reminding us why it was set up 60 years ago. youtu.be/zZbMlc0ExPI

youtu.be

60 years of Trusted Teaching

YouTube video by GTC Scotland

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Reposted by Darren Leslie

InnerDrive @innerdrive.bsky.social · 02/06/2025

💧Water = Exam Power Drinking water during exams can boost focus, memory & mood. Simple habit, big impact. 👉 www.innerdrive.co.uk/blog/drink-wat…

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Darren Leslie @dnleslie.bsky.social · 01/06/2025

Hi Adam, how do you make slides like these? Are they hand written by you?

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Reposted by Darren Leslie

Drew Burrett @drewburrett.bsky.social · 01/06/2025

Awake early on a Sunday, but very much enjoyed listening to this great discussion about supporting the teaching of languages on Talking Scottish Education. Great to hear the about the importance and positive impact of subject specific professional learning. open.spotify.com/episode/3fqZ...

open.spotify.com

Sheena Bell & Lynne Jones

Talking Scottish Education · Episode

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Reposted by Darren Leslie

InnerDrive @innerdrive.bsky.social · 31/05/2025

😴 + 📚 = 🚀 Struggling students? Start with their sleep. Better rest = better memory, focus & mood. 💡 Download our FREE guide on Sleep & Learning: www.innerdrive.co.uk/guides/sleep-a…

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Reposted by Darren Leslie

Bruce Robertson @brucenextlevel.bsky.social · 30/05/2025

“Amidst a raft of other changes to the school’s ethos and to the level of expectation placed on children, [Berwickshire High School] injected content based on knowledge into a curriculum which has been largely stripped of it. The outcome was astonishing.”👇 www.heraldscotland.com/politics/vie...

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I’d welcome questions, feedback and support for this sharing. #PEchat #teamphysed #physicaleducation #PEshare

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To close I asked pupils that observed the pairs to give one piece of feedback to the group. Based on what they wrote on the worksheet above. They focussed on communication as they felt it was lacking and this will form where we will go next lesson.

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After a good 30 minutes of learning it was time to pack up and review. I asked the pupils to describe to their partner the front and back. I took some responses and held a discussion.

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The pupils who were off court for no more than 5 minutes then used this worksheet and completed one row. They were tasked with identifying whether or not their chosen pair was using the front and back tactic. They also gave them feedback.

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I spent time providing feedback, posing questions and observing performance.

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I also explained and demonstrated how to communicate effectively.

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Once this was set up I explained and then demonstrated the front and back tactic and gave them two strategies on how to set it up: 1. The server always covers the front 2. The stringers overhead shot player always covered the back

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