Pedagogy Bites

Wellbeing isn’t a distraction from learning but is one of the conditions that makes learning possible.

In this episode of Pedagogy Bites, I explore what learner wellbeing really means across primary, secondary, further, and adult education. Drawing on the work of Seligman, Deci & Ryan, Pianta, and the EEF, I unpack the connections between belonging, motivation, relationships, self-regulation, and academic success.

Because learners thrive when they feel safe, supported, and challenged in the right ways.

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

High expectations aren’t about demanding more - they’re about believing more is possible.

In this episode of Pedagogy Bites, I explore what research tells us about high expectations, drawing on the work of Rosenthal & Jacobson, Dweck, Vygotsky, Rosenshine, and Boaler. I unpack how ambitious teaching, adaptive support, and inclusive practice can help all learners succeed, while challenging the idea that some students need a simplified curriculum to thrive.

The goal isn’t to lower the bar but it’s to help every learner reach 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

Feedback isn’t about marking work - it’s about moving learning forward.

In this episode of Pedagogy Bites, I explore what effective feedback really looks like through the research of Black & Wiliam, Hattie & Timperley, and Shute. From verbal feedback and live modelling to common misconceptions and workload considerations, I unpack how feedback can help learners close the gap between where they are and where they need to be.

Because feedback only matters if it leads to better learning.

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

Adaptive teaching isn’t about lowering expectations - it’s about removing barriers to learning.

In this episode of Pedagogy Bites, I explore what adaptive teaching really means through the research of Vygotsky, Sweller, Rosenshine, and Florian & Black-Hawkins. From scaffolding and responsive teaching to questioning and inclusion, I unpack how teachers can support diverse learners while maintaining high expectations for all.

Because great teaching adapts support towards success

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

Good questioning doesn’t just check learning - it shapes it.

In this episode of Pedagogy Bites, I explore questioning as one of the most powerful tools for assessment, thinking, and classroom dialogue. Drawing on research from Black & Wiliam, Rosenshine, Rowe, and Lemov, I unpack what effective questioning looks like in practice, from wait time and probing to cold calling and formative assessment.

Because sometimes the right question changes everything.

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

Can remembering actually improve learning? Absolutely.

In this episode of Pedagogy Bites, I explore Retrieval Practice through the research of Roediger & Karpicke (2006), Agarwal (2021), and Jones (2019), unpacking why bringing knowledge back to mind is one of the most powerful tools for long-term learning. From low-stakes quizzes to classroom questioning, I look at what retrieval really means in practice - and the common misconceptions to avoid.

Short, practical, and backed by research that sticks.

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

Why do some teaching approaches consistently help learners succeed?

In this episode of Pedagogy Bites, I unpack Rosenshine’s Principles of Instruction (2012) and explore what research tells us about effective teaching. From modelling and questioning to guided practice and checking for understanding, I look at how these principles translate into real classroom practice across education settings.

Clear, practical, and evidence-informed - without turning teaching into a checklist.

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 happens in the brain when we learn and why do some lessons just feel overwhelming?

In this episode of Pedagogy Bites, I break down Cognitive Load Theory (Sweller, 1988) into simple, practical insights for the classroom. From managing working memory to designing clearer explanations, I explore how small changes in teaching can make a big difference to learning.

Short, sharp, and rooted in research - this is your quick guide to teaching in a way that works with the brain, not against 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