Pedagogy Bites

Why can knowing the right words make such a difference to learning?

In this episode of Pedagogy Bites, I explore vocabulary through the work of Beck, McKeown & Kucan, Stahl & Fairbanks, Oakhill and others. From academic and subject-specific language to reading, classroom talk and multilingual learners, I consider how explicit vocabulary teaching can give learners greater access to knowledge and the language of their subjects.

Because vocabulary isn't just about knowing more words - it's about having the language to access, understand and communicate increasingly complex ideas.

Does practice really make perfect or does it matter how we practise?

In this episode of Pedagogy Bites, I explore deliberate practice through the work of Ericsson, Rosenshine, Hattie & Timperley, and others. From focused goals and appropriate challenge to feedback, repetition and teacher development, I unpack how purposeful practice can help both learners and educators improve over time.

Because simply doing something again isn't the same as getting better at it - purposeful practice makes progress.

Have you got a bit of feedback, suggestion or want to share your thoughts, you can do that here: ⁠⁠https://forms.cloud.microsoft/e/iA3MwpfiQN⁠⁠

What actually motivates learners and can teachers really make someone want to learn?

In this episode of Pedagogy Bites, I explore motivation through the work of Deci & Ryan, Bandura, Dweck, and Eccles & Wigfield. From self-efficacy and belonging to autonomy, success and seeing value in learning, I consider what teachers can do to create the conditions where motivation is more likely to grow.

Because rather than asking “How do I motivate my learners?”, perhaps we should ask what might be helping - or getting in the way of - their motivation to learn.

Have you got a bit of feedback, suggestion or want to share your thoughts, you can do that here: ⁠⁠https://forms.cloud.microsoft/e/iA3MwpfiQN⁠⁠

Does thinking about your teaching automatically make you a reflective practitioner?

In this episode of Pedagogy Bites, I explore what meaningful professional reflection looks like through the work of Schön, Dewey, Kolb, Brookfield and Timperley. From reflecting in the moment to using evidence, professional dialogue and research, I consider how reflection can move beyond simply asking “what went well?” and actually inform what we do next.

Because reflection isn’t just about looking back - it’s about learning from practice to shape what happens next.

Have you got a bit of feedback, suggestion or want to share your thoughts, you can do that here: ⁠⁠https://forms.cloud.microsoft/e/iA3MwpfiQN⁠⁠

What makes a curriculum more than just a list of things to teach?

In this episode of Pedagogy Bites, I explore how thoughtful curriculum design can build knowledge, connect ideas and support learning over time. Drawing on research from Bruner, Willingham, Sweller, Young and Shulman, I unpack sequencing, prior knowledge, powerful knowledge and the choices behind what (and whose) knowledge we teach.

Because curriculum isn’t just about getting through the content - it’s about deciding what matters and helping learners make sense of it.

Have you got a bit of feedback, suggestion or want to share your thoughts, you can do that here: ⁠⁠https://forms.cloud.microsoft/e/iA3MwpfiQN⁠⁠

What if behaviour isn’t simply something to manage, but something we can actively teach?

In this episode of Pedagogy Bites, I explore how routines, relationships, expectations and self-regulation help create the conditions for learning. Drawing on research from Bennett, Deci & Ryan, Pianta and the EEF, I consider practical approaches to behaviour while questioning the idea that a quiet classroom is automatically a successful one.

Because effective behaviour isn’t just about compliance but is about creating the conditions where learning can flourish.

Have you got a bit of feedback, suggestion or want to share your thoughts, you can do that here: ⁠⁠https://forms.cloud.microsoft/e/iA3MwpfiQN⁠⁠

We often describe metacognition as “thinking about thinking" but what does that actually mean in the classroom?

In this episode of Pedagogy Bites, I unpack the research behind metacognition and self-regulated learning, drawing on Flavell, Zimmerman, Dunlosky, and the EEF. From planning and monitoring to evaluating learning and modelling expert thinking, I explore how teachers can help learners become more strategic and increasingly independent.

Because learning how to learn might be one of the most valuable things we can teach.

Have you got a bit of feedback, suggestion or want to share your thoughts, you can do that here: ⁠⁠https://forms.cloud.microsoft/e/iA3MwpfiQN⁠⁠

Is getting learners talking the same as getting them thinking?

In this episode of Pedagogy Bites, I explore the role of purposeful classroom talk in learning. Drawing on the work of Vygotsky, Alexander, Mercer & Littleton, and others, I look at dialogic teaching, exploratory talk, vocabulary, questioning, and how structured discussion can help learners articulate and develop their thinking.

Because the goal isn’t simply more talk - it’s better thinking through talk.

Have you got a bit of feedback, suggestion or want to share your thoughts, you can do that here: ⁠⁠https://forms.cloud.microsoft/e/iA3MwpfiQN⁠⁠

How do we make the invisible thinking of an expert visible to learners?

In this episode of Pedagogy Bites, we explore modelling and why showing learners how to think, not just what to do, can be so powerful. Drawing on research from Bandura, Rosenshine, Sweller, and cognitive apprenticeship, we unpack worked examples, thinking aloud, scaffolding, and the gradual move towards independence.

Because great modelling isn’t about learners copying the expert - it’s about helping them eventually think like one.

Have you got a bit of feedback, suggestion or want to share your thoughts, you can do that here: ⁠⁠https://forms.cloud.microsoft/e/iA3MwpfiQN⁠⁠

Teaching is a profession built on supporting others...but who supports the teachers?

In this episode of Pedagogy Bites, I explore teacher, trainee, and mentor wellbeing through the research of Day & Gu, Deci & Ryan, Ingersoll & Strong, and the Education Endowment Foundation. From workload and professional relationships to mentoring, resilience, and sustainable practice, I unpack what it takes not just to survive in education, but to thrive.

Because supporting wellbeing isn’t just about doing less but instead is about doing what matters most, sustainably.

Have you got a bit of feedback, suggestion or want to share your thoughts, you can do that here: ⁠⁠https://forms.cloud.microsoft/e/iA3MwpfiQN⁠⁠